Is a Diploma Enough? Setting Ambitious Visions for Success in High Schools. Case Studies in High School Redesign

Autor/inn/en	Waite, Chelsea; Pangelinan, Cara
Institution	Arizona State University (ASU), Center on Reinventing Public Education (CRPE); Columbia University, Center for Public Research and Leadership (CPRL)
Titel	Is a Diploma Enough? Setting Ambitious Visions for Success in High Schools. Case Studies in High School Redesign
Quelle	(2023), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Case Studies; Organizational Change; Dropout Rate; Graduation Rate; Disadvantaged; Achievement Gains; Academic Achievement; School Districts; Administrator Attitudes; Principals; Instructional Design; Nontraditional Education; Educational Opportunities; Program Effectiveness; Decision Making; Equal Education; Career Readiness; College Readiness; Students with Disabilities; Race; English Language Learners; Minority Group Students; Student Characteristics; Competency Based Education; Massachusetts + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Organisationswandel; Achievement gain; Leistungssteigerung; Schulleistung; School district; Schulbezirk; Principal; Schulleiter; Lesson concept; Lessonplan; Unterrichtsentwurf; Non-traditional education; Alternative Erziehung; Bildungsangebot; Bildungschance; Decision-making; Entscheidungsfindung; Disability; Disabilities; Behinderung; Rasse; Abstammung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Master-Studiengang
Abstract	Between 2015 and 2019, Holyoke Public Schools in Massachusetts cut its dropout rate nearly in half and increased its graduation rate by 10 percentage points, with notable gains among historically marginalized student groups. The district cites Opportunity Academy (OA), an alternative education program within the district's high school, as a key driver of these improvements. OA surrounds students with supportive relationships and provides multiple pathways to graduation, including a competency-based pathway in which students earn credits through flexible learning experiences inside and outside traditional classrooms. But for OA's design team, getting students to graduate isn't enough. Real success, the principal said, means students have "the ability to live a choice-filled postsecondary life." This case wrestles with what's needed to achieve this higher bar for students who often just want to get high school over with, but whose success beyond the K-12 system depends on life skills, supportive relationships, and concrete postsecondary plans in addition to a diploma. The case concludes with key questions for high school leaders and design teams in both traditional and alternative education. [For the corresponding Case Studies in High School Redesign, see ED626303 and ED626304.] (As Provided).
Anmerkungen	Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01