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Three‑year evaluation finds gains in student belonging and engagement after structural changes, but racial disparities remain
Summary
Administration presented a three‑year assessment of the high school's block schedule and related changes, reporting higher measures of student belonging and teacher caring but noting persistent disparities and areas for instructional improvement.
District leaders presented a three‑year evaluation of structural changes to the school day, including a block schedule and longer passing periods, and said the data show improvements in measures of student belonging, teacher caring and classroom engagement while highlighting persistent racial disparities in instructional dialogue and analysis.
"71 percent of students reported feeling a sense of belonging," the presenter said, noting that rate rose from…
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