ERIC Number: ED385648
Record Type: Non-Journal
Publication Date: 1995-Mar
An Inquiry High School: Learner-Centered Accountability at the Urban Academy.
The Urban Academy (UA), an ungraded New York city alternative public high school, is a school where structures for caring have been constructed to ensure that the young people who attend are surrounded by strong relationships that support their living and their learning. Over 90 percent of the school's students graduate, and over 95 percent of these go on to postsecondary education. UA students are ethnically, culturally, socioeconomically, and intellectually diverse. The school responds to their basic needs and provides caring in part through its small size and carefully adapted space. Structures and processes of the school promote self-esteem. A policy of undifferentiated staffing asks teachers to take on diverse roles that increase the opportunities and contexts in which students have access to them and in which they can be responsive to student needs. Details of school structure, schedules, and assessment practices are described. Five appendixes include a graduating student survey, a course catalogue, a sample weekly schedule, and a speaker's evaluation form. (Contains 19 references.) (SLD)
Descriptors: Academic Achievement, Accountability, Ethnic Groups, High Schools, Nongraded Instructional Grouping, Nontraditional Education, Professional Development, Public Schools, School Restructuring, School Size, Self Esteem, Teacher Role, Teacher Student Relationship, Urban Schools
NCREST, Box 110, Teachers College, Columbia University, New York, NY 10027 ($8).
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Sponsor: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.; Leon Lowenstein Foundation, New York, NY.; Aaron Diamond Foundation, Inc., New York, NY.
Authoring Institution: Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching.