Diversity and equity are key components of our strategic plan. Our vision is that all of our students will be prepared to reach their full potential and lead productive lives in a complex and changing world. Our goal is that by the year 2020, we will annually graduate at least 95% of our students ready for productive citizenship as well as higher education or a career.
We are committed to working to eliminate racial or socioeconomic inequities within our school system by eliminating achievement gaps and disparities in student discipline.
In 2013, we created an Office of Equity Affairs. Under the leadership of Dr. Rodney Trice, it ensures that equity, diversity and cultural competency are part of our strategic planning and collective dialogue, and most importantly, that they remain an integral factor in our decision-making. We’re also adding a new position this year - Director of Equitable Discipline Practices - to monitor fairness, equity, and consistency of student suspension recommendations.
Prior to joining WCPSS, Dr. Trice served as Executive Director for Curriculum, Instruction & Technology and later Associate Superintendent for Student & School Services and Equity Oversight with the Chapel Hill-Carrboro City Schools. Dr. Trice has served in leadership roles for professional organizations focused on educational equity at the state and national level, and has led numerous workshops for schools and districts around the country on promoting equity in education. Dr. Trice graduated with a B.S. in Biology from Morehouse College (Atlanta, Ga). He received a Masters in School Leadership from the University of Detroit Mercy and Doctorate in Educational Leadership from the University of North Carolina at Chapel Hill.
This year’s theme is “Uniquely Capable.” A host of activities and lessons will dispel stereotypes and demonstrate how people with disabilities can achieve success in all facets of life.
We need volunteers and mentors in our schools. Contact a school in your community to get involved.
Students graduating within four years during the 2012-13, 2013-14, 2014-15, 2015-16 school years.
|All Students||6.1 percentage point increase|
|African-American students||12.2 percentage point increase|
|Hispanic students||7.8 percentage point increase|
|Students with disabilities||10.7 percentage point increase|
Source: Four-Year Cohort Graduation Rate, NCDPI
Students scoring 4 or 5 on End-of-Course and End-of-Grade tests in 2012-13, 2013-14, 2014-15, and 2015-16.
|All Students||3.8 percentage point increase|
|African-American students||4.6 percentage point increase|
|Hispanic students||2.7 percentage point increase|
|Students with disabilities||0.6 percentage point increase|
Source: EOC and EOG Achievement Level Report, NCDPI
Number of AP classes taken in 2012-13, 2013-14, 2014-15, and 2015-16.
|All Students||23 percent increase|
|African-American students||50 percent increase|
|Hispanic students||26 percent increase|
|Students with disabilities||16 percent increase|
Source: Accountability Course Membership Files, NCDPI
Incidents of suspensions in 2010-11, 2011-12, 2012-13, 2013-14, and 2014-15.
|All Students||34 percent reduction|
|African-American students||29 percent reduction|
|Hispanic students||36 percent reduction|
|Students with disabilities||21 percent reduction|
Source: Suspension Data from the Office of Due Process, WCPSS