RUSD principals report modest gains, ongoing gaps in attendance, credits and discipline

Principals from Case High School and Horlick High School presented monthly student achievement reports Monday to the Racine Unified School District Board of Education, detailing modest academic gains alongside continuing challenges in attendance, credit attainment and disproportional discipline.

At Case High School, Principal Cassie Kranz said the school met last year’s attendance goal of roughly 86 percent (reported as 85.8 percent) and has set a new target of 86.8 percent. Kranz outlined an achievement goal focused on freshman credit attainment and said current on-track-to-graduate rates for freshmen are "about 85 percent." She described strategies including increased family communication, interventions for at‑risk 10th graders, expanded college-credit opportunities and industry partnerships. "We're really looking at how do we allow our students the opportunity to take an IB class no matter where they're coming from," Kranz said of an IB program introduced for juniors.

Board Member Cooley asked about math interventions and supports for socioeconomically disadvantaged students; Kranz cited two math tracks and curricular pacing, plus coaching and weekly administrative walkthroughs to give teachers feedback.

Horlick High School Executive Director Tangela King said Horlick serves about 1,200 students, "the majority 900 plus live below the poverty line," and reported a four‑point gain on this year’s state report card — the first increase in nine years. King said graduation was 81 percent last year with a goal of 86 percent and reported credit attainment near 78 percent. King identified a "disproportionate discipline of Black students," who make up roughly one‑third of the student body but account for more than 50 percent of referrals and suspensions.

King described strategies the school is using: weekly academy and grade‑level meetings, tiered interventions and incentives to raise attendance, restoration‑oriented discipline practices, a minor‑behavior referral form to reduce administrative removals from classrooms, a "refocus" room and youth apprenticeship growth. "By restoring strong systems and routines, we are building a culture of excellence that will drive lasting change at Horlick," King said.

Board members asked about specific algebra interventions, credit recovery vs. regular instruction, and how walkthrough feedback balances content expertise with teacher support. Administrators described using PLCs, data digs to identify students off track, and bringing teachers into restorative conversations so instruction and behavior supports align.

The presentations did not include any board action; members thanked staff and requested continued reporting on algebra, attendance incentives and discipline disparities at future meetings.