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SCALING UP: Reform Lessons for Urban Comprehensive High Schools

SCALING UP: Reform Lessons for Urban Comprehensive High Schools. Celine Coggins, Ph.D. THE CHALLENGE: Taking the successes of higher performing high schools to scale. Why Attention to Scale Matters. Why Attention to Scale Matters. REPORT STRUCTURE INTERRELATED REFORMS

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SCALING UP: Reform Lessons for Urban Comprehensive High Schools

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  1. SCALING UP:Reform Lessons for Urban Comprehensive High Schools Celine Coggins, Ph.D.

  2. THE CHALLENGE: Taking the successes of higher performing high schools to scale

  3. Why Attention to Scale Matters

  4. Why Attention to Scale Matters

  5. REPORT 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

  6. PERSONALIZATION Goal: Improve student engagement and motivation through the adoption of personalized learning strategies and structures TEACHER CAPACITY Goal: Establish a school-wide focus that emphasizes teacher learning and data-driven decision-making HIGH EXPECTATIONS FOR ALL Goal: Ensure all students develop the skills they need to succeed in college and work

  7. PERSONALIZATION • 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

  8. TEACHER 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

  9. HIGH 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

  10. 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

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