JD Clement Early College High School is dealing with quite a good problem to have. The school has achieved or exceeded academic growth expectations since its inception. When you’re that high-flying, improving over the previous year becomes more of a challenge. And yet, they’re doing it!
“Last year we not only exceeded growth, but we were number 20 in the state for growth, and the year before that were number 7 in the state for growth,” said Dr. Lori Bruce, JDC ECHS principal. “We felt very proud of being very high up, but moving kids who already are at the top is a harder lift.”
The school has received a grade of “A” from the North Carolina School Report Card every year the rating system began in 2013-14. Dr. Bruce and her Assistant Principal Jamel Anderson-Ruff, credit this educational performance to relationship building, high expectations, and consistent quality teaching.
“Our teachers inspect what they expect,” said Anderson-Ruff. “Meaning, they’re not just going to throw out, ‘This is what I expect for you to do,’ without providing quality instruction, the support students need, and reaching out and partnering with parents.”
Students are set up for success with healthy school culture, high standards
JDC ECHS is one of four early college programs in Durham Public Schools. By design, students are set up for success, as they are introduced to the college experience from Day One as freshmen.
Freshmen take one college course at North Carolina Central University, which is the host school for the JDC ECHS program. Sophomores take two or more NCCU classes. By the time they reach their junior year, students have completed all high school requirements and become fully immersed in college courses. Many JDC ECHS students graduate with two full years of college credit.
“Our Memorandum of Understanding with NCCU is that they are going to give our students a full college experience,” said Dr. Bruce, who attributes much of the school’s success to, according to a recent presentation to the State Superintendent Dr. Maurice “Mo” Green, “deliberate attention in creating a healthy school culture that is affirming of all cultures/backgrounds that supports adolescents growing into their best selves while developing the skills needed to navigate through post secondary life.”
This includes:
High standards and accountability for student behavior while implementing restorative practices and opportunities;
Character Development curriculum taught within seminar classes;
A Positive Behavior Intervention and Supports (PBIS) Matrix that serves as the foundation for student expectations;
Ongoing partnership with JDC ECHS parents and students to provide academic and emotional support while on the path towards JDC students’ ownership of their education and future; and
Students have the opportunity to make mistakes and have a network of adult guidance and support while reflecting and working through obstacles before they graduate.
‘A soft place to land’
Assistant Principal Anderson-Ruff said that a critical component of the attention paid to JDC ECHS students involves developing students as people, as well as scholars.
“I think that JD Clement gets the results that we get … because we are able to do the things that educators can only dream about at other schools,” said Anderson-Ruff.
A flexible schedule for students includes a built-in intervention block each day Monday through Wednesday, during which time teachers can work with students on specific areas of improvement. The school also features a “10:40 break,” patterned after NCCU’s daily break for students. During this time (actually 10:30 - 11 am), all students have the opportunity to participate in a variety of school clubs - even the juniors and seniors who return to the school during that time.
“We’re a soft place to land for them,” said Anderson-Ruff.
NCCU also provides JDC ECHS administrators with an “early warning” list of students who might be at risk of failing courses they are taking at the university six weeks into the semester. This provides the school staff the opportunity to work with students to ensure they are doing what they need to improve.
Dr. Bruce said her team will ensure that this happens. The determination to ensure that every child succeeds is real, and the expectations are there for students, staff, and families.
“We have programming for students and families to make sure they are taking those barriers to success away,” said Dr. Bruce. “The goal is not just that our students are successful in their high school courses; we provide all of the support we can to ensure they’re successful in life.”