Historical Narrative 

In 1960, Rainier Beach Junior-Senior High School opened to serve 1,200 students. After becoming Rainier Beach High School (RBHS) in the 1970’s, RBHS became known for its innovative programs such as an Aviation class, the Model Teaching Academy, and the 1st Teen Health Center. Despite such innovative programs, by 2008 our predominantly Black school landed on the then-superintendent’s list of proposed closures.  By 2011, test scores fell and graduation rates plummeted to 54%. Enrollment dropped steadily to barely a third of its original size at 366 students. 

What Happened Next?

What happened next, “could have mirrored the story of many struggling schools around the country: a staff housecleaning, a curricular overhaul, or administrative takeover, all aimed at improving student achievement at an “underperforming” school” (Ishimaru, 2018). Instead, a core group of parents, alumni, and community members collaborated to “reimagine what a community school could and should be” (Ishimaru, 2018). They organized to communicate the strengths of the students and of the school and repurposed the PTA into a joint administration and community advisory committee (Ishimaru, 2018). Specifically, the “school and PTA leaders reached out to the community directly, holding face to face meetings at familiar off-campus locations” to engage in conversations around the best ways to spur student success (Ishimaru, 2018). They sought new resources and funding, including applying for and receiving a $1 million a year, 3-year School Improvement Grant (SIG).  

Community-based International Baccalaureate Program Turn Around 

Due to this collaborative effort and subsequent SIG funding, in 2011, RBHS implemented the rigorous International Baccalaureate (IB) curriculum, a program almost exclusively associated with more affluent schools worldwide. Specifically, the IB program “stands out … because it offers a rigorous, aligned, integrated instructional system that is … transformative for minority and low-income, i.e., ‘high-needs’, students” (McKinsey & Company, 2008).  Coupled with IB implementation, our other strategies which spurred graduation success included a 7-period day; 3-Tiered PBIS interventions, including using Tier 2 Check and Connect; an additional Academic Intervention Specialist (AIS) for 9-10s; the creation of an advisory program; extended day homework center, and a summer CDF Freedom Schools as well as Back on Track credit recovery summer program. 

IB For All

After the IB curriculum was up and running, the school transitioned to an “IB For All” program. In 2014, the IB English Language and Literature course became required for all 11th graders barring a few exceptions. By 2016, IB History of the Americas became a requirement. Now, 95% of juniors are enrolled in at least two, if not three, four, or even seven (Full IB Diploma Candidates) internationally renowned, rigorous college preparatory academic courses. In 2019, 20% of IB ELA students earned college credit in IB Language and Literature and 15% of IB History students earned college credit in IB History of the Americas (by scoring 4 or higher on the respective IB Exams)  Over the next 3 years, the goal is to expand “IB For All” to both science and math and to introduce the “Medallion” program for students taking four IB classes plus Theory of Knowledge, further bolstering our exemplary dual enrollment record and providing critical college knowledge and application support.  

Today

Today with 760 primarily focus students (97% students of color, 65% Students of Color Furthest from Educational Justice (SOCFFEJ), ~45% black students, ~50% ELL and exited ELL, ~70% who qualify for free and reduced lunch), RBHS’s four year-graduation rate of 89% is higher than district and state averages (Atlas). Consequently, RBHS was recognized as a 2016 School of Opportunity and received School of Distinction awards in 2015-18.  

The community-based transformation of RBHS also spawned city-wide equity impacts. In 2014, WA-BLOC started the Children’s Defense Fund Freedom Schools summer program and in collaboration with an array of community partners, supported youth leaders in successfully lobbying Seattle City officials for free transit passes for high school students. Social justice community action aligns with the IB CAS (creativity, activity, and service) projects, further promoting ongoing city-wide social justice transformation.