Currently, approximately 212 seniors expected to graduate this year, , which is a relatively small senior class. Graduation requirements have been increased, which are based on credits.

To graduate, a student needs 23 credits and passing grades of at least Ds or higher. It is a credit earning system.

Principal Doug Wheeler stresses the importance of making sure a student is up to par in credits.

“There are kids even in tenth grade that we are checking to see that are behind in credits,” Wheeler said.

During the past year, reports actually showed being close to having the second highest graduation rate in the state of Iowa, just behind Roosevelt high school. According to www.dmps.k12.ia.us, the graduation rate is 78 percent.

Although graduation rates are considerably above average compared to national standards, the faculty and administrators still continue to make sure to help students succeed the best way that they can.

One of the main reasons for dropping out of high school is a lack of motivation and engagement in school. Counselor Barbara Campbell expresses her observations over students who have come to her about dropping out of school.

“Lack of motivation in school connects to falling behind. Poor attendance is the biggest problem. Poor attendance lets you fall behind and makes you want to give up,” Campbell said.

Senior Viana Nguyen thinks that although the faculty should have a significant impact in motivating students to reach higher, it is the student that is most accountable for their decisions.

“Teachers can only do so much with a student. It has to be a student that applies themselves. A teacher can only take it so far,” Nguyen said.

The implementation of block scheduling has been effective in terms of student engagement and dropout rates. More class time and freedom to exercise creativity in classrooms have been significant factors.

“The ways schools were intentionally set up were more like an assembly line. That system is efficient,” Wheeler said. “We only have so many students and so many staff because education is set up like that. It’s more impersonal and students don’t feel like teachers talk to them as much or care about them. Block scheduling helps. The relationships and quality of time to see them for has increased,” Wheeler said.