DuPont Manual High School

Culture & Climate Assessment Report

The (3) recommended Growth Areas for Improvement for DuPont Manual High School:
1. SCHOOL CULTURE-CLIMATE/SAFE AND ORDERLY ENVIRONMENT
2. SENSE OF BELONGING
3. EQUITY AND ACCESS

1. SCHOOL CULTURE-CLIMATE/SAFE AND ORDERLY ENVIRONMENT

The overall Manual High school culture supports the social growth and development for learners, but demonstrates gaps
and problems for many individuals and subgroups within a diverse student population.
DuPont Manual High School is rich in cultural diversity. From teachers’ perspective, Manual High is a “sea of diversity
representing children from 39 countries; always accepting of each other.” A “strong legacy component” is associated
with the school that is rich in high scholastic achievement and successful accomplishments. Several staff members
stated endearingly that they graduated from Manual. Most parents reveal that they experience positive interactions
with teachers and staff. Interviews reveal that the school climate is “at this time” is positive, but not unified…
challenging the school’s vision, values and goals. Although interviews were conducted one-on-one behind closed doors,
some staff members appeared to be quite reserved and not forthcoming with their responses. Several staff wanted to
engage in conversation about school principal, sharing his “good points,” while some expressed concern about the
trajectory of the school under the current administration. Students shared that after being at Manual for a few years
their eyes have opened to the inequalities that take place and that subtle differences exist. There is very little blatant
disrespect or personal mistreatment, but most staff and students recognize that it does exist for their minority peers.
Everyone seemed to feel safe in the sense of actual safety, but there were several comments from teachers about not
being treated fairly and being bullied.

*Recommendations:
1. Re-examine the School Vision- Find opportunities to lead courageously requires a re-examination of why we
occupy the leadership position with which we are entrusted.
2. All stakeholders should work to create a positive school culture that facilitates discussions regarding
sensitive and possible polarizing topics.
3. Continue involvement with the diversity training from the University of Louisville
4. Leadership should work to restore and maintain trust.
5. Put in place positive processes to hear and evaluate staff and student concerns about “hot-button” issues.

2. SENSE OF BELONGING
School rules, practices, and procedures attempt to foster acceptance of individuals, but based on school interviews, some
students and staff demonstrate a lack of belonging or appear to be marginalized within the learning community.

Overall staff, student and parent interviews reveal that Manual High School staff work to actively promotes a sense of
community and belonging for students. Students are typically very driven in their specified areas of study. This tends to
manifest itself into an individualistic viewpoint with competition at all costs to be better than fellow students which
lends to covert bullying, as expressed in the interview sessions. Microaggression leads to subgroups of students banding
together for their cause, whatever that might be. A whole child approach that considers not only academics, but real
leadership development and communications does not seem to be in place. In addition, there are no mechanisms
designed to help solve some of the hot-button issues and keep the school leadership from having to put out smoldering
fires. All interviewed concurred that some attention to giving students a voice has been made through the formation of
cultural clubs, However, these clubs lack real direction and become conduits for disgruntlement without restraint.
Millennium Learning Concepts, 2018
 DuPont Manual High School
Culture & Climate Assessment Report
Students shared that they feel the school appears to be more concerned with its image than the rights and feelings of its
students. When a situation or group appears to be controversial the students are made to feel as if their thoughts and
concerns are not valid. Their feeling of community and belonging generally came from interaction with classmates and
students of like culture and background, somewhat from staff, and very little from administration. Some staff and
parents concurred that there must be a change in administration or reflective work on part of administration
that will allow all to feel safe and express their opinions.

*Recommendations:
1. Re-examine the inclusion of a clear commitment to equity, inclusion and diversity within the DuPont Manual
High School mission.
2. Work to Build Community with all Stakeholders
3. Use Traditions and Rituals in Building a Sense of Community
4. Work to maintain and inspire disconnected youth, immigrant students, students with disabilities, students of
color, and LGBTQ youth, etc.
5. Promote inclusion and acceptance of all students.

3. EQUITY AND ACCESS

Interviews reveal staff collaboration for instructional planning and student work as exemplary; however, not a lot of
support/examples were given for strategies to address persistent achievement gaps for at-risk and underserved student
populations. Parents state that students are self -taught so gaps are hard to close. There is a view that the gaps are only
an issue for students with disabilities.

Teachers and parents agree that there is a strong focus on learning and high expectations. Therefore, they find that
students are under a lot of pressure to excel. Overall, teachers concur that students have equal opportunities to
participate in clubs and belong to the school community because “students have access to a lot of clubs or they can
create a new one if they have other students with like interest.” Teachers’ plans and student work was outstanding;
however, not a lot of support/examples were given for closing achievement gaps. Some parents stated that students
are self -taught so gaps are hard to close. There is a view that the gaps are students with disabilities. To promote
teaching and learning and close gaps, teachers responded that they are present for the students and spend extra hours
to meet children needs. Most teachers stated that text books are seldom used, but utilize technology to enhance lessons
with diversity that are up to date. Staff shared that some text books are “more from a white perspective; need a more
Asian/African perspective.” Addressing diversity is a focus this year therefore regular PD on diversity is provided
monthly from a U of L professor that address biases, privilege and is well received.

*Recommendations:
1. Ensure equity in education is a necessary component in narrowing the achievement gap.
2. Review policies promoting diversity and giving students opportunities for their voices to be heard.
3. Continue the school day Power Hour sessions that afford students more autonomy, opportunities to explore
school offerings, as well as enhancing students’ sense of community.
4. Identify barriers and advocate for systemic change for Latino and African-American students who continue to
be underrepresented in AP courses.
5. Ensure all students should have equitable access to a high quality, rigorous education. School population should
be demographically representative of the feeder school-community of students.

Regardless of organizational quandaries, student achievement is the number one priority of schools. Therefore,
researched-based strategies for improving the environments that impacts student achievement must be
developed, implemented, monitored and refined.

Millennium Learning Concepts, 2018

 DuPont Manual High School
Culture & Climate Assessment Report

Millennium Learning Concepts, 2018