Native American students and students in the English Language Learners program continue graduating from the Lawrence school district at the lowest rates compared to other subgroups, according to district data.
Although percentages fluctuated across the past six years, Superintendent Jeanice Swift told the school board Monday it’s a “critical concern” to see the disparities expand over time.
James Polk, director of data and assessment, said the district’s overall graduation rate increased 4.5 percentage points — from nearly 83% in 2019 to around 87% in 2024.
However, the numbers of Native American students and students in ELL who graduated in 2019 decreased approximately 13% and 10%, respectively, in 2024.
Meanwhile, the number of graduating Hispanic students and white students both increased nearly 2%, and multiracial students increased nearly 8%. Students receiving free- and reduced-price lunch and students with disabilities saw increased rates as well.
Board member Carole Cadue-Blackwood, who’s been a longtime advocate for Native American curriculum in public schools, said the district can better support Native students by giving more acknowledgment to Indigenous history. She said discussions of Billy Mills in class or districtwide education around Orange Shirt Day, or the Day of Remembrance, would be valuable.
“It shouldn’t be an explanation, especially from some of our admin,” Cadue-Blackwood said. “Like they asked — in a wholehearted, nice manner — they’ve asked, ‘What is that? Can you please explain it to me?’ And so I don’t mind explaining, but it shouldn’t have to be something where I have to explain every time when it’s boarding school history day.”
Administrators from Lawrence and Free State high schools, Lawrence Virtual School and the adult education programs shared some of their strategies aimed at reducing gaps. Project SEARCH and C-Tran, the Community Transition program, offer job training with school curriculum for adults with disabilities.
Mark Preut, principal of the Lawrence Adult Education Center and Alternative Programs, said the Diploma Completion Program is a viable option for students needing to make up credits or who need a “smaller and quieter” learning environment.
“I think of a student who kind of floundered through high school, social aspects were way too distracting, ended up moving into diploma completion the spring semester, and got more credits done in diploma completion in two months than he had the previous three years,” Preut said. “So provides a really distilled way to get that work done and move forward.”
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Maya Hodison (she/her), equity reporter, can be reached at mhodison@lawrencekstimes.com. Read more of her work for the Times here. Check out her staff bio here.
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