Albany High principal reports rising attendance, highlights valedictorian and salutatorian

Albany High School Principal Jody Comerford told the Albany City School District Board of Education on May 8 that the high school has seen measurable gains in student attendance, family engagement and program participation this year.

Comerford said chronic absenteeism has fallen and the district’s recent capital project and new campus facilities helped draw families back: "We're seeing an increase in not only student attendance, but our family engagement with the new campus," she said. The principal reported the school’s daily attendance rate at about 89% for the year and chronic absenteeism trending lower than earlier figures she cited.

The report outlined several operational changes that administrators credited for the improvements: weekly academy MTSS (multi-tiered system of supports) meetings to triage students; four attendance teachers, one assigned to each academy; expanded after-school and Saturday tutoring; and targeted interventions tied to data dashboards. Comerford described the MTSS process and weekly case review as key to monitoring students who are missing class and assigning case workers.

Comerford also summarized academic offerings and extracurricular growth: about 478 students in AP classes, increases in UHS (university in the high school) enrollment to about 270 students, expanded community partnerships (Hudson Valley, SUNY Potsdam, Siena), and growth in JROTC, theatre and fine arts programs. She said the school hosts a "Falcon Boutique" (free store), a weekly food pantry and other community-school services.

Two graduating seniors spoke to the board. "I'm honored to be the class of 2025 valedictorian," Jacob Levine said in remarks about his path through the district and his interests in computer science and music. Levine said Albany High helped him develop technical and music skills and that he plans to attend the University at Albany.

Jamima (listed in the meeting as salutatorian) described being a first-generation college student and credited family and teachers for supporting her plan to major in biology at the University at Albany. Comerford noted both students have attended Albany schools since kindergarten.

Comerford and other administrators flagged subgroup gaps and next steps. Graduation-rate analysis presented later in the meeting (see separate article) highlighted lower outcomes for students with disabilities and English-language learners, and Comerford said those groups will remain a focus, with scheduling and staffing adjustments and targeted summer supports.

Looking ahead, Comerford said the school will continue to emphasize project-based learning, student voice events, equity professional development for staff, and increased availability of supports to reduce out-of-school suspensions and discipline referrals.

The principal closed her presentation by asking the board to continue support for staffing and programs that underpin the gains the school reported.