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Erickson, Jeffrey A. – Educational Leadership, 2011
In the early 2000s, Minnetonka High School decided that it needed to develop a more consistent, transparent system of grading. The school focused its grading reform efforts on one principle: Grades should reflect only what a student knows and is able to do. As the school staff analyzed their policies and practices, they discovered many practices…
Descriptors: Grades (Scholastic), Grading, Educational Change, High Schools
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Jasa, Sharon; Enger, Lin – Educational Leadership, 1994
Adopting an outcome-based system at Minnesota's State Arts High School has produced sweeping changes that transcend curriculum reorganization, ungraded report cards, and a revised daily schedule. The school prints outcomes on students' course report forms, or student learning plans; teachers indicate performance levels of…
Descriptors: Academic Achievement, Art Education, Curriculum Development, Definitions
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Augustine, Dianne K.; And Others – Educational Leadership, 1990
Cooperative learning can benefit all students, whether "average," low-achieving, gifted, or mainstreamed. Teachers trained at the University of Minnesota's Cooperative Learning Center expect to see students in small, heterogeneous groups using special skills and caring about each others' learning. Tips on cooperative spelling groups are…
Descriptors: Academic Achievement, Cooperative Learning, Elementary Secondary Education, Gifted