New AIR Report on Middle and High School Improvement Programs

2013 ◽  
Keyword(s):  
High School ◽  
School Improvement ◽  
Improvement Programs ◽  
High School Improvement

Design and Implementation of High School Reform: Perspectives from Research and Practice

2016 ◽  
Vol 118 (13) ◽  
pp. 1-18
Author(s):  
Thomas M. Smith ◽  
Marisa Cannata ◽  
Lora Cohen-Vogel ◽  
Stacey A. Rutledge
Keyword(s):  
High School ◽  
High Schools ◽  
School Improvement ◽  
School Reform ◽  
High School Reform ◽  
Graduation Requirements ◽  
Entire Volume ◽  
Turnaround School ◽  
Ninth Grade Students ◽  
High School Improvement

There has been a proliferation of high school reform models and interventions over the past few decades aimed at improving the nation's high schools, including increasing graduation requirements, introducing technology to classrooms, grouping ninth-grade students into their own “academies,” reorienting the curriculum toward particular career themes, and implementing radical turnaround school models. But there have been few systematic efforts to map the high school reform landscape. The goal of this volume is to do just that—map the reform landscape in high schools. The purpose of this article is to provide an overview of the entire volume. After describing the challenges facing recent high school reform, we outline the four sections of this volume: Section 1: Context for understanding high school reform; Section 2: Understanding programs and interventions in high school improvement efforts; Section 3: The processes and conditions that support or inhibit effective implementation in high schools; and Section 4: What do we know about organizations that drive new initiatives in high school improvement?

High School Turnaround

2017 ◽  
pp. 847-872
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

Teacher Collaborative Inquiry and Democracy in Schools

2017 ◽  
pp. 255-276
Author(s):  
Kristy Cooper Stein ◽  
Taeyeon Kim
Keyword(s):  
High School ◽  
Organizational Change ◽  
School Improvement ◽  
Case Studies ◽  
Collaborative Inquiry ◽  
School Leaders ◽  
Democratic Leadership ◽  
Democratic School ◽  
Democratic Communities ◽  
Practical Recommendations

This chapter presents possibilities and challenges of teacher collaborative inquiry from the perspective of democratic leadership. Under the pressure of complexity in today's education, building democratic communities is an important strategy for helping leaders and teachers solve problems and create change. Given this, teacher collaborative inquiry can be a useful intervention for democratic school improvement. By examining this premise theoretically with the concept of Woods' (2005) democratic leadership, the authors explore possibilities for how teacher collaborative inquiry could foster democracy. To link the theories to reality, the authors present two case studies of teacher collaborative inquiry groups in one high school, which reveal challenges that school leaders will need to consider when enacting inquiry for democratic purposes. The chapter closes with practical recommendations for diverse leaders seeking guidance for creating democracy in the pursuit of organizational change.

High School Turnaround

2016 ◽  
pp. 1143-1167
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

School Size and Program Comprehensiveness: Evidence From High School and Beyond

1990 ◽  
Vol 12 (2) ◽  
pp. 109-120 ◽  
Author(s):  
Emil J. Haller ◽  
David H. Monk ◽  
Alyce Spotted Bear ◽  
Julie Griffith ◽  
Pamela Moss
Keyword(s):  
High School ◽  
School Improvement ◽  
Foreign Language ◽  
School Size ◽  
Language Programs ◽  
Small High Schools ◽  
Large Schools ◽  
High School And Beyond ◽  
Foreign Language Programs ◽  
Comprehensive Programs

The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is there some point on the school size continuum beyond which comprehensiveness shows little change? We find that although large schools offer more comprehensive programs than do small ones, there is substantial variation in comprehensiveness among the three programs at any given school size, and there is no common point where the programs of smaller schools approximate the comprehensiveness of larger ones.

scholarly journals A Comparative Analysis of Mean Percentage Scores (MPS) of Senior High School Classes

2021 ◽  
Vol 2 (7) ◽  
pp. 587-590
Author(s):  
Ariel A. Raganit
Keyword(s):  
High School ◽  
Comparative Analysis ◽  
School Improvement ◽  
Extracurricular Activities ◽  
Good Practice ◽  
Sampling Technique ◽  
Senior High School ◽  
T Test ◽  
Lesson Delivery ◽  
Dependent Sample

This comparative analysis on the Mean Percentage Scores (MPS) results of senior high school classes for Quarters I, II, and III was a good practice that can be emulated by educators in order to give meaning to the data. MPS is not for compilation only. It must be used for decision making in lesson delivery enhancements, learning resources utilization and school improvement plan and adjustment. The design used was descriptive research. This is a comparative analysis of the results of Quarterly Assessments of senior high school classes in a public school in Leyte with the sample of five sections determined by stratified sampling technique. Data were analyzed using Mean, standard deviation, dependent sample t-test, independent sample t-test, two-way Analysis of Variance (ANOVA) and thematic analysis of interviews of subject teachers. Descriptive study is scientific research that methodically deals with a certain region or population and characterizes an occurrence, phenomenon, or fact (Modato, 2017).   Based from interviews and document analysis, extracurricular activities, socio-cultural involvements, the difficulty of learning competences, and examination schedules and the school calendar in general all had an influence on students' performance. In addition, test structures, test layout, and clear directions and instructions have an impact on test results.

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