UNITED STATES DEPARTMENT OF EDUCATION Seimicumuns. ‘OFFICE FOR CIVIL RIGHTS Semcon August 18,2014 De. Scott, Brabrand Superintendent Lynchburg City Schools P.O. Box 2497 Lynchburg, Virginia 24505 Re: OCR Case No. 11-10-5004 Resolution Let Deer Dr. Brabrand ‘This eter iso inform you ofthe resolution ofthe compliance review conducted by the US. Department of Eaueation (the Department), District of Columbia Office for Civil Rights (OCR) that was ‘opened on September 24, 2010. The compliance review assessed wither the Divisio discriminates against Afican American students by failing to provide them withthe same resources and educational ‘opportunites that it provides to white students 0 prepare them for pestsecondary education andlor ‘OCR initiated this compliance review under Tile VI ofthe Civil Rights Act of 1964 (Title VD, as amended, 42 U.S.C. § 2000d et seq, and is implementing roguletin at 34 CFR, Part 100, which ‘probibitdisrimination on the basis of ace, color, or national origin x programs and activities receiving Financial assistance from the Department. Asa recipient of such assistance, the Division is subject to Title VI, and therefore OCR had jurisdiction to conduct this review Prior tothe conclusion of OCR’s investigation, the Division expressed an interest in voluntarily resolving this compliance review and entered into a Resolution Agreement (Agreement), which commits the Division to spevific actions to address the issues under review. OCR recognizes that since it initial review, the Division is under the leadership of a new Superintendent and that the Division has developed ‘and hegun implementing a new comprehensive plan to improve student achievement and narrow the tchievemtent gop between students of different races, This letter summarizes the applicable legal Standards, the information gathered during the review, and how the review was resolved, Applicable Legal Standards ‘The applicable standards for determining compliance are set forth in the regulation implementing Title Vi, at 34 CER. $100.34), (b) (1) and (2). Section 100.3(a) provides hat no person shall, on the ground ‘ne Done Er soe pond os acne and rp gb upteeee iy eg nce een edt ee emusage 2 OCR Case No, 11-10-5004 ‘of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be ‘otherwise subjected to discrimination under any program operated by a recipient. Section 100.300K1) probibis a recipient, onthe ground of race, color, oF national origin, fom denying an individual a ‘service or benefit ofa program: providing different services or benefits; subjecting an individual segregation in any mater elated tothe receipt ofa service or benefit; esrctng an individual in any ‘way in receiving a service or benefit; eating an individual differently in determining whether the individual satisfies any admission or eligibility requirement for provision ofa service or benefit; and, denying an individual en opportunity to participate in a program or affording an opportunity to 6050 ‘which is different from that afforded to others. Section 100;3(6)2) prohibit recipient om utilizing criteria or methods of administration that have the effect of subjecting individuals to diserimination ‘because oftheir race, color, or ational origin. ‘The edministation of student envollment in courses can result in unlaful discrimination based on race intwo ways: is, if students ae subject to different treatment based on their race, and second, if policy is neutral on its face and administered neutrally but has a disproportionate and unjustified effect ‘on students of a particular race ‘Overview of the Division and Summary of Review. For the 2013-2014 school year, the Division enrolled a total student population of 8,583, 37% of whom ‘were white and 49% of whom were African American,’ The Division has twa comprehensive high schools (Heritage High School and F.C. Glass High School) as wall as three middle schools and eleven elementary schools. Students ste typically assigned to Division schools based on where they live within the Division's boundaries, (OCR collected information ffom the Division fr the 2008-2009 through 2010-2011 school years about the Division’ elementary and mide school level eurrcula, including programs and courses offered at those levels that could potentially affect eavollment in high school higher level learning opportunities and have an impact on college and career readiness. Also, OCR reviewed information regarding the Division's high school higher level learning opportunities including advanced courses, Advanced cement (AP) coutss, and Dual Credit (DC) programs (where students envolin courses st local community college). In addition, OCR collected and reviewed information about other possible bariers to college and career readiness, including student discipline. OCR interviewed Division faculty, counselors, and administrators and obtained student and parental input concerning the Division's preparation of students for college and caees Access to Advanced Courses Prior to High School ‘As discussed below, there is a significant disparity berween the numbers of African American and white high school students who take AP and advanced courses. When speaking with students about what they considered in determining whether to eayolin these courses, many studens informed OCR that they ‘wok AP or advanced courses if they teok advanced courses in middle school and even in elementary School. Some ofthe students informed OCR that they were given standardized tess in elementary schoo! to determine i hey qualified for certain advanced courses, such es math In addition, te former ‘Superintendent informed OCR that advanced courses at the middle schol ae not “open enol ca cin nds shusPage 3 ~ OCR Case No, 11-10-5004 and selection is based on teacher recommendation and tet performance. OCR thus gathered additional ‘information regarding access to these courses onthe elementary school level and middle schoo! levels The Division's Gifted Program ‘There are eleven elementary schools inthe Division, two of which are identifably Affican American | (Dearington Elementary and Bass Elementary) and one of which is identifiaby white (Bedford ils)? ‘The Division offer gifted program only a the elementary school level. The prograz isin the fore of separate full-day center, called the Gifted Opportunities (GO) Cente, serving 150 students in grades 3- 5. The content of each course i based on the Virginia Standards of Learning and supplemental ‘enrichment activities are added tothe curiculum. All teachers atthe GO Cette are endorse in gifted ‘education. Inthe 2009-2010 school year, the overall enrollment at the elementary level in the Division ‘was 58.0% African American and 37.0% white, However, enollment atthe GO Center was 12.8% ‘African American and 73.0% white. Inthe 2010-2011 school year, the overall enrollment atthe elementary level inthe Division was 51.8% Affican American and 36.4% white. However, enollment atthe GO Center was 83% African American and 77.9% white. ‘The Division reported that it considers the following factors for eligibility to he GO Center: Nagliesi Nonverbal Ability Test seores; Stanford 10 Achievement Test scores; a Checklist of Gifted ‘Characteristics; Achievement Record ratings; and a Stndardized Portfolio. Students are chosen by 8 Division Eligibility Committee. The Division expressly denied that any sing eriterion is used t0 Read Reading Reding Bast a a A 764 | 7% 20962007 Afican ‘Acerican pus aie Bes we Toa 100% 100% ass Pave 20102011, ‘Agican ‘Anerican pasate Diisioowide| 6% [Re [79s] THF 758 20102011, ‘Asican ‘Anerican pasate Suwa [7% [Re [Te Tome aa 20102011, ‘Agican ‘Anerican paste ‘The reading and math SOL pass rats for African American students at 3ass exceeded the Division- wide pass rates for African American students and also exceeded the state-wide pass rates for A‘fican ‘American students. The 2010-2011 S® grade Math poss rate for Africar American students at Bass was only slightly below the state-wide pass rate. “The 2010-2011 Bass School-Wide Plan reported on-going reform strategies, including five intersesions (cue atthe end of each 6-woek grading period), an accelerated reading rogram, skill review sessions during recess for identified students, increased hours of math intructios during the year, and professional development for teachers. The Plan noted tha al teachers atthe sehool are endorse inthe fre oftheir assignment and 98% ar highly qualified. The improvements in student achievement st ‘Bas suggest that it could be a model for similar improvements at oer Division elementary schools, Aavanced, AP and Dual Credit Courses at the Division's High Schoals ‘The Division offers thee types of advanced learning opportunities atthe high schoo! levet— Advanced, AP, and Dual Credit (DC) courses" Succesful completion of an AP couse in addition oa sere of tiuee or above onthe corresponding College Board AP exam results in eredit at most colleges and ‘universities. Successful completion of DC courses can result in collegeeredit. AP and Advanced coirses are weighted more heavily in grade point average (GPA) calculations inthe Division (eg, an A ina regular course is worth 40 points, whereas an in an Advanced Plicement course is worth 5.0 points and an A in an Advanced course is worth 4.5 points). Thus, students who take Advanced and AP * Wik he exception of ein carer and etna coure, both igh shoo fer he ame ousPage 9 OCR Case No. 11-10-5008 courses have an opportunity eam a substantially higher GPA than do students who do not enol in ‘these higher level courses. Students with higher GPAS generally have greater opportunities to be awarded merit scholarships. In 2010-2011, the Division offered the following AP courses: Language'Compositon, Literture, American History, Europesr History, Calculus AB, Calculus BC, Statistics, Latin (Virgil), Spanish [Language 5, French Langusge 5, Geman Language 5, Micro Economics, Macro Economics, American ‘Goverment, Comparative Goverament, Chemisty, Physics, Biology, Ar History, and Portfolio Art. ‘The Division offered the follwing advanced high school courses: World Literature & Composition 1, Biology, Algebra 2 with Geometry, World History & Geography 1, World Literature & Composition 2, ‘Geometry with Trigonometry, Chemistry, World History & Geography 2, American & Word Literature & Composition, Math Analysis, American History, Physics, English Literature & Composition, US. Goverament, Economics and Personal Finance, French 4, Spanish 4, German 4, Latin Literature, and Studio Ar. ‘The Division offered the following Dual Credit courses: Pre-Calculus/Applied Calculus, College Biology, Building Trades2/Carpentry 1, College Computer Science, Computer Systems Technology 1, Computer Systems Technology 2, Precision Machining 2/Machine Tools 1, Nuclear Technologies, Emergency Medical Technician, Teachers for Tomorrow, and Early Childhood 2 Enrollment atthe Division's high schools was as fllows: Division High School Enrolment 2009-2010: ‘Affican American _[ White Taal Heviage | 677 (56.19 | 408 365%) [1117 EC. Glass | 715 (87.1%) 756 (49.8%) [1517 TOTALS [1342 50.959 [1164 (14.296) [2634 Division High School Enrolment 2010-2011: ‘Afiean American | White Toul Hediage 635 (56.2%) 405 03.8%) 1130, EC. Glass | 651 (46.8%) 682 (48.3%) [1412 TOTALS | 1296 (51.0%9) 1087 (42.86) [2542 “The data show disparities berween the enrollment of Afican American and white students in Advanced, AP, and DC coursesage 10 OCR Case No 11-10-8004 ‘Patty Rae iy) ABE, | ane | pent ‘Number Enrolled in AP me pr Re 7% | wo | a Pace oP eco veane| 2% Name EoaieteAP 5, yy) a 2009-2010 —— — — vam | ean Nin EISTAF eee | o» [on Peg AP 1 tec vam | an | ae [eal | ie ince Coe | 7008-2009 | Pereentge of ane fae Sts | ional oe hind ane : 201, Percentage of my o Tt tee s Se ella 3 Neuere oan Avena ——; | Advent dens Sm | American Sven students who deed as singe ace Afar Ameiunewolle ia AP courses, (938 scene who ened as srgle ace Asean Arran ead AStaesd cores,Page 11 ~ OCR Case No. 11-11-S004 Dial Geli (OO) Eavlinen by Ree [ATC Ee aa] White | Overt 2008-2009, 20082010 Naber Enroedia DE | 953 a a Couse aoo2o —— } Seu Percentage of DC (aes? jsudens | 1% | ‘The Division hasan open-enroliment policy for AP and advanced courses conditioned solely upon sucessful completion of any prerequisites: this was reflected inthe Divisions written policies and procedures as well as interviews conducted during OCR's on-site visit. Administrators, students, ‘guidance counselors and teachers interviewed at both high schools and Division-vide administrators informed OCR that, regardless of whether a student had taken an advanced or AP course previously in ‘middle or high schoo, a high school student could enrol in an Advanced or AP course ding a course registration peviod, pet the student orth student's parent wish. The Division's High School Program of Studies states with regard to Advanced and AP courses, “alay interested student may enroll in one or more of these courses as long ashe or she has suceessflly completed any prerequisites" Course prerequisites are published inthe Division's course catalogs. Guidance and instructional staff at both high schools reported to OCR that ifastadent shows the ability and motivation ta do the work in an advanced or AP level course, they encourage that student enrol in those level courses. The then-Principal of B.C. Glass explained that he creates the master schedule so that multiple levels ofthe same subject are offered during the same class period; that way, students can ‘be encouraged to try an advanced of AP course and, if they then choose not to continue, they can move into less rigorous course without the penalty of disrupting the res of thet schedule. Several students reported to OCR thet they tied AP or advanced courses and ultimately decided to drop the courses when they learned about the workload and inreased expectations for those courses. The then-Pricipal of Heritage reported that when he became principal, he instructed the school's guidance counselors to actively push students toward more rigorous courses; i students were performing well at one course level, guidance counselors were told to ask the students if they would move tothe next harder level, Whether that was advanced or AP. Guidaace counselors at Heritage reported that that was their practice. At both schools, guidance counselors reported that they encourage students who are performing well in regular clases to ty an advanced class and students who are performing well in an advanced class to wy an AP clas; they did not generally encourage students who were doing well in a regular clas to transition directly to an AP class. Ths practice emphasizes the importance of introducing rigor early in a student's academic career. 7 sues who ened as ingle ace Aten Ameren enrol n DC cous.Page 12 OCR Cate No.1 5004 ‘Students generally characterized their course selections as thei own personal choices rather than the result of encouragement to take more rigorous courses, However, no student indicated that students Were discouraged ftom taking advanced or AP classes. Generally, students expressed that if they had taken advanced or AP classes previously, they continued to take those classes, At Heritage, statements by both African American and white students suggested that there was a stigma associated with not taking AP courses, because those courses were associated with intelligence and achievement aftr high school. Heritage teachers similarly reported that students are occasionally influenced by their peers to ‘enrol in more challenging classes. Sta at both high schools reported outreach efforts to inform parents ofthe availability of AP and ‘advanced classes, Both schools have orientation or transition programs for rising 9® grade students and their parents, during which guidance counselors discuss course option, including the levels of courses Both schools reported hosting a diner or cookout for parents of rising 9 grade students as par of thei ‘transition programs and also inviting parents to meet with guidance counselors to discuss student schedules Discipline Student discipline, and particularly disciplinary exclusions ffom the school setting, can serve as a potential barr to college and carer readiness. Therefore, OCR gathered daa regarding the discipline ‘of students inthe Division. Data fom the Division indicate a significant disparity in discipline rates as, between white and African American students. In addition t being disproportionaely assigned to Division alternative program/Schools, significant disparities also existed at all grade levels for suspensions and other discipline forthe 2009-2010 sehool yea. With the exception of Bass Elementary, all Division elementary schools suspended African American students at disproportionate high rates. These disparities were alo reflected inthe dat reported by the Division inthe Civil Rights Data Collection (CRD) for 2011. That CRDC data showed that African American students were assigned to out-of schoo! suspension and expelled ata rate of 2.9 times the rate of white students, [As shown below, the following charts analyze CRDC discipline data fom the 2009-2010 and 2011- 2012 school yeas. 2009-2010 School Year African American_| White “Total #of suspensions 375, 165 Total # of expulsions 20, ee ‘Suspension Rate i390 | Expulsion Rate a. De “Total of sudens from each racial group inthe Division for 2011-2012 4780, 3360age 13 ~ OCR Case No, 11-10-5004 2011-2012 School Year “Afiiean American | White “Total # of suspensions S18, 153 otal # of expulsions 17 10 ‘Suspension Rate 2 3% Expulsion Rate Dae 03% “Total #of students from each racial group inthe Division for 2011-2012 4346 3217 ‘Resolution Agreement ‘Throughout OCR’s investigation, the Division expressed its ongoing commitment to provide all students ‘vith equal access to and an equal opportunity to achieve college and carer readiness. In pursuit of thet interest and to resolve this compliance review, the Division signed the attached Resolution Agreement ‘on Apri 1, 2014, which commits the Division to specific ations to address the issues under review. ‘Among the actions required by the Agreement, the Division committed to retain the services of 8 consultant with experts in addressing the underrepresentation of African American students in the Division's Gifted Opportunities (GO) Program, elementary and middle school Advanced Courses and hgh school Advanced, AP and DC Courses to examine the oot causes for such underrepresentation in ‘the Division and to study and make recommendations as to what measures, if any, the Division should take as part of its on-going effors to provide all stadens with equal access to and an equal opportunity to participate in GO, elementary and middle school Advanced Courses; and high school Advanced, AP ‘and DC Courses. In addition, the consultant will collaborate wit the Division in assessing the Division's disciplinary policies, processes, and practice, including examining whether there are rai spares in the administration of discipline an, if so, developing a plan to remedy them. In collaboration with the consultant, the Division committed to develop Action Plans forthe Elementary, Middle and High Schoo! levels to address any bartiers and t increase the enfoliment of African American students in advanced leaming opportunities in the Division. The Division also commited to specific actions regarding parental engagement and student outreach andthe fait and appropriate implementation of student discipline ‘OCR appreciates the Division's commitments to equity and will monitor the Division's implementation ‘ofthe provisions in the Agreement to ensure that the commitments made are implemented timely and effectively and that the Division's policies and practices are administered ina non-dscriminatory ‘manner. OCR may conduct additional visits and request addtional information as necessary 10 etermine whether the District has fulfilled the tems of the Agreement and isin compliance with Tile ‘Viand its implementing regulation with egardto the issues in review. Ifthe Division fails to comply with the terms ofthe Agreement, OCR will take appropriate action to ensure the Division's full compliance with Title VI and its implementing regulation. OCR notes thatthe Division has complied with the Agreements reporting requirements that have come due since the date the Division executed the AgreementPage 14 OCR Case No, 11-10-8008 This concludes OCR’s investigation of tis compliance review and should not be interpreted to address ‘he Division's compliance with any other regulatory provision orto address any issues other than those audressed inthis leer. This letter Sts forth OCR’s determination in an individual OCR compliance feview. This letter i nt a formal statement of OCR policy and should not be relied upon, cited, of construed as such. OCR’ formal policy statements ate approved by a duly authorized OCR official and ‘made available to the public tis unlawful to harass, coerce, intimidate or discriminate against any individual who has fled a complaint, assisted in a compliance review, or participated in ations to secure protected rights ‘We appreciate the Division's cooperation during the resolution of this compliance review. Ifyou have. any questions, feel fee to contact, Kay Bhagat at 202-453-6598 or via e-mail at Kav, Bhagat zov or “Martha Russo at 214-661-9622 or Martha Russaed gov Sincerely, Alice B. Wender Director District of Columbia Office Office for Civil Rights EnclosureUNITEDSTATES DEPARTMENT OPEDUCATION —gsuew, (OFFICE FOR CIVIL RIGHTS Baio. LOIMARMLAND AVENUE SH i WASINGION, Oca August 28,2019 De. Crystal M, Edwards Superintendent Lynchburg City Schools 915 Court Street, Lypchburg, VA 24505. Re: OCR Case No, 11-10-5004 Monitoring Closure Leter Dear Dr Eawards ‘The Office for CiviRights (OCR) of the US. Department of Education (the Department) has ‘completed its montering of this compliance review, which was opened on September 24, 2010, ‘The compliance review assessed whether th Division discriminates against African American ‘students by filing to provide them with the same resource and educational opportunites that it provides to White students to prepare them for postsecondary educston or careers, ‘OCR’s Resolution Letter, dated August 18,2014, informed the Division that we were concluding ‘ur investigation ofthis case based on a Resolution Agreement (Agreement in which the Division commited to take saps to ensure its compliance with Tite VI ofthe Civil Rights Act (of 1964 (Fitle VD. OCR monitored the Dvicion’s implementation ofthe Agreement ‘The Agreement required the Division to retain the services of consultant with expertise in addressing the underepresetation of African American students in accessing accelerated programs, such as gifted and talented programs and Advanced Placement, as well as expertise in addressing disparitics discipline. With respect to college and carer readiness, the agreement also called fr: () a review and assessment of past enrollment; (B) elementary, mide, and high ‘school ction plans (in collaboration with the consultant); (c) the identification and notice of a Division office administrator who will address complains from parents/guardins and students ‘regarding the implementation ofthe Division’ Elementary and Middle School Plan and its High ‘School Plan; (8) perental engagement plan; (c) a review of whether changes are needed to its ‘current outreach plan for elementary, middle and high school students; (0) review of whether changes are needed tits curent academic counseling services atthe mide school and high school evel; (g) review of whether changes ae needed to its current training plan for relevant Division and school site administrators and personnel; and (h) an annual analysis ofthe identification selection of students for Gifted Opportunities, elementary and mile schoo! ‘Advanced Courses, and high school Advanced, AP and DC Course. The Orrin Ect’ min pm se! sme nd papain eb mpi Fyfe tir nn a oe sewageage 2 - OCR Complaint No, 11-10-5004 ‘With respect to student discipline, the agreement required: (8) development and implementation of strategies for teaching, encouraging and reinforcing positive student behavior that do not require engagement with the discipline system (in collaboration withthe consultant); (6) review and revision ofthe Division's polices, procedures, and practices (ia collaboration withthe consultant (c) the designation and notice of e Discipline Supervisor; () school climate surveys and student forums; (e) taf, student, and SRO trainings anda review of SRO interventions and [ractices; end the establishment of «uniform standard fr the content of stadent discipline files, aswell as an evaluation of all referals for stadet discipline, ‘The Division submited documentation indicating that they hired a consltant who analyzed the ‘enrollment data within the Divisio’s advanced courses to determine the causes of ‘nderepresentation in these courses. After the review was conducted, the Divison created and implements an action plan tht would address the findings ofthat review. The Division's plan included, among other things, provisions that would: clarify the criteria, policies, and practices related to te Division's advanced course options; disseminate this information fo students and perents through annual information sessions and conducting “family contses” at key grade levels; tran teachers and administrators onthe updated course requirements and selection criteria, wich includes culturally responsive selection eitera; utlize gifted screening ‘coordinators to identify and help addres racial discrepancies in enrollment of Aftcan Amerian students inaccelerated courses; and create a parent advisory group at each school to help students, wit a focus on African American students, overcome obstacles to success, After mplementng this plan, the Division provided OCR with documentation that analyzed its effectiveness. Additiosally, the Division submitted documentation tht i in conjunction with the consultant, thoroughly reviewed its discipline policies and statistical data to determine ‘whether there were racial disparities in the administration of those polices. As a result ofthis sel be Dion bite dvumennon hatin among oe ngs wate is ine es ani procedures, conducted climate surveys and held forums, and trained Division ta. {CR iso ied doctnettion nicting tha full te remaining ovens of ie agreement Based on cut review of the information submited by the Division, OCR finds that the Divisien ‘has fulfill the requirements of the Agreement and that no futher monitoring ofthe Division's ‘compliance with the isrequired. We are therefore closing our monitoring ofthis ‘complaint effective the date of this leer. ‘This eter sts forth OCR's determination in an individual OCR case. This letter is not a formal statement ef OCR policy and should not be relied upon ited, or construed as suc. OCR's formal poi statements are approved by = duly authorized OCR official nd made available i the public. The complainant may have the right to file a private suit in federal court whether or rot OCR find «violation, Please be alvsed that the Division must not haras,coere® intimidate, discriminate of otherwise retaliate against an individual because hat individual asses a igh o privilege under ‘law enforced by OCR or files a complaint, testifies, assists, or paicipats in a proceeding under aay enforced by OCR. IF this happens, the individual may flea retaliation complaint with OCR,Page 3 ~OCR Complaint No. 11-10-3004 Under the Freedom of information Act, it may be necessary to release this document and related correspondence and records upon request. IFOCR receives such a request, we will seck to protect personally identifiable information thet could reasonably be expected to constitute an ‘uawarranted invasion of personal privacy ifreleased, tothe extent provided by law, ‘We appreciate the Division's cooperation inthe monitoring of his complaint, Ifyou have any question, please contact Jennifer Barmon, the OCR attorney assigned to this complaint, at (202) 453-6751 or Jennifer barmon(ed gov, or Eugene Sowa, th other OCR atomey assigned tothe complaint, at 202) 453-6869 or eugene sowuied gov. Sincerely, ih David Hensel ‘Team Leader, Tear Il District of Columbia Office Office for Civil RightsPart Il, Summary Review of Distrit Reports on Discipline for African American Students in Lynchburg City Public Schools Higgins Haris- Senior Lead Consultant Consortium (MAEC) {A Description of Review ‘The primary document reviewed for this section under Part I is “Lynchburg City Schools OCR Compliance Review, Reporting Requirement sd November 30,2017. Secondary documents referenced include RRH20- Prevention Strategies, RR 125- School Culture and Climate Surveys, RR #26~ Student Forums, RR ¥28- Discipline “Trtining and RR#29- Student Resource Officers, We expect fo produce a short supplement of implementation repo rom the Distrit to OCR andthe implement talent disciplinary offenses, The Offense Code list required o be reported t aw enforcement.‘ssfequanrod uonjejadod 2anaadsossoyn ute pasedoa vat swopmis a 205 aenioand evap om ‘ie pousja SWWSpMS UESLOUY UEDHyY Jo afeqioaiod pur Joqun uv a5u0 S898 paLsgau Spm UEBUAUIY UPD} Jo aFEALAd pul qn Ap "01 We 2108 4 paseo. [efas 240 150) 38 yt Sysnpurs pu onnyy neg 9u4e sy 21) 9, Ksewowyg FEA oy jeo}51 240 609 18 pasto2a1 Oy eau so ‘feyuarod au 1-91 02 01 £1-Z10Z WU) 95ED!N2P e NOUS oO4>s UDX2| 4p Joyo 2x2] KAHUDWDID 2H 3 (ed 1g aa) 226 oowps aM pougjaiaiom oy suspms ueuOUY UESUy Jo BERNIE | CN. |. sompuaddy) yd>y-UON 30) Sjexojas pM UeSLOUIY AU |auoy9 30} 9924 6 vostede> 2] 9B4s0d94-UONthe two elementary schools withthe highest percentage of White students envolled are Bedford Munro, [Bedford Mills’ percentage difference stayed essentially the same (29% in 2014-15, 28% in 2015-16, nd 31% in2016-17), there was positive change in the elementary school with the largest percentage of White enrollment Paul ‘Munro (18% in 2014-15, 6% in 2015-16, and 6% again in 2016-17). Elementary Schools with Similar Non-Reporable Percentage Rates| five schools showed less than 10 percentage point differences in referral percentage rates for Non-Reporable infations between White students and Aftican American students. the percentage diference was less than 10% in 6 elementary schools. Bass, Dearington, Paul Monroe, TC Mille and Sandusky have consistently shown similar results. [Non-Reportale Secondary Schools + the highest percentages of African American students relered for Non-Reportable offenses are in the secondary schooleouaury veDUy 20} “9102 ust uP 9 1 y4p pwe 9s anya Py so edu spustwoaos jpnpuns Kyeps0sip Jo} sjeus}a20w 219M 31941 (91/91) sfO04>s a7uo89 atom s[eusjat 2]geuoday-ON WOU Hp « Jonpuop ét9p.0siq se papo3 swoHoe1}u w $107 U %¢¥)SIPPIN auHOKMUET e 2]gerorpad 9] st aous.ayp ay)The District School-based equity teams to ine management programs and di race and gender ro cultue elimate surveys (RRA25) provements at each level of he focus on systematic selection and incorporation of prevention strategies (R20) and Di (R28) in reporting requirement #20 to reflect direct alignment with discipline data categoriesInrencutruna. DeveLoouenr Reseach Associarion "ann Gio Rt Mores Pa, Pree & CED Seis Canon Sine inAurore Tons Ta compas rn Part L Summary of Review of District Reports om Access to Academically Rigorous ‘Courses for African American Students in Lynchburg City Schools David Hinojosa, Director of the IDRA EAC South May 1, 2018 Introduction At the request of Lynchburg City Schools, VA ("LCS" or “the Distr”), the IDIRA Equity Assistance Center-Souh (IDRA EAC-South)' agreed to review the Distr’ reports submited to the Department of Education's Office for Civil Rights (OCR) related to African American (Black) student access to rigorsus coursework and disproportionate student discipline. The work arises from a voluntary resolution agreement (Docket #11-10-)04) between the District and the ocr ‘This summary report is broken into two parts Part Il, Discipline, wil be delivered separately ‘once complete > Pact Rigor > Part, Discipline Tes prvouly reed ciel ascance ra he Mi lai Egity Conc (AEC) asthe primary ‘guy Sone came grng Virgina In 2915, te Depart of Eston eed enum east) Sistine enter a ent our andeeeafgu he regions LCS end ected Regi Il, which parted bythe IDRA EAC-Sath The [DRA EAC Suh rtched an agreement with MAFC to proideconmaney trices fe LCS and LCS aproslthisarangemest in 2016-17 and 2017-18 The IDRA EAC-Souh conde herein of igre Dini Past) nd MAE cancing the eie of Beilin (Pa or IDRA EAC South Sinn and Recon nation fr LCSPart 1 Rigor A. Description of Review The primary document reviewed under Part Lis “Lynchburg City Sehools OCR Compliance Review, Reporting Requirerent 19," dated November 30,2017, As mide aailable, the disaggrezated data by race reviewed included the following foe the 2013-14, 201415, 2015-10, and 2015-17 school yeas ~ enrollment data in twelve middle school courses inthe three middle schools; enrollment data in sny-to high school advanced, dual enolloent and AP courses atthe two high schools; enrollment data at the GO-Center, enrollment data atthe Governor's Schools: and = enrollment in STEM and Farly College. ‘The IDRA EAC-Southreconsructe spreadsheets based onthe dat in the eport, due 19 the unavailability ofraw data inusable format. The District iniilly indicated that it would like assistance in analyzing is Implementation Report fr igor but that document wasnt provided in ime foe this review. ‘his summary review includes the following 1) highlights oF high schoo! enrctment, 2) highlights of middle school ence; 53) recommendations eo additional analysis that may be beneficial to the District, 4) Appendix A-1, High School Advanced Course Enrollment, 2013-14, 2016-17 (Gissggrezated by raceand by grade level, shoo! and course); Appendix A2, Additional Advanced Courses Various Grade Levels; Go-Center and Governor's School (ésayregatel by race); and ‘Appendix B- Mile Schools, Advanced Coursework (disaggregated by race and by School grade level andcourse) Additional deliverables produced for the District include the fllowing: spree forte Solcwolimen by couse including chs Port: 1DRE EAC. Su Simm tn Recomm ttn: far LESfi. spreadsheets fr high school enollment by coute, including chars and 1h. spretdsheet or enrollment atthe GO-Center and the Governor's School, including chars B. Highlights of Review The following ae selected highlights from the review High Schoo! Highligins ‘© Of the 53 higt school advanced and AP courses analyzed under Appendix A-l, just over ‘one-half (27) showed an increase in the percentage of Black students enrolled between the school years 2013-14 and 2016-17; 23 courses showed an increase in the percentage ‘of Whit students enrolled ‘The Black White percentage difference in enrollment between the school years 201314 and 2016-17 moreasad in 19 ofthe $3 advanced classes under Appendix AI. Thtty- ‘thre (33) showed a decrease in the Black White percentage difference in enrollment ‘Ofthe 33 high schol advanced and AP courses analyzed under Appendix A-I showing decrease inthe Black/White percentage difference in enrllmen, the percentage of Black ‘eavollment in 1 af those courses went down, ‘The percentage of Black students enrolled in AP courses increased in only 10.23 courses under Appendices A-1 and A-2. |AP American History 11 (Am Hx) and AP English 11 at Heritage had the largest deeases inthe Black White percentage difference in evollment and the largest gainsin Black student enrollment among AP courses at Heritage HS. The largest gains at Glss HS were in the AP Seminar. Black studentenrollment at the Govemor's School increased from zero Black students in 2013-14, 201415, and 201617 to three (or 14%) in 2016-17, ‘The percentage and raw numberof Black students enrolled atthe GO Center decreated! {om 19% (10 students) in 2013-14 0 13% (7 students) in 2016-17. Enrollment inthe less rigorous “advanced” courses tend to show much higher enrollment rates of Black sudents and lower enrollment res of White students across the yeas Par DRA EACSout unary and Rcomtndation for LSMiddle Sshool Highlights + Only 11 ofthe 36 advanced classes analyzed among the three middle schools sowed an inoteat in the percentage of Black students enrolled borween the school years 2013-14 and 2016-17; 18 of 3° classes showed an increase in the percentage of White sudents enrolled ‘The Black White percentage difference in enrollment between the ssbool Years 2013-14 sand 2016-17 increased in 22 ofthe 33 advanced clases among the three middle sehools Linktiome MS showed an increase in the Black'White percentage difference all 11 ‘vanced courses hetwean the sch years 2013-14 and 2016-17 and the highest White enrollment in mos advanced courses and grade level Sandusky MS had the smallest Black White differences across most advanced courses and grade levels bstieen the school years 2013-14 and 2016-17 and the lowest White engolment in advanced courses, ‘At Dunlar MS, the largest decrease in the Black White percentage of earallment diferenses was in Advanced Social Studies-Grade 6, which fell 9 percentaxe points between the school years 2013-14 and 2016-17. The largest increase Was in Advanced Social Studies-Grade8, which lined 23 porcentae points At Sandusky MS, the largest decrease in the Black White percentage af earillment differences asin Advanced Math-Grade 6 and Advanced Sosal Stuies-Grade, which fell 4 percentage points bewween the school years 2013-14 and 2016-17. The largest Increase wasin Advanced Algebra LGrade 8, which cllobed 19 percentage point: ‘At Linkhome MS, no course showed a decrease in the Black White percentage of enrollment differences between the school years 2013-14 and 2016-17. The largest Increase was in Advanced Social Studis-Grade 8, which climbed 36 percentage points Whi aan olla dts ano aac Advened Mah Grade forte tvee iho a ‘Pp 1 1DRA EAC Soh Simos ond Recommendations fr‘The range of White student ensollment in advanced courses differed greatly from Black student enrollment seross the grades in 2016-17 for each school ie We Gun) | HPCE SSe Gra) | OPa (Rs ng Adv Si, | OPTS GET Wasiae ane) [PSEA Gem | TPGTARNa Ce) | RNG RATE eae | ANEECD [EEG [SWAN EE eH Hak rey | BE Hh GY | Ma GTY_| FPA Ma Recommendations on additional analysis Although much data was produced and reconstructed into usable spreadsheets, it may be ‘beneficial tothe District to engage in further analysis including the fllowing: 1. Analysis of ising data for any courses identifi inthe appendices; 2. Cross-sectional evllment data by gender ad races Reviews of existing polices o identify any bares to acess Interiewsof teachers and prinsipals responsible for placement; titel analysis ofthe implementation plan Consider integrating implementation plan ino greater district and school strategic action plans Par DRA EAC-Sut Ss ‘na Recommindacons for LCSIDRA EAC-Sout Summary Review of District Reports on for Affican American Students in Lynchburg City Pu a Mid-Atanti Eg requirement include: force Distt reference othe scope of profes evelopment delivered. ‘The Summary Review in section 8 below, highlights details in Appendix A excerpted from RR #20 and Appendix Beexcerpted from RR #28. Conte Strategies includes listings of professional uojewoju ‘suoneuasaid uady> durenb an oy siapoysys 30} woudojoaap fuoisaoud ia ‘4 ssauppe pue Aap 1 wlod 8 spew S371 L102-910e Pu SL0z-P107"PLOZ-C107 280 Fung sKopNS HAA Moqsoy om) 04s SIUBNNBEL “L sooreas vornonaid =v sipueddy ys pousie som Sunes auydhsic-g spuoddy wstwajues ay ued Sow ap 304 31ON ‘£10z-9107 Sunes, ou | 40) paionap ywoundoyaap jeuoyssajoud sou aiqeyeae speus suotsnoud Suurey aurdisiq) Huureyy ouydssig {(2auasajaz se 404 papo> 2010051 19K yea) s096 Kg OP UayOIg SaRIAHOY ABovEAS YORUDAAAA -e sofBo7Eng woUDAR “|Garrity Mediation Consulting provided a series of sessions predominantly to administrators, teacher leaders and secondary personnel focusing on Restorative Justice. Based on sun delineated above, hensive planning, connected to discipline ‘The recommendations are offered to encou Which operational practice and implemen Por 1A EAC South Sumy ‘ond Recommendations for iescoca ntinnusn na ‘sioyooo1 pue auuostod posey-joouos‘syediouad fm Se swapmis apes yg 0125 1 pes soda Jo a# usw payuasaid uaoug yhOPY 0 Sted wo SussnooysSunsouydtouud AjuiuoWs Uo page|d sex uonestuaoue> Jo are Bu 4 pawosaid sips wounsedap aris 100 ap0o pue soypoaidde au dhosip psowsas “std Wm YOUU S JOINS) a4T M3}ABH O SJONENSIUNUPE 210 [ANI99 PUP SU Woy Zoned Ansionun e pur Si9pEa| DISKS jansiujuipe pu sjouns jo dno 13} & 0} pawasaud sem diysi9ps97 snoaTeIN09 J0 $2 oz aunr-stoz AINe-ZHEOA °z 4304p © ut poredoyed suoreasiuupe oz pur “soype09 [Buotonasul pu si2ypee KresoUy> ints suapmis uwoyouuy ueaiyy 0} suonseu pu Kauotaduuo> jeumyn o3 Poonpomnu 319% SO49H0 [euOHINASU ‘pou yuowt -¢ 8 1240 spe} saustp pus es 240 enus> “sHorestuTNpe“speay uouedap 0 paxosaxd 21294 suotssas asa) “Swpms ueDLoWY ues 4} sorfonss uoddns sew uonentuaodon Jo wae Suypeaaid yw loz 2unr-ploz Avenues | 30241 ‘au jo ueds sip Rup uy weDtyy waaMg SOI 1 pu yenajau us souasayIp ayn SaNpas9, Atdifferent times, LCS has engaged a numberof parinerships and initiatives to support stakeholder performance and ial fr individual schools, s well asthe District, to engage ina process of community resource mapping to build capacity for maximum synchronized effort 10, Review and assess status ofthe Emposserment Academy and its connection with prevention strategies and discipline including parents whose children have been subject to repeat offenses), revisit the Districts discipline polices and make necessary modification to ensure faimess, safety and transparency. D. Addi iverables produced for the District related o Prevention Strategles include: ‘Appendix A and Appendix B: each 1d with color-coded chart indicating prevention |. Year? and Year 3. 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