When black students excel book study

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Nisl vel pretium lectus quam id leo in vitae. Et leo duis ut diam quam nulla porttitor. Etiam dignissim diam quis enim. Iaculis urna id volutpat lacus. Quis blandit turpis cursus in hac habitasse platea. Cursus risus at ultrices mi tempus imperdiet nulla malesuada pellentesque. Mauris commodo quis imperdiet massa tincidunt nunc pulvinar sapien et. Faucibus vitae aliquet nec ullamcorper. Aenean vel elit scelerisque mauris pellentesque pulvinar. Aliquam purus sit amet luctus venenatis lectus. Blandit turpis cursus in hac habitasse. Varius morbi enim nunc faucibus a pellentesque sit amet porttitor. Dignissim suspendisse in est ante. Enim nulla aliquet porttitor lacus luctus accumsan tortor posuere.



New York City Department of Education, District 4
East Harlem, New York City

Patrick Henry Preparatory, also known as PS/IS 171 is a combined elementary and middle school known for its nurturing, supportive, caring, loving, and orderly environment. Located on East 103rd Street in East Harlem, the school is part of New York City’s Department of Education, District 4. Patrick Henry serves approximately 800 students. Nearly 60% of students identify as Latino/a or Hispanic. Just over 27% are Black or African American. 70% of Patrick Henry’s students qualify for free or reduced-priced meals. Patrick Henry is ranked among the best schools in the state although it does not utilize selective admission criteria. This East Harlem School has become one of the state’s highest-performing schools. Quantitative academic data reveal a sustained momentum of growth at Patrick Henry, resulting in the success of Black and Brown students in ways that will alter their opportunities for decades to come. 

In this chapter, you will hear from Principal Dimetres Patentelidis and Instructional Coach, Dr. Mallory Locke speak about the “ 3 Rs to Student Achievement ” based on the Bill Dagget Rigor/Relevance Framework. Rigor focuses on the degree of acquisition, assimilation, application, and adaptation. Relevance promotes connections, purposefulness, and cultural diversity. Relationships reflect student achievements and social and emotional intelligence in areas like expressing, regulating, understanding, trust, and more. We lifted key ideas from chapter one and aligned them with sh0rt clips that illustrate the key points. We then provided resources either directly from Patrick Henry or adapted versions to accompany the video clip and key ideas of the chapter.

  • Teacher Teams 
  • Data-Driven Instruction
  • Professional Learning Cycles
  • Each system has a recursive structure
  • Relevance: what students need to know and collaborate to think about background, history, and issues
  • Teacher teams drive relevance; create curriculum
  • Engage students with current issues so they take on an activist role for change
  • Rigor: How do we know that curriculum is challenging
  • A systematic approach to data-Monitor students with formative and summative assessments
  • Relationships: Investing in professional learning communities; Aligning teacher opportunities teachers engage in their own growth
  • Protect teacher time for community building

What systems and structures are in place for teacher teams at your site to identify the most essential standards that need to be mastered by students within each grade level?


  • Infuse data into our daily lives
  • Progress monitoring system in each curricular area
  • Each grade knows intervals of assessments
  • Common assessments are coherent for each grade level–time and intervals of interim assessments
  • Cycles of data and monitoring
  • Assessing students in standards they need
  • Assess data from qualitative and quantitative perspectives
  • Benchmark months with charts and reports
  • Students know about the data and are aware of their academic standing

How are you building a culture of data at your school? What actions have you taken to infuse data into the daily lives of your staff and students?


  • Focus on the instructional core curriculum that is organic to meet the needs of student interests, experiences, and voices
  • Data must be the core of what we focus on
  • Shared Curriculum: Systematic approach to design units of study for students. Standards are an entry point–must have rigor in everything we teach
  • We must involve parents and the community so that they feel unified

How are you incorporating student voice in the overall school and academic culture at your school?


  • Developing and protecting a culture of collaboration with teachers in a risk-free environment
  • What role does SEL play in our schools?
  • How do we create space for adult joy and adult connection?
  • Asking ourselves, “What is the purpose of school?” and refer back to this as a community.
  • Honoring student voice in creating communities where students can express ideas, opinions, and feedback regarding learning experiences

What efforts are you taking to develop rigorous curricula that represent the diversity and identity of students at your school?

Concourse Village Elementary School
Receive the latest news

Subscribe to the National Center for Urban School Transformation

Get notified about new articles, events, insights, and opportunities.