Highline Board Talks Accountability. Where Are the Academics?

Accountability was a theme throughout the Highline School Board’s Sept. 2 meeting, first as board members reflected on the district’s mandatory Equity Symposium and later as they discussed the superintendent’s evaluation focus themes. 

Director Dr. Damarys Espinoza referenced educator Dr. Bettina Love’s message and said that “An act of love is having high expectations of ourselves, our students, and each other.” Director Blaine Holien highlighted “liberatory learning” as one of his takeaways and encouraged listeners to learn more about the approach. 

Equity-minded concepts aren’t particularly new to Highline. The district adopted Policy 0010 - on Equity, Race and Identity in 2010, and in 2023 the board took part in a Street Data book study focused on equity, student experiences, and different ways to measure outcomes. 

Board President Joe Van, longtime Director Angelica Alvarez, and Superintendent Ivan Duran were all involved in that work.

So what has come from it?

Where are the academics?

Later in the meeting, the board unanimously approved four focus themes for Duran’s 2026–27 evaluation. Academic achievement was not specifically among them.

Alvarez made clear that the four themes are not the full measure of Duran’s performance. “Just because we chose these four standards doesn’t mean this is the only thing he’s being held accountable for,” Alvarez said.

She said much more is discussed behind closed doors, including what is being measured, what needs improvement, and where the district may need to “course correct.”

But that leaves the public with a problem: Where can parents and taxpayers see those measures and the board’s review of the results?

The question stands out because Duran’s July evaluation identified “demonstrating measurable academic growth and student achievement outcomes” as an area of continued focus.

The Highline Journal has asked the district why measurable academic growth was identified in July but was not specifically included among the four focus themes approved in September. We also asked what academic measures or targets will be used to evaluate Duran this year.

Where are the KPIs?

Van has repeatedly asked for KPIs, or key performance indicators, to show whether Highline is making progress. The district now has dashboards, annual targets, and measurable goals.

Student growth in English Language Arts is one example.

In 2022–23, Highline reported 45% student growth in ELA. Three years later, it is 48%. The district’s target for 2025–26 was 60%, leaving Highline 12 percentage points short of its own goal.

This chart is a metric on the Highline Strategic Plan Dashboard, offering one academic measure of progress after four years under Duran and the current board leadership.

The harder question is what happened when Highline fell short of its goals, and where the public can see how the board responded. 

What earned three more years?

Just two months ago, the board unanimously approved a three-year contract for Duran through June 2029. District policy allows the extension “on the basis of the evaluation.”

But after four years, Highline is still struggling academically.

Van acknowledged where the responsibility lies:

“The failure ultimately lies with you [Duran], but also with us as the board directors.”

With three more years ahead, what academic progress does the board expect to see, and when?