By Joe Nathan and Khalique Rogers

Thanks to Park Bugle editor Scott Carlson, who asked us “where should the district be heading following the years of Joe Gothard as superintendent?”

Based on our 65 years of experience with St. Paul Public Schools (SPPS), as a graduate, educator, parent of three graduates and grandparent of five current SPPS students, here are six possible priorities.

1. Stem the exodus

Unquestionably some SPPS students are doing well, but not all. SPPS enrollment has declined by about 5,400 students during the Gothard years.

The district’s website shows E–12 (early childhood–12th grade) enrollment in the 2017–18 school year, Gothard’s first, was 38,455, and 33,062 in 2023–24 school year, Gothard’s last (see spps.org/about/departments/research-evaluation-assessment/data-center/school-district-data/enrollment).

The largest declines in SPPS enrollment over this period came from Asian-American (decline of 2,709) and African American students (2,419 decline). But there were other enrollment declines: white (557), Hispanic (334) and American Indian enrollment (71).

The school board wisely listened to some Asian American and African American families who urged the creation of options that focus on these cultures, along with the district’s current curriculum.

A May 2023 Sahan Journal article quoted the 17-year-old daughter of an East African St. Paul resident saying, “When kids are raised here, they lose connections with their heritage and their traditions. When you’re being taught it (culture) in schools, there’s more of a lasting impact on you.”

We’ve heard this from so many parents. It’s one reason there’s been an exodus from SPPS, and a corresponding influx in charter school growth. From 2017–18 to 2022–23, charter public school K–12 enrollment in St. Paul grew by more than 2,500, to 16,701.

2. Personalize

SPPS might learn from charters offering individualized, personalized programs—like Avalon. Both Avalon and the SPPPS award-winning Open World have waiting lists.

How about replicating Open World, which shares space with Humboldt High School?

Shortly before Gothard arrived, the SPPS board agreed with the St. Paul Federation of Educators to ask all district educators for suggestions about new schools that might attract suburban as well as urban students, as many local charters do.

Sadly, the policy wasn’t implemented. This could help increase enrollment.

3. Play to students’ strengths

Build on students’ strengths, insights and energy.

• We’ve urged SPPS to create a program in which young people learn construction skills as they build homes for low-income people. GAP Alternative School on the West Side is such a program, which recently won a national “green construction award.” This has attracted a number of students. It’s a win-win-opportunity. State funds are available to help start such programs.

• The school board should follow chair Holla Henderson’s instincts and select (with student input) some student board members. Neglected over the last five years, this frustrated a number of students.

• The district could expand its “hands-on,” “service-learning” programs. University of Minnesota professor Andrew Furco has documented that well-developed service-learning programs improve attendance, increase academic achievement and help students learn they can make a positive difference.

4. Encourage more post-secondary ties

SPPS could strongly encourage most students to enroll in at least one dual (high school/college applied career or academic) course, which helps produce significant increases in graduation rates.

District data shows dramatic differences in participation rates. We found that when encouragement and assistance are offered to SPPS Black, Asian American, Hispanic and American Indian students, many enroll and succeed. (See minnpost.com/learning-curve/2015/01/dual-credit-programs-are-pushing-low-performing-students-complete-high-school.)

One of us earned such credits while attending an SPPS district high school, unfortunately encountering discouragement rather than encouragement from several faculty members.

District 2020–21 data shows that 77% of white students, compared to only 50% of Black and American Indian, 58% of Hispanic and 65% of Asian American 10–12th graders, enrolled in at least one dual-credit course.

5. Share the space

Given space in many buildings, the district could accept the St. Paul Federation of Educators’ recommendations to expand use of the community school approach— district and social service agencies sharing space. It’s another “win-win” for students, families, educators and the community.

When our Center for School Change worked with the Cincinnati Public Schools, expansion of this approach helped dramatically reduce achievement and graduation gaps.

6. Show us the money

Finally, financial transparency suffered over the last five years. Involved parents raised important concerns about SPPS failing to provide timely information to the community about budget options and not filing legislative required financial reports on time. 

Khalique Rogers and Joe Nathan are co-directors of Center for School Change. They have been involved either as an SPPS educator, parent, PTA president or student since 1971. They welcome feedback and can be reached at [email protected] or [email protected].