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MONDAY • NOVEMBER 23 • 2015
CITY MANAGER SEARCH
Get to know the finalists
No easy solution to LHS, FSHS success gap By Rochelle Valverde Twitter: @RochelleVerde
Contributed Photos
THE THREE FINALISTS FOR LAWRENCE CITY MANAGER, FROM LEFT TO RIGHT: Rod Bremby, Cheryl Harrison-Lee and Tom Markus. By Nikki Wentling Twitter: @nikkiwentling
T
he three finalists in the running to be Lawrence’s next city manager have, together, accumulated more than 100 years working in municipal and state government. That experience has been a priority to city commissioners when selecting candidates to fill the position, which Mayor Mike Amyx has described simply as “a tough job.” The city manager’s responsibilities include overseeing city
“
There are so many things Lawrence, Kan., really wants our city manager to be able to respond to and make solid recommendations on for folks in the community.” — Mayor Mike Amyx departments, administering the annual budget, preparing the weekly City Commission agenda and coordinating compliance with state and
federal laws. “We have a lot of things going on,” Amyx said just before announcing the names of the three finalists Tuesday night. “We look at so many things, from economic development to affordable housing and all the gamut in between. There are so many things Lawrence, Kan., really wants our city manager to be able to respond to and make solid recommendations on for folks in the community.” Please see FINALISTS, page 2A
Plants expert is county’s guide to growing By Conrad Swanson
Only in Lawrence
Twitter: @Conrad_Swanson
S
taplers, Post-it notes and highlighters might be commonplace in a normal office environment, but Marlin Bates is just as likely to have snakes or insects sitting atop his desk. “For identification, of course,” Bates says with a laugh. For nearly two years, Bates has worked as Kansas State University’s Horticulture Agent
A Monday feature highlighting behind-the-scenes stars and unsung heroes who make Lawrence a special place to live. To suggest someone for a feature, email news@ ljworld.com. Put “Only in Lawrence” in the subject line.
at the Douglas County Extension Office, a job that constantly keeps him interested and on his toes. “Horticulture is an interesting world,” he said. “It’s a discipline with many disciplines
in it. You have entomology, vegetables, fruits, lawns, trees and shrubs, ornamentals, household insects, snakes, weed management and more.” Mike Yoder/Journal-World Photo
Please see BATES, page 2A
Horticulture agent Marlin Bates
Perspectives vary regarding the differences in student populations and academic performance at Lawrence and Free State high schools, but there is one concern district administrators, teachers and students seem to share. “I think both buildings have kids that come to school who might have slept in their car, might not have had breakfast and might not know SCHOOLS where the next meal is coming from,” said Sam Rabiola, who has taught at both high schools. “If they have those larger needs, they may not be focused on what I’m doing in class.” Lawrence schools Superintendent Rick Doll told the Journal-World earlier this month that district administrators know poverty predicts achievement, and the district is working at making that not predictable. But which supportive programs or efforts to expand or add is a more complex question.
Differences in achievement For several years, one of the Lawrence school district’s three focal points has been equity, calling more attention to disparities among schools and subgroups of students. The school board sets annual equity and achievement goals toward the beginning of each school year. One goal this year is making sure curriculum and instruction function “to raise the achievement of all students.” Lawrence high school students’ graduation rates, standardized test results and ACT scores exceed state and national averages; however, numbers show a persistent achievement gap between the two high schools. Though Lawrence High approaches Free State’s numbers, differences in the percentage of students not meeting standards in reading (10 percent versus 3 percent), students enrolled in advanced classes (36 percent versus 46 percent) and seniors taking the ACT (59 percent versus 76 percent) stand out. District administrators, teachers and students seem to agree the primary factor in these disparities is socioeconomic status. Please see GAP, page 4A
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