October 1, 2024 • 24 mins
Twenty years ago, we researched cutting-edge schools across the country to find the perfect mix of best practices with one goal: to graduate students ready for life.
Our curriculum for grades 9-12 is rigorous and relevant to the modern world. Furthermore, career-mapping, workforce skills literacy and mentored internships ensure our students graduate tech-savvy, college and career ready.
Today, this unique educational model continues to prove itself. With free* laptops, year-round classes, a low student/teacher ratio, and focus on college and career readiness, City High averages a 94% graduation rate – across all demographic groups.
Our curriculum for grades 9-12 is rigorous and relevant to the modern world. Furthermore, career-mapping, workforce skills literacy and mentored internships ensure our students graduate tech-savvy, college and career ready.
Today, this unique educational model continues to prove itself. With free* laptops, year-round classes, a low student/teacher ratio, and focus on college and career readiness, City High averages a 94% graduation rate – across all demographic groups.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:09):
And welcome in. This is the CEOs You Should Know podcast.
I'm your host, Johnny Heart. Well, let's saylo to Darrel
Allen of City Charter High School. Thank you for joining me.
Speaker 2 (00:17):
Thank you for having us, Johnny.
Speaker 1 (00:19):
All right, So you have an open house coming up
on October fifth, So tell us everything we need to
know about the open house before we get into the
What the City Charter School is all about?
Speaker 3 (00:30):
So, yes, it's at our school downtown and it's from
ten to noon. And folks can sign up directly online
at Cityhigh dot org.
Speaker 1 (00:38):
And can they show up at the school?
Speaker 2 (00:41):
They can show up. It's better if they do sign up,
but they can.
Speaker 1 (00:45):
Still show up, Okay, So all right, so tell us
everything we need to know about City Charter High School.
Speaker 3 (00:51):
City High is a pretty cool place. It's a school
I admired long before I even join there. I'm starting
my seventh year there as the CEO and principal.
Speaker 2 (00:59):
And what always attracted me to the school is.
Speaker 3 (01:03):
The fact that it really helped to expose students to
a variety of career exposure experiences to help them figure
out what they want to do and have a better
head start when they graduate from high school and since
joining the team, realizing how special it is to have
a school that not only prepares students for what happens
(01:25):
after high school, exposing and cultivating their interests, you know,
by various careers, some that are in demand, some that
are you know, specific to what they want to do, entrepreneurship,
a variety of opportunities.
Speaker 2 (01:37):
Is that we loop with students and we.
Speaker 3 (01:39):
Spend time together to where students are able to learn
I think a lot more from teachers that they know
over time, and vice versus where our teachers get to
learn from our students.
Speaker 1 (01:49):
Well, explain loop with your students? What does that mean?
Speaker 4 (01:52):
Thank you?
Speaker 3 (01:52):
I know there's a lot of like lingo that we
use internally in loop means.
Speaker 1 (01:56):
That because when I was in school, nobody to live
with me.
Speaker 3 (01:59):
Ever, what that is so losing me is like when
you when a ninth grade class comes in. So the
class that just started, the class of twenty twenty eight
ninth graders, the teachers and a principle for that grade
is going to stay with them through tenth grade all
the way to twelfth grade. So some of your teachers
that are teaching your introductory math courses are the same
(02:22):
people that are teaching your advanced math courses too. So
our teachers are highly competent and skilled not only in
their subject matter but also in learning students as the
relationship they get, they get to know.
Speaker 1 (02:36):
Yeah okay, yeah, so I was going to ask you
what's the benefit? Now it's fairly obvious, but is there
something that I'm missing?
Speaker 4 (02:42):
No?
Speaker 3 (02:43):
I mean I think that together with us having a
year round schedule is the perfect mix for helping students
grow no matter where they come to what point they
come to us at we have been successful in helping
students achieve at least a year's worth of growth and beyond,
so helping students really achieve like their best potential.
Speaker 1 (03:02):
You go year round, but it's a four day work good, it.
Speaker 3 (03:04):
Is a four day schedule. Yeah, so we realized and
this was actually part of the pandemic. We have been
exploring about ways to provide a little bit more relief
because it is an intense schedule when you're going year
round for both teachers and students. Is that a four
day schedule provides, you know, an opportunity for some relief.
It also provides some flexibility in some agency on students part.
(03:28):
That for the day that we come in, which is
once a month on what we call a four plus Monday,
and that stands for personalized learning for universal success, I know,
another acronym. They can come in and they can participate
in activities that teachers lead. They can get additional counseling
hours and get additional internship hours if they're a junior
(03:50):
or a senior. They can interact with students, you know,
across grade levels and really like decide how they want
to use that day. Some students will work an extra day,
some will take care of doctor's appointments or behavioral health appointments,
and so they have some voice and like how they
use that day. They also can catch up on you know,
work on that extra day too.
Speaker 1 (04:11):
So give us the history of the school.
Speaker 2 (04:13):
Yeah, so we've been around twenty plus years.
Speaker 3 (04:16):
We're fortunate that our founders did a lot of research
around the country before they opened up our school that
so many elements that are core to what we did
then are still holding true today, even as we have
you know, improved in areas you know that we have
needed to or explore different areas, like the four plus schedule.
(04:38):
They have really sat a great foundation and also where
there is a sense of teamwork and ownership that, apart
from me being the CEO, folks hold each other accountable,
They support each other, and they communicate about students learning
and their best interests and students as a whole person
to enable us to really provide well rounded education in
(05:01):
an environment that we hope is very caring and that
families and students have given us feedback on that they
feel a sense of belonging.
Speaker 1 (05:09):
You said you took over seven years ago. Yes, okay,
so when you took over, what were some of the
things that you wanted to accomplish when you took over? Right?
Speaker 3 (05:19):
So I first was a little bit anxious, like I
didn't want to like mess up anything because there's a
strong history and pride that folks that choose to work
at City High have. I wanted to explore more round
restorative practices, and that is you know, like eighty percent
around community building. The school had a perfect structure in
(05:41):
place because of the looping where we have conversations, we're
able to zero in on, you know, how students are doing,
helping them feel a part of our community. And then
the other twenty percent is like more responsive as it
relates to as issues arise, how do we work together
to address you know, the harm maybe that has been
(06:02):
that has happened and helped people to still be able
to come back and be a part of the community
and work through issues as opposed to it being unaddressed
and kind of escalating. Also wanted to expand some of
the partnerships, deepen some of the partnerships that we have
in the workforce area. That's a background that I have
career and workforce development for the types of experiences that
(06:25):
students will have, and so that has been something excited
about that is continuing to grow and and then being
able to experiment.
Speaker 2 (06:34):
You know, in terms of our four day school.
Speaker 1 (06:36):
Week in your seven years, what are you most proud of?
What's what's your biggest accomplishment.
Speaker 2 (06:43):
I would say something that.
Speaker 3 (06:47):
Maybe it is not one particular initiative, but helping people.
Speaker 2 (06:51):
Feel valued, that they are respected.
Speaker 3 (06:56):
Teachers are treated, you know, as professionals, and I feel
like we have gotten so much more out of what
we're able to teach students because teachers have put in hours,
they know that they can collaborate with their colleagues and
that they have voice in the curriculum. Even though that
we provide some structure, there's so much that they can bring,
(07:19):
you know, to what they teach students. And I feel
like we have worked hard at helping people feel that
they are appreciated. We work really hard, and I feel
like we've been doing, you know, a better job at
helping people feel appreciated. It's always a work in progress,
but wanting people to feel like City High is a
place that they want to stay and not go someplace else.
Speaker 1 (07:40):
And what has been your biggest challenge in the seven years.
Speaker 3 (07:44):
Well, most people will probably say the pandemic. Yeah, yes,
and it was you know, definitely a challenge, you know,
working through the pandemic, trying to take in the additional
the information that was shifting and adjusting like our school
model to try to keep students safe, but at the
same time, you know, also helping to get back to
(08:08):
what our model was that helped students learn better, which
we were better in person, you know than virtual. But
there were again some of those structural elements about our
school that really did help us to pivot quickly, like
we were. We've been a one to one laptop school
since we started over twenty twenty years ago.
Speaker 2 (08:24):
Oh wow, so we're able to.
Speaker 1 (08:26):
You probably were able to adjust fairly quickly in other
schools we were.
Speaker 3 (08:31):
I think some of the challenge still has is in
particular around you know, what I mentioned about helping folks
feel appreciated and like we respect their craft and what
they have to offer as teachers. That is an ongoing challenge.
The flip side of that in an environment where teachers
(08:54):
are leaving their profession, you know, and so not just
our school, but helping folks feel like they can and
make a meaningful difference and also have some semblance of
you know, work life balance. I think people also were
much more aware of, you know, wanting to be fulfilled,
you know. Having the coming through the pandemic, it kind
(09:16):
of I think reset people's you know, expectations about like, hey,
I do not want to you know, burn myself out.
I want to be able to have a fulfilling life
and also be able to you know, take care of
my family in the things that make me happy. And
so we've spent a lot of time on teacher retention
and recruitment efforts.
Speaker 1 (09:36):
My middle son have three boys. My middle son went
through a charter school, and I know the advantage of
charter schools and you know, you know, a public school.
I don't want to disparage them, but there's something there's
just something about charter schools that make a difference. Are
you seeing a difference? What is the graduation rate at
City High Our.
Speaker 3 (09:57):
Average graduation rate is ninety four percent, lays between you know,
like ninety two and ninety six percent, and we're currently
at ninety four percent for you, yes, and we were
And that really is related to I think the relationships,
you know, when we see the students are like struggling
or have like some other life issue, we were able
to like wrap our arms, you know, around them and
(10:18):
have a sense of what's going on. Before you know,
a student, you know may maybe disengaged altogether. And we
are not a traditional public school, but we are still
you know, a public charter school.
Speaker 1 (10:29):
Yeah, you're a school, yeah high school. Yeah.
Speaker 3 (10:31):
And what has enabled us, I think, to remain current
and you know, serve the needs of our community is
the fact that our charter does give us some flexibility.
So in being able to you know, try out new ideas,
you know, like it's with our four day schedule. Some
of the unique elements of our school going year round.
(10:52):
There are some other elements of our school that are
unique as well, having internships that are part of a
graduation requirement and students with IPS, you know, or like
an individualized education plan or special education. They're also fully
included and give us high marks on like a sense
of belonging. It's given us flexibility to be able to
test out new ideas or ideas that we've seen have
(11:15):
worked elsewhere that we want to integrate without as much
of the red tape or bureaucracy. But it also means
too we can try out something and we can fail
quicker as well, you know. So it's like you take
the good with the bab But we have been fortunate
that we are very deliberative about when we tried new idea.
We don't just like rush into it, but we also
(11:36):
act on, you know, the data that we get and
research it, you know, and then and then put it
into practice and learn and try to keep growing.
Speaker 1 (11:45):
You're so cute. You are so cute. It's obvious you're
very passionate about this school. And when we started the conversation,
you know, I said, hey, tell me everything you know
about City High. And then you said it was cool.
Now that's that is not a term that a lot
of people would you know, associate with a high school.
So why why use that term? Why cool? What is
(12:08):
what is city high? What makes city high cool?
Speaker 3 (12:14):
I'm laughing because I'm like, would one of our students
saying that it was cool? But I think many students
would say it's cool amidst our quirkiness. And I feel
like we do have some quirkiness that makes us unique
that students and families buy into and some of.
Speaker 1 (12:32):
The things that's why charter schools work.
Speaker 2 (12:34):
Yeah, it's folks, but I have to buy in, you know.
Speaker 3 (12:38):
And while there are things that you know, they may
want to get at a traditional school, we feel like,
have you know, separated ourselves, that our quirkiness works and
people can see that we believe in them, we care
about them, And I would go as far as I
say is that.
Speaker 2 (12:57):
I think I think our students know that we love them.
Speaker 4 (12:59):
Well, workiness is a term of endearment, I think, so
it's it's I That's how I reference our school is Yet, yeah,
we have an interesting quirky about us, but it becomes
I think lovable in where people buy into it.
Speaker 1 (13:15):
I love it. I love it because, you know, I
I was a quirky kid. My quirky kid, you know,
went into a charter school and and really made a
huge difference. You know, he was getting c's and d's,
goes into a charter school and gets nothing but a's
because it's just different. It's some schools just are a
little different for kids who are a little different, and
(13:39):
you know, it's it's it's catering to what what is
cool to them.
Speaker 3 (13:43):
Johnny, Thanks for sharing your experience too, because I also
pride myself on the fact that I feel like students
from so many different backgrounds can come to our school
and find a home or find a place and feel welcome.
I see the way our students interact with each other,
and there's some students where, you know, I think, hey,
if they were like in a traditional environment, I could
(14:03):
see where maybe like they would not be as welcome.
Where students across different backgrounds seem to find their people
and fit in and also learn, you know, to work together.
Speaker 2 (14:18):
Because families are quirky too.
Speaker 1 (14:20):
Yeah, And I come from a family of teachers. My
grandmother was a head teacher, my father was a high
school teacher. My mother was a grade school teacher. My
sister went to she was going to education, didn't graduate,
but that was her passion. My best friend's a teacher. Wow.
So I don't want to sparage public schools because it's fine,
but charter schools provide something a little bit different, and
(14:43):
then that could be a big difference in a child's.
Speaker 3 (14:48):
Life, absolutely, you know, and as a you know, a
public charter. And then also you know, looking at you know,
traditional public districts, there are things that we can learn,
you know, from each other, and I wish that we
were in a space where we could be you know,
like more collaborative and you know, learn from each other
even within like the barriers that a traditional public school has,
(15:10):
you know. And then you know, the ability for charters
to be able to test out new ideas. That's one
of the reasons why they were founded, is yeah, to
try out new ideas that will help them be successful.
I want, you know, all of our public schools, public
charters to be successful, cause our students and our families
deserve that. And I feel like there's a place for everyone.
(15:32):
I feel that anyone who comes to City High can
be successful. In my biased opinion, but we work hard at,
you know, like I said, trying to live up to
that statement of helping any student coming to us to
feel welcomed and to achieve their best, no matter where
people come from. Like I was saying earlier, we have
been successful at growing students, you know, from wherever they're
(15:56):
coming from, to achieving their per their their potential and
growth in the subject areas that they are taking.
Speaker 1 (16:05):
I don't want to say the typical young man or woman,
because you know, I think that's not fair. But if
somebody is interested in City High, what are some of
the common questions that you get, you know, situations that
they're coming from a public school, or maybe they're coming
into Pittsburgh. What are some of the situations that may
(16:27):
that would allow a parent to maybe consider a City
High for their kid.
Speaker 3 (16:33):
So we have families that are aware of what our
model is and say, hey, you know, I want my
student to be able to have an internship, or a
student will say hey, I want to make sure I'm
able to get an internship before I graduate, because we
have actual we actually have two internship managers that that's
all they do. They develop partnerships and they place students
into experiences and provide a mentored internship together with the business.
(16:57):
So some students to come to City High for that.
We have an international trip it's a service learning trip
to Costa Rica that takes place in our junior year.
I just had one of our students who said, Hey,
this is one of the reasons why I came to
City High.
Speaker 2 (17:12):
What do they learn in Costa Rica?
Speaker 3 (17:14):
As in Costa Rica, it is like an intersection point
in terms of the things that they are going to
experience related to biodiversity from a science standpoint in the area,
also cultural immersion in terms of the language, and then
also like the the political landscape. And then they have
(17:36):
that alongside providing service directly with the folks that are there,
you know, where they might be you know, building, helped
to build a road or a wall, or carrying you know,
items to a certain area. They tell us what we need,
what they need, and then our group of students who
are select you know, who go through an application process
(17:57):
and selected, you know, participate in that. So there are
things like that that students say, Hey, I want to
come to City Half for that. I love that your
year you know, year round. Usually parents say that students
are like, I don't really want to go you a round,
But once they get used to it after ninth grade,
they learn how to make it work and they you know,
they don't have to worry about sometimes like the learning
(18:21):
lass or like the revving up at the beginning of
a school year, because you've been off three months, you know,
we are off, you know three months, we're on three months,
you know about off once and so just long enough
for students to refresh, but without having to forget. So
I think they get into that rhythm and it makes
coming back to school a little bit smoother as opposed
to like dreading it.
Speaker 2 (18:40):
You know, because you've been.
Speaker 3 (18:41):
Away, we have advisory, they have the relationships that they've
developed through the looping. And then we do get folks
that are attracted to our four day school week, and
going year round allows us to do that because even
still we are over the required number of hours by
the state, we're still a number of hours hours over
(19:01):
even with a four day schedule because we go year round.
Speaker 1 (19:04):
You love what you do.
Speaker 4 (19:06):
I do.
Speaker 2 (19:07):
I do. I love the fact that I get to learn.
Speaker 3 (19:11):
I love that I also feel like I have you know,
some experiences that are unique that I can contribute to
help the school continue to grow.
Speaker 2 (19:20):
I love our our students.
Speaker 3 (19:24):
I feel like I get to know a good bit
of the students at least, like little things you know
about them, knowing names, you know, getting to know them
over time, getting to know a new income and class.
I look forward to that. And I love our educators
that they they work really hard. Teachers sometimes get a
bad rap, but our City High staff they work really
(19:50):
hard a lot. Sometimes you have to tell them to
like take it, take it easier, step back, you know
a bit, because they really when you empower them to
put their best foot for treating them like professionals, you
get so much more, I think than when it's very
rigid and people feel like they you know, have to
like check boxes as opposed to like helping them feel
(20:12):
like they can teach what they went to school for,
what excites them about a particular content area, and the
fact that they get to teach something different that's hard
each year.
Speaker 2 (20:22):
But that also makes it interesting.
Speaker 1 (20:24):
How big of a school is City High.
Speaker 3 (20:26):
So we have between five hundred and seventy five to
six hundred students ninth through twelfth grade.
Speaker 1 (20:33):
And what's the advantage of that size.
Speaker 3 (20:35):
Of school, Well, it allows us to be able to
get to know students. So there are structures that are
important that enable us to get to know students. So
they have a grade level of you know, anywhere between
one hundred and fifty to one hundred and eighty students
you know, that are separated you know, by floors, and
then there's smaller and those students are separated into teams.
(20:57):
But then they're smaller groups that are separated into advisories,
and so they have advisory a couple of times a week.
They also have clubs during the middle of the day
again to provide like some break and relief and ability
for students to try to you know, to have some
fun in the middle of the day where they have
a longer schedule, and to also get to know teachers
(21:18):
in a lu less structured environment.
Speaker 2 (21:22):
And so.
Speaker 3 (21:24):
That enables students to you know, really get to explore,
like I said, teachers to get to know them, you know,
in a different environment.
Speaker 2 (21:35):
And so we're excited that families, you know, have that option.
Speaker 1 (21:40):
You've used the word unique quite a bit and you've
you've you've shared a lot of different ideas when it
comes to the future. Is there something that you would
like to try or is there what what's in the
in your what are some of what's the future to
your plans for the school?
Speaker 3 (21:58):
Well, I would like for us to be able to
to uh to start a program where we can grow
our own teachers.
Speaker 2 (22:07):
We have students.
Speaker 3 (22:08):
We now have some alumni who are actually teaching at
the school, and so that's been more informal and we're
very proud of them, like from our earlier classes that
have now come back.
Speaker 2 (22:18):
To teach at the school.
Speaker 3 (22:20):
And with the teacher shortage, the fact that we have
an internship component, I feel like we should be and
can be doing more too directly like shape and coach
and you know, nurture. Students are interested in going into
the educational.
Speaker 1 (22:36):
Crail idea because they already are aware of how unique
City High is. They kind of know the processes and
the structure, and then if you bring them in, you
know they've already bought into what makes your school unique, yes, and.
Speaker 3 (22:53):
Then figuring out like how to support them, you know,
through college to be able to come back and so
that would be you know, writing for brands or you know,
some other collaborations which we started pursuing so that is
something that I definitely you know, want to to see happen,
and I also want to be able to share more
(23:14):
with others, have folks come to our schools, to our
school to host folks. We've taken you know, benchmarking trips,
and there's a lot that we have to offer directly
here and sometimes we get our head to the ground
kind of like doing the work, but really spreading out
more to invite folks in and show them about the
(23:35):
things that have worked while also learning, you know, from others.
I want to spend more time on, you know, being
able to be more of an ambassador for our school
and helping others, you know, maybe replicate, you know, some
of the things that are working for us.
Speaker 1 (23:49):
Well, I think you're you're the perfect ambassador for the school.
It's your passion is very obvious, and it makes it
makes my job that much more fun when somebody is
on obviously passionate about what they do, and it's very
obvious with you, Johnnie.
Speaker 2 (24:04):
Thank you You are good at like getting that out Lolly.
Speaker 1 (24:08):
Yeah, well it's pretty obvious and it's easy when when
obviously someone like you. So it's it's been an absolute
pleasure thank you so much.
Speaker 2 (24:14):
Thank you.
Speaker 1 (24:15):
If you want more information, the website is Cityhi dot org.
Darrah Allen of City Charter High School and definitely as
CEO you Should Know, thank you so much. This has
been the CEO You Should Know podcast, showcasing businesses that
are driving our regional economy. Part of iHeartMedia's commitment to
the communities we serve. I'm Johnny Hartwell, thank you so
(24:36):
much for listening.
And welcome in. This is the CEOs You Should Know podcast.
I'm your host, Johnny Heart. Well, let's saylo to Darrel
Allen of City Charter High School. Thank you for joining me.
Speaker 2 (00:17):
Thank you for having us, Johnny.
Speaker 1 (00:19):
All right, So you have an open house coming up
on October fifth, So tell us everything we need to
know about the open house before we get into the
What the City Charter School is all about?
Speaker 3 (00:30):
So, yes, it's at our school downtown and it's from
ten to noon. And folks can sign up directly online
at Cityhigh dot org.
Speaker 1 (00:38):
And can they show up at the school?
Speaker 2 (00:41):
They can show up. It's better if they do sign up,
but they can.
Speaker 1 (00:45):
Still show up, Okay, So all right, so tell us
everything we need to know about City Charter High School.
Speaker 3 (00:51):
City High is a pretty cool place. It's a school
I admired long before I even join there. I'm starting
my seventh year there as the CEO and principal.
Speaker 2 (00:59):
And what always attracted me to the school is.
Speaker 3 (01:03):
The fact that it really helped to expose students to
a variety of career exposure experiences to help them figure
out what they want to do and have a better
head start when they graduate from high school and since
joining the team, realizing how special it is to have
a school that not only prepares students for what happens
(01:25):
after high school, exposing and cultivating their interests, you know,
by various careers, some that are in demand, some that
are you know, specific to what they want to do, entrepreneurship,
a variety of opportunities.
Speaker 2 (01:37):
Is that we loop with students and we.
Speaker 3 (01:39):
Spend time together to where students are able to learn
I think a lot more from teachers that they know
over time, and vice versus where our teachers get to
learn from our students.
Speaker 1 (01:49):
Well, explain loop with your students? What does that mean?
Speaker 4 (01:52):
Thank you?
Speaker 3 (01:52):
I know there's a lot of like lingo that we
use internally in loop means.
Speaker 1 (01:56):
That because when I was in school, nobody to live
with me.
Speaker 3 (01:59):
Ever, what that is so losing me is like when
you when a ninth grade class comes in. So the
class that just started, the class of twenty twenty eight
ninth graders, the teachers and a principle for that grade
is going to stay with them through tenth grade all
the way to twelfth grade. So some of your teachers
that are teaching your introductory math courses are the same
(02:22):
people that are teaching your advanced math courses too. So
our teachers are highly competent and skilled not only in
their subject matter but also in learning students as the
relationship they get, they get to know.
Speaker 1 (02:36):
Yeah okay, yeah, so I was going to ask you
what's the benefit? Now it's fairly obvious, but is there
something that I'm missing?
Speaker 4 (02:42):
No?
Speaker 3 (02:43):
I mean I think that together with us having a
year round schedule is the perfect mix for helping students
grow no matter where they come to what point they
come to us at we have been successful in helping
students achieve at least a year's worth of growth and beyond,
so helping students really achieve like their best potential.
Speaker 1 (03:02):
You go year round, but it's a four day work good, it.
Speaker 3 (03:04):
Is a four day schedule. Yeah, so we realized and
this was actually part of the pandemic. We have been
exploring about ways to provide a little bit more relief
because it is an intense schedule when you're going year
round for both teachers and students. Is that a four
day schedule provides, you know, an opportunity for some relief.
It also provides some flexibility in some agency on students part.
(03:28):
That for the day that we come in, which is
once a month on what we call a four plus Monday,
and that stands for personalized learning for universal success, I know,
another acronym. They can come in and they can participate
in activities that teachers lead. They can get additional counseling
hours and get additional internship hours if they're a junior
(03:50):
or a senior. They can interact with students, you know,
across grade levels and really like decide how they want
to use that day. Some students will work an extra day,
some will take care of doctor's appointments or behavioral health appointments,
and so they have some voice and like how they
use that day. They also can catch up on you know,
work on that extra day too.
Speaker 1 (04:11):
So give us the history of the school.
Speaker 2 (04:13):
Yeah, so we've been around twenty plus years.
Speaker 3 (04:16):
We're fortunate that our founders did a lot of research
around the country before they opened up our school that
so many elements that are core to what we did
then are still holding true today, even as we have
you know, improved in areas you know that we have
needed to or explore different areas, like the four plus schedule.
(04:38):
They have really sat a great foundation and also where
there is a sense of teamwork and ownership that, apart
from me being the CEO, folks hold each other accountable,
They support each other, and they communicate about students learning
and their best interests and students as a whole person
to enable us to really provide well rounded education in
(05:01):
an environment that we hope is very caring and that
families and students have given us feedback on that they
feel a sense of belonging.
Speaker 1 (05:09):
You said you took over seven years ago. Yes, okay,
so when you took over, what were some of the
things that you wanted to accomplish when you took over? Right?
Speaker 3 (05:19):
So I first was a little bit anxious, like I
didn't want to like mess up anything because there's a
strong history and pride that folks that choose to work
at City High have. I wanted to explore more round
restorative practices, and that is you know, like eighty percent
around community building. The school had a perfect structure in
(05:41):
place because of the looping where we have conversations, we're
able to zero in on, you know, how students are doing,
helping them feel a part of our community. And then
the other twenty percent is like more responsive as it
relates to as issues arise, how do we work together
to address you know, the harm maybe that has been
(06:02):
that has happened and helped people to still be able
to come back and be a part of the community
and work through issues as opposed to it being unaddressed
and kind of escalating. Also wanted to expand some of
the partnerships, deepen some of the partnerships that we have
in the workforce area. That's a background that I have
career and workforce development for the types of experiences that
(06:25):
students will have, and so that has been something excited
about that is continuing to grow and and then being
able to experiment.
Speaker 2 (06:34):
You know, in terms of our four day school.
Speaker 1 (06:36):
Week in your seven years, what are you most proud of?
What's what's your biggest accomplishment.
Speaker 2 (06:43):
I would say something that.
Speaker 3 (06:47):
Maybe it is not one particular initiative, but helping people.
Speaker 2 (06:51):
Feel valued, that they are respected.
Speaker 3 (06:56):
Teachers are treated, you know, as professionals, and I feel
like we have gotten so much more out of what
we're able to teach students because teachers have put in hours,
they know that they can collaborate with their colleagues and
that they have voice in the curriculum. Even though that
we provide some structure, there's so much that they can bring,
(07:19):
you know, to what they teach students. And I feel
like we have worked hard at helping people feel that
they are appreciated. We work really hard, and I feel
like we've been doing, you know, a better job at
helping people feel appreciated. It's always a work in progress,
but wanting people to feel like City High is a
place that they want to stay and not go someplace else.
Speaker 1 (07:40):
And what has been your biggest challenge in the seven years.
Speaker 3 (07:44):
Well, most people will probably say the pandemic. Yeah, yes,
and it was you know, definitely a challenge, you know,
working through the pandemic, trying to take in the additional
the information that was shifting and adjusting like our school
model to try to keep students safe, but at the
same time, you know, also helping to get back to
(08:08):
what our model was that helped students learn better, which
we were better in person, you know than virtual. But
there were again some of those structural elements about our
school that really did help us to pivot quickly, like
we were. We've been a one to one laptop school
since we started over twenty twenty years ago.
Speaker 2 (08:24):
Oh wow, so we're able to.
Speaker 1 (08:26):
You probably were able to adjust fairly quickly in other
schools we were.
Speaker 3 (08:31):
I think some of the challenge still has is in
particular around you know, what I mentioned about helping folks
feel appreciated and like we respect their craft and what
they have to offer as teachers. That is an ongoing challenge.
The flip side of that in an environment where teachers
(08:54):
are leaving their profession, you know, and so not just
our school, but helping folks feel like they can and
make a meaningful difference and also have some semblance of
you know, work life balance. I think people also were
much more aware of, you know, wanting to be fulfilled,
you know. Having the coming through the pandemic, it kind
(09:16):
of I think reset people's you know, expectations about like, hey,
I do not want to you know, burn myself out.
I want to be able to have a fulfilling life
and also be able to you know, take care of
my family in the things that make me happy. And
so we've spent a lot of time on teacher retention
and recruitment efforts.
Speaker 1 (09:36):
My middle son have three boys. My middle son went
through a charter school, and I know the advantage of
charter schools and you know, you know, a public school.
I don't want to disparage them, but there's something there's
just something about charter schools that make a difference. Are
you seeing a difference? What is the graduation rate at
City High Our.
Speaker 3 (09:57):
Average graduation rate is ninety four percent, lays between you know,
like ninety two and ninety six percent, and we're currently
at ninety four percent for you, yes, and we were
And that really is related to I think the relationships,
you know, when we see the students are like struggling
or have like some other life issue, we were able
to like wrap our arms, you know, around them and
(10:18):
have a sense of what's going on. Before you know,
a student, you know may maybe disengaged altogether. And we
are not a traditional public school, but we are still
you know, a public charter school.
Speaker 1 (10:29):
Yeah, you're a school, yeah high school. Yeah.
Speaker 3 (10:31):
And what has enabled us, I think, to remain current
and you know, serve the needs of our community is
the fact that our charter does give us some flexibility.
So in being able to you know, try out new ideas,
you know, like it's with our four day schedule. Some
of the unique elements of our school going year round.
(10:52):
There are some other elements of our school that are
unique as well, having internships that are part of a
graduation requirement and students with IPS, you know, or like
an individualized education plan or special education. They're also fully
included and give us high marks on like a sense
of belonging. It's given us flexibility to be able to
test out new ideas or ideas that we've seen have
(11:15):
worked elsewhere that we want to integrate without as much
of the red tape or bureaucracy. But it also means
too we can try out something and we can fail
quicker as well, you know. So it's like you take
the good with the bab But we have been fortunate
that we are very deliberative about when we tried new idea.
We don't just like rush into it, but we also
(11:36):
act on, you know, the data that we get and
research it, you know, and then and then put it
into practice and learn and try to keep growing.
Speaker 1 (11:45):
You're so cute. You are so cute. It's obvious you're
very passionate about this school. And when we started the conversation,
you know, I said, hey, tell me everything you know
about City High. And then you said it was cool.
Now that's that is not a term that a lot
of people would you know, associate with a high school.
So why why use that term? Why cool? What is
(12:08):
what is city high? What makes city high cool?
Speaker 3 (12:14):
I'm laughing because I'm like, would one of our students
saying that it was cool? But I think many students
would say it's cool amidst our quirkiness. And I feel
like we do have some quirkiness that makes us unique
that students and families buy into and some of.
Speaker 1 (12:32):
The things that's why charter schools work.
Speaker 2 (12:34):
Yeah, it's folks, but I have to buy in, you know.
Speaker 3 (12:38):
And while there are things that you know, they may
want to get at a traditional school, we feel like,
have you know, separated ourselves, that our quirkiness works and
people can see that we believe in them, we care
about them, And I would go as far as I
say is that.
Speaker 2 (12:57):
I think I think our students know that we love them.
Speaker 4 (12:59):
Well, workiness is a term of endearment, I think, so
it's it's I That's how I reference our school is Yet, yeah,
we have an interesting quirky about us, but it becomes
I think lovable in where people buy into it.
Speaker 1 (13:15):
I love it. I love it because, you know, I
I was a quirky kid. My quirky kid, you know,
went into a charter school and and really made a
huge difference. You know, he was getting c's and d's,
goes into a charter school and gets nothing but a's
because it's just different. It's some schools just are a
little different for kids who are a little different, and
(13:39):
you know, it's it's it's catering to what what is
cool to them.
Speaker 3 (13:43):
Johnny, Thanks for sharing your experience too, because I also
pride myself on the fact that I feel like students
from so many different backgrounds can come to our school
and find a home or find a place and feel welcome.
I see the way our students interact with each other,
and there's some students where, you know, I think, hey,
if they were like in a traditional environment, I could
(14:03):
see where maybe like they would not be as welcome.
Where students across different backgrounds seem to find their people
and fit in and also learn, you know, to work together.
Speaker 2 (14:18):
Because families are quirky too.
Speaker 1 (14:20):
Yeah, And I come from a family of teachers. My
grandmother was a head teacher, my father was a high
school teacher. My mother was a grade school teacher. My
sister went to she was going to education, didn't graduate,
but that was her passion. My best friend's a teacher. Wow.
So I don't want to sparage public schools because it's fine,
but charter schools provide something a little bit different, and
(14:43):
then that could be a big difference in a child's.
Speaker 3 (14:48):
Life, absolutely, you know, and as a you know, a
public charter. And then also you know, looking at you know,
traditional public districts, there are things that we can learn,
you know, from each other, and I wish that we
were in a space where we could be you know,
like more collaborative and you know, learn from each other
even within like the barriers that a traditional public school has,
(15:10):
you know. And then you know, the ability for charters
to be able to test out new ideas. That's one
of the reasons why they were founded, is yeah, to
try out new ideas that will help them be successful.
I want, you know, all of our public schools, public
charters to be successful, cause our students and our families
deserve that. And I feel like there's a place for everyone.
(15:32):
I feel that anyone who comes to City High can
be successful. In my biased opinion, but we work hard at,
you know, like I said, trying to live up to
that statement of helping any student coming to us to
feel welcomed and to achieve their best, no matter where
people come from. Like I was saying earlier, we have
been successful at growing students, you know, from wherever they're
(15:56):
coming from, to achieving their per their their potential and
growth in the subject areas that they are taking.
Speaker 1 (16:05):
I don't want to say the typical young man or woman,
because you know, I think that's not fair. But if
somebody is interested in City High, what are some of
the common questions that you get, you know, situations that
they're coming from a public school, or maybe they're coming
into Pittsburgh. What are some of the situations that may
(16:27):
that would allow a parent to maybe consider a City
High for their kid.
Speaker 3 (16:33):
So we have families that are aware of what our
model is and say, hey, you know, I want my
student to be able to have an internship, or a
student will say hey, I want to make sure I'm
able to get an internship before I graduate, because we
have actual we actually have two internship managers that that's
all they do. They develop partnerships and they place students
into experiences and provide a mentored internship together with the business.
(16:57):
So some students to come to City High for that.
We have an international trip it's a service learning trip
to Costa Rica that takes place in our junior year.
I just had one of our students who said, Hey,
this is one of the reasons why I came to
City High.
Speaker 2 (17:12):
What do they learn in Costa Rica?
Speaker 3 (17:14):
As in Costa Rica, it is like an intersection point
in terms of the things that they are going to
experience related to biodiversity from a science standpoint in the area,
also cultural immersion in terms of the language, and then
also like the the political landscape. And then they have
(17:36):
that alongside providing service directly with the folks that are there,
you know, where they might be you know, building, helped
to build a road or a wall, or carrying you know,
items to a certain area. They tell us what we need,
what they need, and then our group of students who
are select you know, who go through an application process
(17:57):
and selected, you know, participate in that. So there are
things like that that students say, Hey, I want to
come to City Half for that. I love that your
year you know, year round. Usually parents say that students
are like, I don't really want to go you a round,
But once they get used to it after ninth grade,
they learn how to make it work and they you know,
they don't have to worry about sometimes like the learning
(18:21):
lass or like the revving up at the beginning of
a school year, because you've been off three months, you know,
we are off, you know three months, we're on three months,
you know about off once and so just long enough
for students to refresh, but without having to forget. So
I think they get into that rhythm and it makes
coming back to school a little bit smoother as opposed
to like dreading it.
Speaker 2 (18:40):
You know, because you've been.
Speaker 3 (18:41):
Away, we have advisory, they have the relationships that they've
developed through the looping. And then we do get folks
that are attracted to our four day school week, and
going year round allows us to do that because even
still we are over the required number of hours by
the state, we're still a number of hours hours over
(19:01):
even with a four day schedule because we go year round.
Speaker 1 (19:04):
You love what you do.
Speaker 4 (19:06):
I do.
Speaker 2 (19:07):
I do. I love the fact that I get to learn.
Speaker 3 (19:11):
I love that I also feel like I have you know,
some experiences that are unique that I can contribute to
help the school continue to grow.
Speaker 2 (19:20):
I love our our students.
Speaker 3 (19:24):
I feel like I get to know a good bit
of the students at least, like little things you know
about them, knowing names, you know, getting to know them
over time, getting to know a new income and class.
I look forward to that. And I love our educators
that they they work really hard. Teachers sometimes get a
bad rap, but our City High staff they work really
(19:50):
hard a lot. Sometimes you have to tell them to
like take it, take it easier, step back, you know
a bit, because they really when you empower them to
put their best foot for treating them like professionals, you
get so much more, I think than when it's very
rigid and people feel like they you know, have to
like check boxes as opposed to like helping them feel
(20:12):
like they can teach what they went to school for,
what excites them about a particular content area, and the
fact that they get to teach something different that's hard
each year.
Speaker 2 (20:22):
But that also makes it interesting.
Speaker 1 (20:24):
How big of a school is City High.
Speaker 3 (20:26):
So we have between five hundred and seventy five to
six hundred students ninth through twelfth grade.
Speaker 1 (20:33):
And what's the advantage of that size.
Speaker 3 (20:35):
Of school, Well, it allows us to be able to
get to know students. So there are structures that are
important that enable us to get to know students. So
they have a grade level of you know, anywhere between
one hundred and fifty to one hundred and eighty students
you know, that are separated you know, by floors, and
then there's smaller and those students are separated into teams.
(20:57):
But then they're smaller groups that are separated into advisories,
and so they have advisory a couple of times a week.
They also have clubs during the middle of the day
again to provide like some break and relief and ability
for students to try to you know, to have some
fun in the middle of the day where they have
a longer schedule, and to also get to know teachers
(21:18):
in a lu less structured environment.
Speaker 2 (21:22):
And so.
Speaker 3 (21:24):
That enables students to you know, really get to explore,
like I said, teachers to get to know them, you know,
in a different environment.
Speaker 2 (21:35):
And so we're excited that families, you know, have that option.
Speaker 1 (21:40):
You've used the word unique quite a bit and you've
you've you've shared a lot of different ideas when it
comes to the future. Is there something that you would
like to try or is there what what's in the
in your what are some of what's the future to
your plans for the school?
Speaker 3 (21:58):
Well, I would like for us to be able to
to uh to start a program where we can grow
our own teachers.
Speaker 2 (22:07):
We have students.
Speaker 3 (22:08):
We now have some alumni who are actually teaching at
the school, and so that's been more informal and we're
very proud of them, like from our earlier classes that
have now come back.
Speaker 2 (22:18):
To teach at the school.
Speaker 3 (22:20):
And with the teacher shortage, the fact that we have
an internship component, I feel like we should be and
can be doing more too directly like shape and coach
and you know, nurture. Students are interested in going into
the educational.
Speaker 1 (22:36):
Crail idea because they already are aware of how unique
City High is. They kind of know the processes and
the structure, and then if you bring them in, you
know they've already bought into what makes your school unique, yes, and.
Speaker 3 (22:53):
Then figuring out like how to support them, you know,
through college to be able to come back and so
that would be you know, writing for brands or you know,
some other collaborations which we started pursuing so that is
something that I definitely you know, want to to see happen,
and I also want to be able to share more
(23:14):
with others, have folks come to our schools, to our
school to host folks. We've taken you know, benchmarking trips,
and there's a lot that we have to offer directly
here and sometimes we get our head to the ground
kind of like doing the work, but really spreading out
more to invite folks in and show them about the
(23:35):
things that have worked while also learning, you know, from others.
I want to spend more time on, you know, being
able to be more of an ambassador for our school
and helping others, you know, maybe replicate, you know, some
of the things that are working for us.
Speaker 1 (23:49):
Well, I think you're you're the perfect ambassador for the school.
It's your passion is very obvious, and it makes it
makes my job that much more fun when somebody is
on obviously passionate about what they do, and it's very
obvious with you, Johnnie.
Speaker 2 (24:04):
Thank you You are good at like getting that out Lolly.
Speaker 1 (24:08):
Yeah, well it's pretty obvious and it's easy when when
obviously someone like you. So it's it's been an absolute
pleasure thank you so much.
Speaker 2 (24:14):
Thank you.
Speaker 1 (24:15):
If you want more information, the website is Cityhi dot org.
Darrah Allen of City Charter High School and definitely as
CEO you Should Know, thank you so much. This has
been the CEO You Should Know podcast, showcasing businesses that
are driving our regional economy. Part of iHeartMedia's commitment to
the communities we serve. I'm Johnny Hartwell, thank you so
(24:36):
much for listening.
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