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ERIC Number: ED438419
Record Type: Non-Journal
Publication Date: 2000-Jan
Pages: 87
Abstractor: N/A
Reference Count: N/A
Impact of New Designs for the Comprehensive High School: Evidence from Two Early Adapters.
Copa, George H.
The New Designs for the Comprehensive High School (NDCHS) project was conducted to develop design processes and specifications for developing new comprehensive high schools, and for restructuring existing schools in accordance with the comprehensive high school model. The project's impact on student learning at two early adapters of the recommendations--the School of Environmental Studies (SES) at the Minnesota Zoological Gardens and the St. Louis Career Academy (SLCA) in Missouri--was examined by reviewing available data at each school and meeting with representatives from each school. The NDCHS design elements adopted most intensely by the SES were as follows: learning signature, learning process, learning organization, learning staff and staff development, and learning environment. At the SLCA, the NDCHS element with the highest intensity of implementation was learning environment, and the areas of least intensity were learning signature, learning process, learning partnerships, learning celebration, and learning finance. NDCHS is now part of a larger project entitled New Designs for Learning (NDL), and NDL will continue to study the impact of the original recommendations. (Contains 26 references and 11 tables. Appended are the following: example requirements for certificate of prerequisite to internship placement at SLCA; table of contents to student reference guide to foundation skills at school of environmental studies; vision, mission, and beliefs of SES; and listings of articles about SES and SLCA.) (MN)
National Dissemination Center for Career and Technical Education, Ohio State University, 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-678-6011 (Toll Free); Fax: 614-688-3258; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Center for Research in Vocational Education, Berkeley, CA.