Where We Are: A Look at Our Schools in the Zachary Community School District

Dr. Crystal London
Jul 20, 2023
6 min read

Updated: Apr 17

Introduction

Hi, I’m Dr. Crystal London. I’m a school board member for District 8, a former teacher, a parent of three students in Zachary schools, and someone who studies education. A few years ago, while I was teaching at Zachary Elementary, I started asking questions about how different groups of students were doing in our schools and across our district. I looked at things like grades, discipline, who was in advanced classes, and who our teachers and leaders were.

To understand what I was seeing, I looked at data from different places. I used national data from the Civil Rights Data Collection, state information from the Louisiana Department of Education’s “Louisiana Believes” website, and notes and research from my own classroom and school experiences here in Zachary.

What I found was that some students were having very different experiences than others. These patterns weren’t just happening here—they were happening in schools across the country. That’s when I decided to learn more and work to help make things better.

This update is meant to help all of us—students, families, teachers, and community members—understand how our schools are doing right now. We’ll look at five big areas: discipline, academics, hiring, curriculum, and opportunities for students. Some of the news is encouraging. Some of it shows where we still need to grow.

The goal is not to blame anyone. The goal is to understand what’s going on and work together to make sure every student has the support they need to succeed.

1. Discipline: Examining Student Experiences

Discipline is one of the first ways students experience the culture and expectations of a school. It is essential that all students are treated fairly and that discipline is used to support, not harm, their learning and development.

At Zachary Elementary, research showed that Black male students were referred to in-school suspension three to four times more often than White male students. These rates exceeded national averages at the time. Across the district, Black and Brown students made up 52% of the student population, yet they received a disproportionate share of disciplinary actions:

76% of in-school suspensions
71% of out-of-school suspensions
83% of expulsions

These patterns raise important questions. Students who are frequently removed from class miss valuable instructional time, which can negatively impact their academic progress. When the use of discipline is not applied consistently across all student groups, it can lead to feelings of unfairness and harm students’ trust in the school system.

Moving forward, we must examine how discipline is being used across campuses and consider whether other approaches—such as restorative practices—could better support positive behavior while keeping students engaged in learning.

2. Academics: Closing Gaps and Promoting Growth

The Louisiana Department of Education has set a clear goal: by 2025, all students—regardless of race, income, language background, or disability status—should score at the proficient level or above on state assessments. This goal reflects the belief that every student can achieve high standards when provided the right support.

Zachary Community Schools shares this vision, and while we are making progress, current data shows that not all student groups are reaching that benchmark.

At Zachary Elementary, results from past years showed that:

37% of low-income students were proficient on state assessments
16% of students with disabilities reached proficiency
38% of students of color scored at or above the proficient level

These gaps remain visible at the district level. In 2023:

The overall District Performance Score (DPS) was 97.1
White students had an average DPS of 110.2
Black students had an average DPS of 88.7

This 22.5-point difference between Black and White students underscores the importance of targeted supports. Even as many students show growth, we must focus on ensuring that progress is being made equitably across all student groups.

Academic outcomes are shaped by more than just classroom instruction—they are influenced by access to resources, learning environments, and systems of support. By continuing to monitor our data and refine our strategies, we can move closer to a future where all students meet and exceed Louisiana’s 2025 goal.

3. Hiring and Representation: Building a Reflective Workforce

The people who teach and lead in schools play a key role in shaping school culture and student success. Research shows that students benefit when they are taught by a diverse group of educators who reflect their identities and lived experiences.

In 2020, a profile of Zachary Elementary revealed that:

83% of teachers and 73% of teacher leaders were White
66% of school administrators were White
Black and Brown employees were more often found in classified roles, such as cafeteria or custodial staff

These numbers show a gap between the diversity of the student population and that of the adults in leadership and teaching roles. More recent district-wide efforts to strengthen leadership diversity across the district have shown encouraging progress:

As of this school year, 37.5% of principals are Black or Brown (up from 12.5%)
Across all school leadership roles—including assistant principals and deans—54% are now held by people of color

This shift helps foster a more inclusive environment and allows students to see themselves reflected in positions of authority and guidance. Continuing to prioritize diverse hiring and inclusive practices will strengthen school culture and benefit all students.

4. Curriculum: Including All Perspectives

Curriculum is more than textbooks—it’s how we tell the story of the world. While much of the content is determined at the state level, schools and teachers decide how it is taught, what examples are used, and which stories are highlighted.

In the past, some concerns have been raised about the inclusion of diverse perspectives in the curriculum. For example, at one point, there was resistance to showing a film about Ruby Bridges, one of the first Black children to integrate a public school. Families also noted that Black History Month had not been consistently recognized in classrooms, despite a significant number of Black students in the district.

More recently, schools have taken steps to improve cultural inclusion:

All schools celebrated Black History Month with performances, student showcases, and classroom lessons
Hispanic Heritage Month included science-focused projects and cultural activities that explored health, nutrition, and history in Hispanic communities

These celebrations are a step in the right direction. Still, meaningful inclusion must go beyond specific months. It should be a consistent part of classroom learning year-round. By expanding the curriculum to reflect all cultures, histories, and perspectives, we help students better understand themselves, each other, and the world they live in.

5. Student Opportunities: Access and Equity in Advanced Programs

Programs like PACE, Gifted & Talented, and advanced coursework offer students opportunities to go deeper in their learning, work in smaller groups, and receive instruction from experienced teachers. These programs can help students grow their confidence and stay engaged in school. However, not all student groups are equally represented in these programs.

In past years, students of color and students with disabilities have been less likely to be referred to enrichment programs. At Zachary Elementary, for example, one fourth-grade PACE class had nearly all White students, with just one student of color added later in the year. While the placement may have followed the process in place, the outcome raises important questions about how we identify and recommend students for these opportunities.

At the same time, referrals to Special Education programs have been more frequent for Black students, another trend that mirrors national data. This raises concerns about whether some students are being under-identified for enrichment and over-identified for support services.

When student placement practices are not carefully examined, they can unintentionally result in a form of classroom separation that limits access to resources and learning experiences for some students. Over time, this can impact academic confidence, performance, and long-term opportunity.

As we move forward, it is essential that our processes for identifying and supporting students are fair, transparent, and inclusive. Every child should have the chance to be challenged, supported, and celebrated for their potential.

Looking Ahead: Working Together for Better Outcomes

Some of this data is a few years old, while some is from this school year. It helps us see both the progress we’ve made and the challenges we still need to face. I’ve already seen schools take action, and I’ve heard from staff who care deeply about these issues. Teachers and administrators at several schools have said: “We care about this. We want more training. We want more tools.”

I’ve asked for a full equity audit of our district to learn how things stand now and how we can improve. I will continue to bring your questions, ideas, and concerns into these conversations—because your voice matters.

We all want the same thing: great schools where every student has a real chance to grow and succeed.

Want to Learn More?

To explore the full presentation at our school board meeting and the data discussed, you can visit our district page. You can also read the story reported by The Advocate for additional coverage of this work.

If you’d like to stay in touch or share your thoughts: