scaling up: reform lessons for urban comprehensive high schools celine coggins, ph.d
TRANSCRIPT
SCALING UP:SCALING UP:Reform Lessons for Urban Reform Lessons for Urban
Comprehensive High Comprehensive High SchoolsSchools
Celine Coggins, Ph.D.
THE CHALLENGE:THE CHALLENGE:
Taking the successes of higher performing high
schools to scale
Why Attention to Scale Why Attention to Scale MattersMatters
32%
58%
10%
Students inSchools withEnrollments>2500 Students inSchools withEnrollments1000-2499 Students inSchools withEnrollments<1000
Why Attention to Scale Why Attention to Scale MattersMatters
0
2,000
4,000
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8,000
10,000
12,000
14,000
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Students in Schools withEnrollments >1000
Students in Schools withEnrollment <1000
REPORT STRUCTUREREPORT STRUCTURE
INTERRELATED REFORMS• Setting and meeting high expectations for all
students• Personalizing the learning environment• Building teacher capacity
RESEARCH ON EACH• Case study of an urban high school• Lessons that matter for comprehensive urban high
schools• Action agenda for schools, district and states
PERSONALIZATIONPERSONALIZATIONGoal: Improve student engagement and motivation
through the adoption of personalized learning strategies and structures
TEACHER CAPACITYTEACHER CAPACITYGoal: Establish a school-wide focus that
emphasizes teacher learning and data-driven decision-making
HIGH EXPECTATIONS FOR ALLHIGH EXPECTATIONS FOR ALLGoal: Ensure all students develop the skills they
need to succeed in college and work
PERSONALIZATIONPERSONALIZATION
• Personalized schools set the conditions for improved achievement
• One size does not fit all
• Curriculum and PD must be a part of personalization
• Personalization must fit with standards
• Personalization strategies must ensure equity
TEACHER CAPACITYTEACHER CAPACITY• Greatest determinant of student achievement
• Teacher knowledge of academic content is paramount
• PD must be ongoing and meet specific school goals
• Teachers need to be able to use data in making decisions
• Effective collaborative teaching cultures take time
• Outsider experts AND teachers should be involved in PD delivery
HIGH EXPECTATIONS FOR ALLHIGH EXPECTATIONS FOR ALL
• Most high schools “in need of improvement” are urban, comprehensive
• Teachers may not respond to accountability as intended
• Focus on instruction can unify a large faculty
• Intensive intervention may be necessary—unclear which strategies work best
• External partners valuable— but qualified partners may be hard to find
CONCLUDING THOUGHTS…CONCLUDING THOUGHTS…
• Leadership is a common denominator in successful reform efforts
• Renew policy focus on large urban high schools
• Build on current investments (Gates, Carnegie, NGA)
• Coordinate goals and agenda across levels of the system