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Students, case manager and alumna say Pace provides family-like support that helps students graduate
Summary
Students, staff and an alumna described Pace as a “home” environment that supports students to graduate, earn honors and pursue college; their remarks were presented as testimony during the meeting record.
Kendall Mosley, an 11th-grade student at Pace, said the program’s close-knit environment helped her academically: “the teachers at Pace, they helped my academic success by making sure it was a home environment.”
The testimonials, given by current students, a staff case manager and a PACE alumna, emphasized personal attention and the program’s role in keeping students on track to graduate and pursue postsecondary education. "Students who are the first in their families, to graduate high school and even go on to college often," said Zane Ramirez, a case manager at Pace, describing outcomes he said keep him "inspired to work here."
Kendall Mosley told the meeting that Pace’s staff learn every student’s name quickly and that students “feel seen” and like “it’s a family here.” Another commenter described the staff connection as “one big support system.” A separate commenter summed up the program in one word: "hope."
Samantha, identified as a 2017 PACE graduate, said she attended Pace as a young mother and credited the program’s hands-on teaching with helping her complete school and start a business. "The teachers were very hands on. They cared about me ... Now I own a daycare," she said, adding that she has three sons and that the support she received removed earlier struggles.
Speakers described academic progress in concrete terms: one staff member said students moved from being "stuck in the hole" to earning AB honor roll by year’s end. The transcript contains no formal motions, votes or policy actions related to the remarks; the entries are testimony and descriptive accounts of student experience rather than proposals for board action.
The speakers’ remarks in the record focused on individual student outcomes, supportive teacher-student relationships and PACE’s role for students who might not succeed on their home campuses. The transcript does not specify funding, program enrollment counts or formal performance metrics.
