Background Paper for New Collaborative Schools (NCS): An Overview of At-Risk High School Students and Education Programs Designed To Meet Their Needs. [Report No.: CNAC-ERM-01-0101

Autor/inn/en	Husted, Thomas A.; Cavalluzzo, Linda C.
Institution	CNA Corp., Alexandria, VA.
Titel	Background Paper for New Collaborative Schools (NCS): An Overview of At-Risk High School Students and Education Programs Designed To Meet Their Needs. [Report No.: CNAC-ERM-01-0101
Quelle	(2001), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Educational Change; Educational Practices; High Risk Students; High School Students; High Schools; Higher Education; House Plan; Models; Nontraditional Education; Partnerships in Education; Professional Development; School Effectiveness; School Size; Small Schools; Teacher Participation; Teacher Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungspraxis; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Non-traditional education; Alternative Erziehung; Hochschulpartnerschaft; Schuleffizienz; School; Schools; Schule; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A federation of alternative schools called New Collaborative Schools (NCS) has been proposed to improve educational outcomes of academically able but low-performing high school students. The NCS model would combine the advantages of high school-college collaborations with the most effective practices for improving the educational experiences of "at-risk" high school students. This report provides background for the NCS model. After discussing what constitutes an at-risk student, the report reviews various types of alternative schools, including alternative classrooms, schools-within-schools, continuation schools, career academies, tech-prep schools, magnet schools, and separate alternative schools. Key elements of successful alternative schools are autonomous small learning environments; increased educational engagement, possibly using a new curriculum and instructional techniques; and strong teacher input into school governance and curriculum. An examination of college-high school collaborations reveals their key attributes to be flexible educational pacing, broader curriculum options, and internships. A review of effective schools finds that common characteristics include a sense of community among students and teachers, a significant change in school curricula, and increased teacher involvement in the setting of curricula as well as other school reforms. Recommendations for the establishment of the NCS include small learning environments, curriculum and instructional reforms appropriate to the target students, ongoing professional development, consistent and constant counseling and monitoring, and frequent evaluation and assessment. An appendix presents features of selected alternative schools. (Contains 70 references.) (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01