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JCHS Vision Statement

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Demographically, Jefferson City High School (JCHS) had 74.3% White students and 16.6% Black students with 42.4% free (or reduced) lunch in a population of 2,618 in 2008 (DESE, 2014). Thus defining JCHS as a large suburban secondary school based in an urban setting. I was hired for the 2009 school-year to help model the vision of learning in my school community by supporting the development of faculty skills that match the will of our directive. The mission of the JCHS community seeks to teach, inspire, motivate, and empower students to be responsible members within a global society (Jefferson City, 2011). The details of successful implementation to fulfill our mission to each student were ambiguous in both philosophy and application. The reasonably lofty …show more content…

The same pattern is repeated in Mathematics (26.4% and 39.3%) compared to total of 48.1% (DESE, 2014). Predictably, the pattern of below average disaggregated data for these students continues through graduation as 70.3% of Blacks and 73.8% of free or reduced lunch students successfully complete high school compare to the JCHS average of 83.3% (DESE, 2014).
Additionally, the JCHS Total Attendance Rate (TAR) can be remedied as the poor rates of these two groups contribute to a 92% TAR compared to the Missouri state average of 94.5% TAR (DESE, 2014).
Increasing the attendance rate of these student groups provided access to the educational opportunities offered at JCHS as long as there is follow-up and follow through. These budding positive relationships were supported with consistent feedback and communication to the student and family to cement a sense of value and purpose to the family’s commitment to the student’s

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On September 25th, 1957, in Little Rock, Arkansas, nine courageous African American students entered not only through the doors of Central High, but the doors leading to change. They were strong enough to do this and knew what they were doing and understood it’s worth. The integration of Little Rock Central High was a milestone in the civil rights movement, and it was known across the country and through the world. Though there were likely many different reasons battling in the nine’s head about why or why not to go, they chose to go to the school.

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As a student of the original Memphis City School district, I was in the makeup of disadvantaged black students. However, unlike other students, I found myself questioning the curricula’s ability to prepare me for success in college. After talking to a number of friends who attended Shelby County Schools in the suburbs, I found that my thoughts were exactly true. Many of them learned the things I was currently reviewing in previous years.

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Confidence in the principle of universal equality of educational opportunity is difficult to maintain when one views the breadth of the educational landscape in America. When observing two schools that fall on opposite sides of the spectrum in nearly every measurable aspect, it is crucial to make sense of where such disparity is founded so that the education system can be altered to better society. One such example of a tremendous educational gap is found in the 3.6 miles that span between the Nashville High Schools Pearl Cohn and Hume Fogg. Pearl Cohn, an entertainment magnet school located in a predominantly African American and poor socioeconomic area, has a 69% graduation rate, whereas Hume Fogg, an academic magnet school with 97% of students

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