Op-Ed Response to Seattle Times Article: Maritime HS Broken Promises

'Declining Enrollment, Teacher Exodus, and Leadership Failure'

Guest Editorial by Darcy Birkeland, Highline Parent

[Editors Note: Guest perspectives reflect the views of the author and do not necessarily represent the views of The Highline Journal.]

"I appreciate Denisa Superville for covering the challenges at Maritime High School in her March 21, 2026 article in The Seattle Times. However, the piece did not fully reflect the depth or breadth of concerns raised by students, parents, and community members over the past two years.

Numerous students, parents, industry partners, former maritime mentors, and even a former Highline School Board member were interviewed, yet many of their perspectives were omitted.

Only one industry partner’s comments were included, leaving out a significant portion of stakeholder feedback.

The article notes that the school currently has 110 students, but it does not address the steady decline in enrollment since the school opened in 2021. For example, my son’s class of 2026 began with 46 students and has now dwindled to 26.

A parent of a 9th grader this school year shared the following concern:
“About one-third of the incoming 9th grade class had transferred out by the beginning of second semester. The students were not getting time on the boat, despite expectations of weekly outings, and there was no clear communication as to why. It eventually became apparent the boat was broken, with no plan shared for repair or replacement. The promised woodworking class—where students would build a boat—did not happen. Math instruction was at an 8th-grade level, despite engineering being a stated pathway. There was little coordination among staff, and leadership was largely absent and unresponsive. This is a leadership problem.”

Communication across the school is also lacking. Families are not informed about what other grade levels or pathways, such as Running Start, are doing.

Additionally, the article does not mention the high teacher turnover—seven of ten teachers left or were dismissed prior to the start of the 2024 school year.

The article relies heavily on statements from Principal Jamila Gordon without presenting supporting evidence or counterpoints from families. Claims that the school is “responding to community needs” are difficult to reconcile with the absence of systems to gather meaningful input from students, parents, or community members. Similarly, statements about addressing issues or making “pivots” lack specific examples.

When Principal Gordon states that “students are having a really great experience,” it raises a important question: what evidence supports this claim?

The article concludes by mentioning plans for dual-credit classes next year, but again, no specifics are provided.

From our experience, many of the school’s promises remain unfulfilled. These include:
🎯A lack of both quantity and quality of academic instruction
🎯 High teacher turnover
🎯 Limited internship and job shadow opportunities
🎯 “Student-led electives” that lack structure or academic value
🎯 Excessive unstructured study periods (3–4 per day for upperclassmen)
🎯Frequently changing Running Start pathways
🎯 No consistent avenue for student or parent input
🎯 Poor communication, organization, and leadership

For example, the current senior schedule includes multiple periods labeled as “Genius Hour,” “Crew,” or electives that often function as unstructured study time or non-credit activities. Even teacher-led electives such as Computer Science lack rigor. In our case, the course was taught by a teacher with no background in the subject, no syllabus, and no clear plan. Assignments consisted of material students had already learned in middle school.

While there are occasional bright spots—such as a structured Business Communications course—these are the exception rather than the norm.
After numerous emails and conversations with school leadership, including Principal Gordon and administrator Gil Parsons, we filed a formal complaint with the Highline School District. In meetings with district leadership, including Deputy Superintendent Jenniffer Reinig, we were assured that improvements would be made. However, despite acknowledgment of concerns such as lack of communication, insufficient academic rigor, and unclear program structure, meaningful changes have yet to materialize.

Our concerns remain consistent: there is a lack of structured, rigorous academic instruction and insufficient communication to help families make informed decisions.

This situation is particularly disappointing given the school’s early promise. Under founding principal Tremaine Holloway, Maritime High School had a clear vision, strong organization, and effective communication. Students were engaged in hands-on, project-based learning aligned with maritime careers.

Since the leadership transition, however, that vision has eroded. Staff turnover increased, enrollment declined, and communication and organization deteriorated. Programs such as “Leaving to Learn,” intended to provide internships and job-shadowing opportunities, have largely failed to deliver, often leaving students with unstructured time instead of meaningful experiences.

As parents, we are not seeking blame—we are seeking solutions. We want a school environment that is organized, communicative, and academically rigorous. Most importantly, we want students to receive the education they were promised and deserve.

Maritime High School still has tremendous potential. But realizing that potential will require strong leadership, accountability, and a renewed commitment to students, families, and the community."

Darcy Birkeland, Highline Parent