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ERIC Number: EJ941507
Record Type: Journal
Publication Date: 2011-Apr
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1529-8957
A Foundation for Science Learning
Nightengale, Miriam
Principal Leadership, v11 n8 p44-46, 48 Apr 2011
Making stronger and more meaningful connections among curriculum, instruction, and assessment results in higher levels of student achievement. That is easy to say but challenging to implement. Such connections were largely missing from the High School for Law, Advocacy and Community Justice, a small public high school (500 students) in New York City, where most of the students are Black or Hispanic and 85% of them are eligible to receive Title I services. The High School for Law, Advocacy and Community Justice is one of six schools created in 2002 after the breakdown of a large comprehensive high school that was plagued with persistent failure. This article describes how the school has consistently improved over the last four years, and how its graduation rate rose from less than 50% in 2007 to more than 80% in 2010.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York