‘What’s going on?’ Black leaders question Wichita’s graduation rate – Kansas Public Radio

Report on Graduation Rates and Educational Challenges in Wichita, Kansas

Introduction

Recent concerns have been raised by Black community leaders in Wichita, Kansas, regarding the integrity of high school graduation rates within the district. These concerns emphasize the need to align educational outcomes with the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Concerns Raised by Community Leaders

Members of the Greater Wichita Ministerial League and the NAACP Wichita branch met with Wichita Superintendent Kelly Bielefeld in October to discuss the district’s rising graduation rates juxtaposed with persistently low state assessment scores.

• Graduation rates have increased substantially, reaching a record-high 84.3% for the class of 2024, a 5.1% increase from the previous year and nearly 14% since 2018.
• Despite this, over two-thirds of 10th graders scored in the lowest level on the state math test in 2024, with nearly 80% of Black students scoring at this level.
• In English language arts, about 50% of sophomores, including 67% of Black sophomores, scored in the bottom level.

These discrepancies raise questions about the quality and equity of education, directly relating to SDG 10: Reduced Inequalities, which calls for reducing disparities within and among countries.

Issues with Credit Recovery Programs

The expansion of credit recovery programs has been a focal point of concern. These programs allow students who fail classes to make up credits in a short period, sometimes weeks or days.

1. Critics argue that such programs may not adequately ensure students meet state educational standards.
2. There is a call for accountability to guarantee that Black and brown students receive a genuine, quality education rather than superficial credit attainment.

This issue relates to SDG 4’s target to eliminate disparities in education and ensure equal access to all levels of education and vocational training.

Ongoing Investigation into Grade-Fixing

An investigation is underway concerning allegations of grade tampering at Southeast High School, where the principal was recently replaced.

• Four students were found to have 21 credits instead of the required 23 but were still counted as graduates.
• District officials report no evidence of inaccuracies in past years or at other schools but are implementing checks and balances to safeguard data integrity.

Ensuring transparency and accountability in education supports SDG 16: Peace, Justice, and Strong Institutions, which promotes effective, accountable, and inclusive institutions at all levels.

Superintendent’s Response and Assessment of State Tests

Superintendent Bielefeld acknowledged community concerns and emphasized that 10th-grade state assessments may not fully reflect students’ knowledge or capabilities by graduation.

• He stressed that relying solely on these tests is insufficient to capture the comprehensive educational progress of students.
• The district continues community dialogue to address these concerns.

Credit Recovery Programs and Educational Opportunities

The district defends credit recovery programs as vital for providing second chances to students at risk of dropping out, aligning with the SDG 4 commitment to inclusive education.

• Programs include summer school, learning centers, Simon Youth Academy, Chester Lewis Academic Learning Center, and Extended Learning Opportunity (ELO).
• ELO allows students who narrowly fail a class to improve their grades and avoid credit recovery.
• District officials emphasize that credits earned through these programs require passing standards.

These initiatives aim to reduce dropout rates and promote lifelong learning opportunities, supporting SDG 4 targets.

Graduation Rate Calculation and Data Integrity

Efforts to improve graduation rate accuracy include better tracking of students who transfer, move, or leave the system, in compliance with federal law.

• Students who leave without official withdrawal are counted as dropouts, affecting graduation rates.
• Improved record-keeping ensures data cleanliness and reliability.
• Students moving to homeschool or unaccredited private schools are counted against the district’s graduation rate.

Maintaining accurate data supports SDG 17: Partnerships for the Goals, emphasizing data, monitoring, and accountability for sustainable development.

School Board and Community Confidence

Wichita school board members express confidence in the district’s graduation rates and the ongoing investigation.

• They commit to investigating any issues thoroughly and addressing them appropriately.
• Board members recognize the rising graduation rates as a result of dedicated efforts and a positive development.
• Concerns about undermining public education highlight the importance of community trust and engagement.

Conclusion

The situation in Wichita highlights critical challenges and opportunities in achieving equitable and quality education as outlined in the Sustainable Development Goals. Addressing disparities in educational outcomes, ensuring transparency, and providing inclusive learning opportunities remain essential for the district’s progress toward SDG 4 and related goals.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on issues related to high school graduation rates, academic achievement, and education quality in Wichita schools.
   • Concerns about inflated graduation rates, low state assessment scores, and credit recovery programs relate directly to ensuring inclusive and equitable quality education.
2. SDG 10: Reduced Inequalities
   • The article highlights disparities in academic performance and graduation rates among Black students compared to the general student population.
   • Efforts to close the achievement gap and ensure fair educational opportunities for Black and brown children connect to reducing inequalities.
3. SDG 16: Peace, Justice and Strong Institutions
   • The investigation into grade-fixing and data integrity reflects the need for transparent, accountable institutions in education.
   • Ensuring trust in educational data and addressing misconduct aligns with building effective, accountable institutions.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including racial minorities.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of race or ethnicity.
3. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.

3. Indicators Mentioned or Implied to Measure Progress

1. Graduation Rate (SDG 4.1 Indicator)
   • The article discusses the high school graduation rate in Wichita, including the formula used to calculate it (graduates divided by freshmen minus transfers, deaths, etc.).
   • This is a direct indicator used to measure completion of secondary education.
2. Student Performance on State Assessments (SDG 4.1 Indicator)
   • State math and English language arts test scores are mentioned, with a focus on the proportion of students scoring at the lowest level.
   • This reflects learning outcomes and quality of education.
3. Achievement Gap Metrics (SDG 4.5 and 10.2 Indicators)
   • Disparities in test scores and graduation rates between Black students and the overall student population highlight inequality.
   • Tracking these disparities serves as an indicator of progress toward reducing inequalities.
4. Data Integrity and Institutional Accountability (SDG 16.6 Indicator)
   • Investigation into grade-fixing and efforts to improve data accuracy imply the use of institutional transparency and accountability indicators.
   • While not a formal SDG indicator, these are critical for measuring trustworthiness of education institutions.

4. Table: SDGs, Targets and Indicators

SDGs	Targets	Indicators
SDG 4: Quality Education	4.1: Completion of free, equitable and quality primary and secondary education 4.5: Eliminate disparities and ensure equal access to education 4.a: Provide safe, inclusive and effective learning environments	Graduation rate (percentage of students completing high school) Proportion of students scoring at lowest level on state math and English tests Enrollment and participation in credit recovery programs
SDG 10: Reduced Inequalities	10.2: Promote inclusion irrespective of race or ethnicity	Achievement gap metrics (disparities in test scores and graduation rates between Black students and others)
SDG 16: Peace, Justice and Strong Institutions	16.6: Develop effective, accountable and transparent institutions	Investigation outcomes on grade-fixing Measures of data accuracy and institutional accountability in education

Source: kmuw.org