Structure, Accountability Are Keys to Diploma for Struggling Students

In high school, many students buckle down and rack up great grades and high GPAs in the quest for college scholarships. But for some students, adapting to high school coursework and higher expectations can be a struggle.

The  offers several  which prevent at-risk students from thriving in school. The district's semester-long PACE program aims to help high school students reboot through a structured program that emphasizes student accountability. 

Parkway’s program enrolls fifty students per semester who might benefit from the structure and individual attention of the program. Students are identified by counselors and administrators at their home school. 

In a June presentation to the Parkway school board, the staff of Parkway’s PACE program reported 65 percent of their students needed an intervention to correct behavioral problems. Thirty-two percent of students enrolled were serving long-term suspensions of 10 days or more. 

“PACE is an intensive semester-long intervention program designed to prevent dropout and help struggling students earn their diploma,” said Lori Maddox, assistant principal of the program. “It is highly structured and students are closely monitored on task completion, homework, study habits, attendance. We work on goals specific to each student.”

The PACE program features core classes as well as a reading specialist, counselor and Special School District personnel. The curriculum also includes life skills such as time management, ways to identify obstacles to success and anger management. Maddox told the school board in June that a majority of PACE students learned to use a daily planner in their time in the program.

The program is built around a series of goals. Expectations are set for each student, and they must meet these objectives to advance to a higher level. Each advance is met with acknowledgement and rewards for the student. Incentives, such as free time before and after lunch, are given to students who achieve success.  

Consequences for failing to meet study goals are also part of PACE. “Privileges and opportunities are restricted for students who fail to move forward,” Maddox said.

In a recent survey, parents and students said the program was working. PACE students attributed their success to small class size and the way teachers presented lessons. Teachers monitor homework completion, and students said daily accountability for their performance made a difference in their work. Ninety percent of parents surveyed said they felt the staff had reasonable expectations for their child. Parents also said the teachers were responsive to student concerns.

Maddox cites a change in student attitudes after achieving small successes in the program. “We find that kids who do well here serve as role models for other students. They encourage and support each other,” she said. “Two things come into play. First, students begin to reluctantly realize behaviors of the past aren’t working for them. They know they need to do something. Students become receptive. Secondly, the immediate feedback and positive reinforcement provided becomes a motivator for them. In the end, taking something positive home to mom and dad is a great experience for these students.”