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ERIC Number: ED461714
Record Type: Non-Journal
Publication Date: 1995
Pages: 29
Abstractor: N/A
Reference Count: N/A
Seven Most-Improved "High Schools That Work" Sites Raise Achievement in Reading, Mathematics, and Science. High Schools That Work. School and Classroom Practices That Advance the Performance of Career-Bound High School Students. A Report on Improving Student Learning.
Bottoms, Gene; Mikos, Pat
The seven High Schools That Work (HSTW) sites making the most progress in raising student achievement between 1990-1993 are changing the high school system and succeeding with a group of students often considered hopeless. They use the HSTW framework of key practices to improve curriculum and instruction. The specific HSTW goal is to close by one-third the gap in reading, mathematics, and science achievement between career-bound students and college preparatory students nationally. District and school leaders support the faculty in challenging students to develop academic and technical knowledge and skills. Teachers work to improve career-bound students' ability to communicate, to solve problems, and to become productive citizens. Leaders and teachers at these schools work together to create an environment in which high standards are upheld and high performance is expected of all students. Teachers make challenging and meaningful assignments and provide extra help as needed. They find that many career-bound students respond to higher standards by working harder to learn more complicated materials. Teachers are also discovering that many parents are eager to become partners with the school in planning their children's high school program of study. These schools use HSTW data to link school and instructional practices to improved student learning. Leaders and teachers at these schools are dissatisfied with the level of student learning and are constantly seeking ways to improve it. Teams of teachers and school leaders, joined in many instances by parents and community representatives, are focusing on needed changes in curriculum and instruction. (YLB)
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.
Authoring Institution: Southern Regional Education Board, Atlanta, GA.