Tucson Unified School District

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Progress Report
1996 -1997 School Year

Goal 3: Environment

The learning and working environment is safe, stimulating, positive, and productive.

Maintaining the safety and well-being of students and staff remains a high priority for the district. The Department of School Safety has helped initiate several programs that have proven effective deterrents to unlawful behavior on campus. Furthermore, participation among parents, teachers, students and community members has resulted in the establishment of alternative disciplinary programs.

Some of the programs developed include Parents on Patrol, a volunteer program in which hundreds of parents, grandparents and other relatives assist school personnel with the safety and security, and Safe-T-Zone, a hot line that allows callers to anonymously report drugs, fights, gangs, assaults violence, weapons, non-students, graffiti, or confrontations on campus. A pilot program is also being developed to train campus monitors to utilize mountain bikes for patrolling school campuses.

I feel safe at school. (percent agree)
1994-95 1995-96 1996-97
Elementary School Students (grades 3-6) 89% 90% 91%
Middle School Students 69% 72% 73%
High School Students 64% 68% 71%

Many students and teachers have also taken a proactive approach to campus problems. Several alternative disciplinary programs, such as teen courts, have been established on and off campus to help students and their peers resolve conflicts before administrative action is taken. At Cholla High Magnet School, the school's court permits students who receive referrals the choice to take their case to court where they are represented by students on the defense, prosecuted by students and judged by students on a jury. Another teen court at Mansfeld Middle School also allows students to be judged by their peers. In addition to formal punishments such as suspensions, the court will also recommend community work and, if necessary, tutoring and other individual help. Not only do students learn about problem solving and criminal law but they also learn to reason effectively, take joint responsibility for their actions and contribute to their school community.

Mansfeld Middle School students with their bus driver Denise Edwards, one of more than 200 bus drivers who ensure the safe transportation of TUSD students.

Due to the court's outstanding results, other District schools plan on setting up their own courts. Furthermore, a manual detailing lesson plans to be used in conjunction with a team court will be published by the District in 1998.

Together with school safety, school upkeep has also been a major priority for the district. In 1989, Tucson voters approved one of the country's largest school construction bonds totaling $348 million. About $330 million have been spent to help refurbish existing schools and build seven new ones. About 260 new science rooms and other classrooms have also been constructed. Ramps, elevators and other improvements have brought schools into compliance with the Americans with Disabilities Act.

Gabriella Contreras, a student at Roskruge Bilingual Magnet School and a community activist who started Club BADDD (Be Alert Don't Do Drugs)

Additionally, the instructional technology bond project has provided Internet access to more than 1,600 classrooms. Remaining TUSD classrooms will be connected to the Internet by the end of the 1997- 98 school year. In all, more than 400 construction projects have been completed with the help of Tucson voters.

Two results of improved campus environment have been the continual decrease of student drop-out rates and an increase in student attendance. In the last three years, the number of students who have dropped out of TUSD's middle and high schools has declined. In 1996-97 there were 418 fewer dropouts than the 1995-96 school year. Moreover, attendance has increased by nearly 2 percent over the past year.

Student Attendance 1994-95 1995-96 1996-97
Elementary School 89% 90% 91%
Middle School 69% 72% 73%
High School 64% 68% 71%

 

Drop-out Rate by Ethnicity and Grade Level
Ethnicity 1994-95 1995-96 1996-97
White/Anglo 6.26% 5.23% 4.5%
African American 7.66% 6.13% 5.56%
Hispanic 10.08% 10.28% 8.33%
Native American 10.55% 8.01% 7.46%
Asian American 5.39% 3.37% 3.17%

These rates point to the District's success in encouraging students to stay connected with their school and helping students believe in their self-worth. What's very encouraging is that the dropout rate for Native Americans is the lowest in four years.

A safe and comfortable campus cannot be underestimated. Undoubtedly, students and staff work better when they feel secure in an environment that's properly maintained. TUSD plans on continuing to do whatever it can in these areas to keep everyone safe and productive.

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1996-97 Progress Report Table of Contents

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