Los Alamos High School leaders point to 97% graduation rate and expand pathways for new state requirements

Los Alamos High School administrators told the school board on March 27 that the school’s graduation rate has risen in recent years to about 97 percent and described a suite of academic, social-emotional and career-readiness programs they say are supporting that result.

Assistant principals presented an overview of school programs, student supports and plans to implement the state’s new graduation "pathways" requirement for incoming freshmen beginning with the Class of 2029. Administrators said they have grouped courses into four concentrations—arts and humanities, human services, business and industry, and STEM—to align course sequences, dual-credit opportunities and CTE offerings.

What they told the board: Assistant Principal Eric Ziegler and his administrative team highlighted a broad set of offerings that include 21 Advanced Placement courses, 98 unique elective courses at the high school, 650 students enrolled in AP classes, about 54 students in the district’s Topper Virtual Academy, and nearly 600 student participants in athletics across fall, winter and spring seasons. "I believe we're at a 97% graduation rate right now, which when you look at that, that is huge," one administrator told the board when presenting the graduation figures.

Administrators showed programs intended to increase engagement and reduce dropouts: WIN (What I Need) time, a mid-day flexible academic/SEL period; a school "reset room" funded by PED and restorative-justice partners for short student decompression; weekly monitoring of seniors at risk of not meeting graduation requirements; expanded CRSP (community resource support plan) work with outside partners; and Sources of Strength and other SEL campaigns.

CTE and college partnerships: The school is working with Northern New Mexico College and UNMLA (University of New Mexico–Los Alamos) to expand dual-credit and CTE options. Administrators said they are pursuing internships and apprenticeships tied to local employers, including proposals such as expanded auto and welding pathways and a possible aviation-mechanics offering. "We want to focus on finding something for the 15–20% of students who do not plan on a 2‑ or 4‑year college path," an administrator said.

Student supports and activities: Presenters emphasized a large extracurricular base—more than 55 clubs—and nonacademic supports such as Native American liaisons, counseling services, and a college-and-career center staffed to help seniors. The administrators asked the board to consider supports that help retain and recruit staff, including professional-development time and incentives to retain veteran teachers.

What’s next: Administrators said they are continuing to refine schedules and supports for WIN time and the later start time, and will work with district staff to implement the pathway concentratons ahead of the new state requirements. Board members praised staff and urged continued outreach to expand CTE internships and to track WIN-time outcomes.