EXCEEDING EXPECTATIONS
EXCEEDING EXPECTATIONS:
DPS STUDENTS RAISE THE BAR Principals, teachers committed to their success urham Public Schools saw gains in every subgroup of students tested and in every tested subject except for eighth grade science and high school English II in school year 2022-23, according to school performance data released in September. Of the 51 participating schools, 45–or 88.2 percent–met or exceeded their growth goals during school year 2022-23. (Durham Public Schools has 56 schools, but a certain amount of data is required to assign a growth status. Holton Career and Resource Center, the DPS Hospital School, and Middle College at Durham Tech didn’t have enough data for a growth status. The Durham Performance Learning Center and Lakeview School are on an alternative school model and their growth is not reported at the state level.) Additionally, 14 DPS schools earned an A or B status in performance, according to the data release. The district also saw three schools move out of low-performing status: Hillandale Elementary, W.G. Pearson Elementary, and the School for Creative Studies. “I’m proud to know that our school leaders, teachers, and staff subscribe to the belief that all students have unlimited potential. Here in Durham Public Schools, we want our students to become accustomed to and familiar with achievement because it is an expectation for each and every one,” says Superintendent Dr. Pascal Mubenga.
RECIPE FOR SUCCESS Principals say a major ingredient in the recipe for student success is believing in every student’s potential for growth and achievement.
6 SPARK INSIDER
“Advancing our students is a team effort,” says Dr. Stacy D. Stewart, chief of schools for Durham Public Schools. “Achievement requires labor, patience, and inspiration from parents, teachers, and administrators. Additionally, we have high expectations for our students. No one rises to low expectations.” Mshinda Middleton-Brown, principal at R. N. Harris Elementary School, where overall school performance grades increased from 51.8 to 68.6 points, says she and her staff understand that these are formative years and are invested in their students’ growth. “They are individuals who take pride in making sure they are masters of their craft. I don’t have to pull them along or sell it to them,” she says. “They’re excited. They want our students to succeed.” It’s hard work that must be taken seriously, says MiddletonMiddleton-Brown, who notes that this foundational work can serve as a catapult toward long-term success. “We want high test scores, but why? There’s a why behind it,” she says. “We want them to be adept and have conversations with anybody around the world. We want them to compete.” Brown says her daily tasks include meeting with her assistant principal, reviewing curriculum, making logistical decisions, and holding professional learning community meetings. “The plan for the day gives direction, and we communicate with each other clearly,” says Brown. They even discuss what they might learn or hear at the bus circle, cafeteria, or carpool when students arrive at school. They gauge the temperature and talk among themselves to ensure that students are ready to learn, she says. “I truly believe in giving students options,” she says. “School is not an experience that happens to them but with them.”
