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Dutch Fork High School Case Study

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Nestled in the suburbs of Irmo, SC, Dutch Fork residents are not far from beautiful Lake Murray. Because of its lakefront locality and closeness to the state capital of Columbia, the Dutch Fork community has experienced much growth over the last several years and has become more diverse. One of four high schools in District Five of Lexington and Richland Counties, Dutch Fork High School (DFHS) serves students in grades 9-12 with a growing population of 1830. The student body consists of 57% white, 34% African American, and 9% other. Approximately 28% of students receive free or reduced-price lunches, and 8% are classified as special education students. Another 2% of the student population is classified as ELL or limited-English proficiency students. Dutch Fork High School has a long-standing reputation of excellence. Consistently ranked each year among the state and nation’s best and most challenging high schools by Newsweek, The Washington Post, and US News and World Report, DFHS boasts one of South Carolina’s most successful Advanced Placement programs with 40% of the total student population taking at …show more content…

Although it continued to be a high performing school, the school’s culture was undoubtedly changing and was evidenced by the 6,887 discipline referrals that school year. Additionally, racial, gender, and socioeconomic disparities began to emerge in the data. Of all minority students in the school, 22% had received at least one day of suspension, and minority students accounted for almost 60% of all students who had been suspended. Of all students who received free or reduced lunch, 23% had been suspended at least once. And male students accounted for more than 70% of all students who had been suspended. Of the 275 students who were suspended in 2009-2010, 196 of those were

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By placing heavy weight instead on middle school grades, state assessment results, and attendance, Townsend Harris feels it ends up with students who have demonstrated the capacity to be serious and successful, not just good test takers. All students are required to be in the 90th percentile or above on math and reading standardized tests as well as have a minimum grade point average of 90 in June of 7th grade when being considered for a 9th grade seat. There is no entrance exam, written assessment or formal interview, and while nearly 5000 students apply to THHS each year, 250 seats are available. Students must place THHS as their first choice of high schools, showing ambition and dedication to becoming an “aggressive”

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The increase of police officer or SROs diminish the school 's’ efforts to develop academically engage youths because the SRO demoralizes the students by criminalizing them for minor offence. “The presence of police officers has increased student arrests on school grounds between 300 and 500% annually since the establishment of the zero tolerance policy” (Mallett 2015). Mallet’s findings illustrate that with more security on campus students are arrested more often for minor issues because the youths have a higher chance of being caught. Therefore, SROs are inefficient and cannot provide a nurturing, learning environment for students because the SROs establish a prison like environment (Mallet 2015). The arresting of at-risk students becomes a

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