Press Release: 93% Graduation Rate is the Highest of All time in Dearborn Public Schools

– During the same time period high school drop-out rates decreased by 72%!

Recently released data from the State of Michigan* shows graduation rates for the Dearborn Public Schools have increased over a five year period from 76% in 2011 to 93% in 2016. During the same time period drop-out rates have decreased 72%.In 2011, there was a total of 113 drop-outs compared to 32 in 2015-16.

“This is great news for our community! I’m extremely proud of our students and truly appreciate the hard work of all staff members who brought about this success”, commented Dearborn Public Schools Superintendent Dr. Glenn Maleyko.

The improved graduation rates and decreased drop-out rates are part of a district wide effort that begins with the youngest students in pre-school and kindergarten and extending through the high school years. However, recent success is focused on the district continually looking to be creative in its course offerings and a commitment to meeting the needs of individual students through the addition of key staff positions.

A variety of programs such as the Collegiate Academy, two different Early College programs, several Career and Technical Education options, the Dearborn Center for Math, Science, and Technology, dual enrollment, and Advanced Placement all play a role in helping to keep students motivated and focused on completing high school. Additional staff members, such as the Graduation Intervention Specialists, added in 2010-11, work directly with students beginning as soon as ninth grade to make sure they are staying on track for graduation.

Although much attention is focused on students in grades nine through twelve when looking at graduation rates, the Superintendent of the 20,700 student district doesn’t credit just one “silver bullet” program for the success. Rather, he points to the implementation of several programs such as co-teaching and the English Language Learning model; timely use of assessment data; the impact being made by instructional, non-instructional, and administrative staff members; support from parents and community; and the restructuring of how schools work together in order to focus on improving instruction and meeting the learning needs of individual students.

One key element that has had an overall impact on student achievement is the School Improvement Process or SIP. The SIP has been instrumental in helping schools develop meaningful educational goals that target the strengths and weaknesses of students. The SIP, along with the establishment of the “feeder track model” a management structure that groups schools together based on schools that feed into each other opposed to grouping them based on grade level, has played a big part in building strong Professional Learning Communities (PLC’s) that allow educators to work collaboratively across grade levels and subject areas, share best practices, and build partnerships with parents.

Of course programs providing support to early childhood, culture and climate, students with special needs, and English Language Learners have also played a role in graduation success.

“An important factor that cannot be left out is parental involvement. We have incredible community support for our schools and parents have back up their words with actions by making education a priority,” said Board of Education President Ms. Mariam Bazzi.

“This is an accomplishment to celebrate but our work is not done. We must continue to build upon our success and achieve even better results so that all students will have a quality learning experience,” Maleyko added.

Comparison of 2009 through 2016 Four-Year Graduation Rates*