Raising Graduation Rates in Diverse Urban Schools

Raising Graduation Rates in Diverse Urban Schools: Lessons in Relationships, Leadership, and Student Empowerment

Understanding the Universal Challenge All Principals Face

When I stepped into the role of principal at one of Queens’ most diverse high schools, I quickly confronted a universal challenge shared by educational leaders everywhere: how to raise the graduation rate while meeting the unique needs of multilingual learners and cultural communities. In our hallways, more than 30 languages are spoken; some students are new arrivals adjusting to both city life and schooling in English. Yet, our charge remains: every student, regardless of background or starting point, must leave our doors prepared for college, careers, and civic life.

The obstacles are real. National data consistently shows that graduation rates lag for students from historically marginalized backgrounds, especially English language learners and those living in low-income neighborhoods. According to recent NYC Department of Education statistics, while the citywide graduation rate hovers above 80%, many schools serving immigrant and multilingual populations struggle to keep pace. In my first year, our school’s rate was 80%. I knew we had to do better.

Setting the Culture: High Expectations Rooted in Equity

The first- and most critical- step was setting a culture of high expectations for both staff and students. This didn’t mean simply demanding rigor, but ensuring that every teacher understood the importance of their role in student success. Our staff meetings became forums for honest reflection: Are our classroom practices meeting the needs of our students? Are our expectations clear and culturally relevant? Inspired by studies on effective schools in diverse areas, I set the tone that “equity is not an add-on; it’s our foundation.”

We launched targeted professional development cycles focused on scaffolding for multilingual learners, culturally responsive teaching, and using formative assessments to adjust lessons in real-time. I invited staff to co-create school-wide norms, from hallway interactions to family communication procedures. One powerful practice involved starting each term with “community circles,” where teachers and students shared stories, traditions, and aspirations. This fostered buy-in and positioned our educators as allies in each student’s journey.

We didn’t shy away from accountability. Together, we tracked student progress, not just by grades but by engagement and social-emotional indicators. Whenever a teacher expressed uncertainty about reaching certain students, we worked together to redesign interventions- sometimes by tapping into a student’s heritage language, other times by phoning home with a translator present. Our mantra was simple: Every student deserves to be seen, heard, and challenged.

Building and Sustaining Community Relationships

For a school as diverse as ours, meaningful community relationships are essential. Early on, I realized that our families represented an untapped well of energy and wisdom. Many parents and guardians wanted to be involved, but language differences and work schedules were barriers. To address this, we established multilingual family nights, translated all school materials, and developed WhatsApp groups for quick, two-way communication. I also made it a point to attend local cultural festivals- sometimes as a guest, sometimes simply as a volunteer helping serve food.

Partnerships with community organizations became critical. We worked with immigrant support centers, local businesses, and faith groups not just for resources, but to create a web of support that extended beyond our walls. Our school hosted tax assistance workshops, health fairs, and job seminars with partners who reflected our families’ lived experiences. These relationships weren’t transactional; they were based on mutual respect and shared vision for our students’ success.

Sustaining these relationships meant maintaining open, regular communication and being authentically responsive to feedback. When families expressed concerns about remote learning, we adapted our approach within days, not weeks. When a local nonprofit offered mentoring but needed space, we reallocated classrooms. Over time, our school became a hub for community engagement- a place where parents felt comfortable advocating for their children, and where students felt their identities celebrated.

Modeling and Empowering Students to Build Relationships

Students are always watching what adults do. Our actions shape their expectations for relationships inside and outside school. One of my practices has been to openly model collaboration- whether it’s co-teaching a lesson, mediating a student conflict thoughtfully, or acknowledging when a mistake was made. I encourage staff to do the same and to share their learning with students.

But modeling is just the beginning. To empower students, we launched leadership initiatives like peer mediation training, advisory groups, and cross-grade mentorship programs. We created spaces where students could lead clubs focused on their cultural heritage, organize student panels and express their views on school policies, including discipline and dress code. These programs are supported by research showing that when students feel connected and have agency, attendance and achievement rates soar.

Anecdotally, the results have been clear. In one year, several of our multilingual learners, once at risk of dropping out, became peer advocates, helping others navigate classes and school life. Our percentage of MMLs achieving proficiency in math and English has surpassed the city and state average. Our graduation rate now stands above 90%, and the feedback from students points to two key factors: they feel respected, and they’ve learned how to build trusting relationships with adults and peers.

What Works? And What’s Next?

Sustaining high achievement in a diverse school isn’t a matter of chasing the latest trend. It comes down to relationships- school-based and community-wide- rooted in a shared commitment to student growth. Data from our school improvement dashboard shows not just higher graduation rates, but lower chronic absenteeism and disciplinary incidents.

Leading a high-performing, diverse urban high school is never easy. But by setting clear expectations, investing in relationships, and modeling the values we hope to see in our students, it’s possible to create an environment where everyone thrives. The work continues with new challenges and a changing city landscape ahead. For now, our approach remains steadfast: lead with empathy, act with purpose, and always put students first.

References

“4 Year Outcome as of August 2024. Graduation Rate Data.” NY State Education Department. Updated December 31, 2023. https://data.nysed.gov/gradrate.php?year=2024&state=yes.

“Graduation Rates, Class of 2024 (2020 Cohort).” New York City Department of Education. January 2025. https://infohub.nyced.org/docs/default-source/default-document-library/2024-graduation-rates---forweb.pdf.

“High School Graduation Rate.” EquityNYC, NYC.gov. Accessed October 6, 2025. https://equity.nyc.gov/domains/education/four-year-high-school-graduation-rate.

Chevarria, Jana E. “10 Evidence-Based Practices for Teaching Multilingual Learners.” Last modified February 27, 2023. https://www.janaechevarria.com/?p=5377.

“Practical Tips for Teaching Multilingual Learners.” Kognity. Last modified June 19, 2024. https://kognity.com/resources/practical-tips-for-teaching-multilingual-learners/.

“Family and Community Engagement in Schools: A Deep Dive.” ParentPowered, September 1, 2024. https://parentpowered.com/blog/family-engagement/family-and-community-engagement-in-schools/.

The Power of Community School Councils in Urban Schools. Peabody Journal of Education, January 2020. https://arcommunityschools.org/wp-content/uploads/2021/01/CSCs-Peabody-Journal-Jan-2020.pdf.

Marchetti, Kathleen, Wilson, Kristen, and Dunham, Carol. “The Effects of Student Empowerment Through Leadership on Academic Achievement in Elementary Schools.” Liberty University, accessed October 6, 2025. https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2945&context=doctoral.

“Empowering Students: How School Leaders Can Foster Student Voice.” New Leaders, September 18, 2023. https://www.newleaders.org/blog/empowering-students-how-school-leaders-can-foster-student-voice.