CUES leads effort in collaboration with county districts
In the wake of a summer of violence against unarmed Black men both nationally and locally, East High Superintendent Dr. Shaun Nelms, discusses how to make systemic changes in countywide educational policies and the creation of an antiracist curriculum to help students learn about and discuss Rochester’s issues with racism and injustice. In two separate interviews, Dr. Nelms explains how East and how Rochester can do both.
Watch: “Anti-racism curriculum to be implemented in school districts across Monroe County” on WHAM News
“Anti-racist curriculum to be incorporated in history classes in all Monroe County schools” on WROC
“New instruction centered on equity, social justice at Monroe County schools” on News10NBC
A school-based behavioral therapy intervention builds resilience for students with high levels of trauma
CUES collaborates with UR Medical Center to tell story of trauma intervention at East in Educational Leadership
In the heat of an altercation or even in the regular busyness of a school day, educators feel pressure to manage student behaviors and meet academic achievement goals. This is understandable. But why do we so often think something’s wrong with a student (and react accordingly) rather than wonder what happened to her?
At East High School in Rochester, New York, we have started asking questions of ourselves and of our students that get to the heart of our students’ lived experiences. We know there are reasons—good reasons—why a child might act out, keep his head on his desk, or refuse to do homework. This article describes a school-based behavioral therapy intervention, one of the many ways a university-school partnership can serve students.
$2.5M NSF grant will build upon UR-East’s partnership to bolster STEM programs for historically marginalized students
August 11, 2020 –East High School’s partnership with the University of Rochester is paying another dividend as the two will work together to explore ways to build a challenging mathematics program.The university’s Warner School of Education received a $2.5 million grant from the National Science Foundation. The task: Work on overcoming barriers for students in a high-poverty setting, identify resources and make sure they stay in place to keep the program going. The idea is to create a model that can be used in various settings.
Read article in Minority Reporter here.
Marsh and Nelms contribute to School Administrator
Steady increases in both teen suicides and school shootings have heightened public concern about cyberbullying. This article documents how the University of Rochester-East collaboration is reshaping school climate and strengthening relationships at school to curb cyberbullying. We describe how three aspects of school life — beliefs, structures, and policies — have changed the climate at East High, in ways that better attend to cyberbullying.
Read full article here.
Marsh and Nelms write for Educational Leadership
This article documents how a collaborative group of teachers, administrators, parents, students, community members and university staff designed a model that built student voice into the foundation of school culture and practices. The stakes were high. We faced both the pressure to prevent the school from closing and the opportunity to reshape it into a place that truly served young people and expanded their opportunities for advocacy.
Read full article here.
New video released celebrates and documents East as a community school
Along the journey to transform East High School, the notion of becoming a community school became increasingly central. Community schools address the needs, interests, and aspirations of the whole child. They are places where students, their families, community agencies, teachers, administrators and staff work together to provide support for all stakeholders. This video tells the story of how East has become a community school from the perspectives of East staff, administrators, students, parents, and UR faculty. Their reflections can inform other schools seeking to collaborate with the communities they serve.
Marsh publishes in American Educator
Absenteeism links to low achievement in urban districts. And since urban schools comprise a higher percentage of students of color and students living with poverty, absenteeism can be understood as contributing to the achievement gap between students of color and their white counterparts. Thus, reducing absenteeism is a move to reduce inequity. Read more here
Larson contributes guest essay about housing insecurity and education in Democrat & Chronicle
CUES Associate Director of Research, Joanne Larson contributed a contributed a Speaking Out essay that published as part of the Democrat & Chronicle’s “Time to Educate” campaign. Housing insecurity is often overlooked in the education debate, but it’s key to understanding the challenges faced by parents and children in the Rochester City School District. Read the essay here.
Nelms writes essay published in Rochester Beacon
CUES Director, Shaun Nelms contributed a guest essay on the positive trajectory of the UR-East EPO Partnership published by the Rochester Beacon. After years of low performance, East High School was designated a “persistently failing school” by New York’s commissioner of education. Having failed to achieve sufficient progress in the year following this designation, the Rochester City School District Board of Education was required to designate an independent receiver called an Educational Partnership Organization. In April 2014, the president of the board of education approached the University of Rochester about becoming East High’s EPO. The university accepted the challenge and welcomed the first class of students in the fall of 2015. Read the essay here.
The EAST EPO has issued a report to communicate the progress of East High School in the first three years of the partnership with the University of Rochester. The Center for Urban Education Success supports and researches this partnership. Students, staff, and families have accomplished a great deal, and the trajectory for the future looks positive. Report in English. Report in Spanish.
The Konar Foundation’s gift creates a new endowed directorship position to lead CUES, and Dr. Shaun Nelms, Superintendent of East Upper and Lower Schools in Rochester and formerly an affiliated faculty member of CUES, was installed as the inaugural director to fill this endowed position. Learn More
Supporting Meaningful, Lasting Change in Urban Schools
Message from the Director
Thank you for visiting the Center for Urban Education Success (CUES)!
At CUES, we believe in equity and excellence for ALL students. In order to meet this demand, we must consider questions such as: Who will begin to change systems so this work and accountability is shared? And, under what conditions can this change take place? At CUES, we work daily to explore innovative approaches to tackle persistent challenges which hinder educational systems. More from Director.
Focusing on Key Topics in Urban Education
CUES studies best practices in urban education and produces various resources for interested educators and scholars: research articles, practitioner briefs, videos, professional articles, and resource guides.
Absenteeism is a persistent problem, particularly acute in urban school settings. According to the US Department of Education, six million students (one out of seven) are missing at least 15 days during the school year, increasing their likelihood for lower achievement and dropping out.
As more and more schools are realizing that the traditional approach of punitive discipline is not only ineffective in improving student behavior, but resembles the culture of prison systems, they have been turning increasingly to a restorative practices approach.
Bullying, which involves an intention to do harm, repetition, and a power imbalance between bully and victim, has become a public health concern not only in the U.S. but worldwide. Alongside the increased attention to bullying, a related phenomenon of cyberbullying has emerged.
In a distributed leadership structure, leadership roles are supported and shared among many individuals in the community. By expanding accountability and voice to teachers, staff, students, and families, distributed leadership shifts leadership more widely and horizontally.
ALL IN at East.
Step in for a look at the people, programs, and vision that are driving change at East High under the leadership of the University of Rochester – East High EPO.
As featured in the November/December issue of the University’s Rochester Review in 2017.
Connecting Theory and Practice to Improve Urban Schools
We have a deep commitment to research that is collaborative, participatory, and emancipatory. By researching alongside the East community, our goal is to produce more authentic and useful accounts of school change.
Each year, CUES organizes a major symposium designed to showcase and support the work at East and engage the larger community in a conversation and professional learning opportunity to promote quality education in our cities and support the transformation of community schools.
As a clearinghouse for research, we publish practitioner briefs that address particular topics, questions, and problems pertinent to urban education. We draw upon our network with other urban secondary schools to help understand how these schools are successfully addressing the challenges and questions they confront.
VIDEOS: Practices, Ideas and People Transforming East
CUES sat down with teachers, students, administrators, and staff to talk about the lessons they’re learning as they participate in this comprehensive project. The videos featured here share their successes, their struggles, and their plans going forward so that others who are interested in urban education reform may learn from their insights.