b. During the second year, three sophomores were assaulted because they refused to give up their lunch money and a student disturbance caused the school to be shut down twice. .
c. Municipal police had to be assigned to the school due to the disturbances.
d. Outsiders have access to the school.
2. Organizational and Environmental Structure-Reorganization of grades, classes or school schedule.
a. Budget cutbacks resulted in 8 teacher vacancies that could not be filled. This led to students having to take classes in different houses.
b. Master schedule conflicts that could not be resolved prior to school starting. Currently a house master is working on the school master schedule.
3. Clearly defined curriculum requirements and academic standards.
a. Achievement scores of 9th and 10th graders have declined and 11th and 12th graders show no significant improvement.
b. Bickering between house masters and department heads over courses taught. No teacher autonomy. Different interpretations of curriculum policy on required learning and course content.
4. A clear hierarchy of job positions and responsibilities.
a. There is no clearly defined hierarchy between department heads and house masters.
b. Lack of leadership.
5. Community involvement.
a. No parental involvement or support for academically challenged students.
b. One third of the student body is Hispanic, yet there are no Hispanic administrators.
3. Problem analysis: What factors underlie these problems?.
Thurgood Marshall High School was founded during the recession in early 1990s. It is surrounded by a disadvantaged neighborhood. This is especially concerning when dealing with school discipline and safety. On two separate occasions, teachers have been assaulted and student disturbances have resulted in the school being shut down twice. Both times it appears that the disturbances were the result of "non-students" having access to the school grounds. The Marshal complex has multiple entry points throughout the school that are never locked during school hours.