High School Redesign

High School Redesign Our high schools must be reinvented, not reformed… --Hilary Pennington Cofounder, Jobs for the Future A Call for Change    High schools of today reflect an earlier age Designed for the 20th century’s industrial-age economy not the 21st century’s information age economy Often represent the weakest link in our education pipeline Startling Figures  Of 100 ninth-graders entering high school today, approximately  68 will graduate on time  40 will go on to college directly,  32 will be prepared for college, and  only 18 will graduate from college in a timely manner.  Numbers are even lower for poor and minority students  One recent study places the US 24th out of 29 of the most developed nations in math literacy among high school students The Silent Epidemic— Perspectives of High School Dropouts    Even students are calling for reform. A report by Civic Enterprises in association with Peter D. Hart Research Associates for the Bill and Melinda Gates Foundation March 2006 Top 5 Reasons for Leaving School      47%--classes were not interesting 43%--missed too many days and could not catch up 42%--spent time with people who were not interested in school 38%--had too much freedom and not enough rules in my life 35%--was failing in school What Would Improve Students’ Chances    81%--opportunities for real-world learning 81%--better teachers who keep classes interesting 75%--smaller classes with more individual instruction What Would Improve Students’ Chances (continued)    71%--better communication between parents & school; get parents more involved 71%--parents make sure their kids go to school every day 70%--increase supervision at school; ensure students attend classes The Challenge If America is going to continue to lead the world economically and if every child is going to have the opportunity to rise to his and her full potential, the nation must fundamentally redesign its high schools… --National Governor’s Association Redesigning the American High School Getting It Done—Ten Steps to a State Action Agenda  At the National Governor’s Association in 2003, the nation’s governors challenged states to implement the following State Action Agenda to redesign high school:   Create a permanent education roundtable or commission Define a rigorous college and work preparatory curriculum for high school graduation Getting It Done (continued)    Challenge business, education, parent, community, and faithbased organizations to support statewide initiatives that improve college awareness Give college and work readiness assessments in high school Create statewide common course agreements Getting It Done (continued)   Provide financial incentives for disadvantaged students to take rigorous AP exams and college and work preparatory classes Expand college-level learning opportunities in high school Getting It Done (continued)    Help get low-performing students back on track by designing literacy and math recovery programs Develop and fund supports to help students pass the high school exit exam Develop statewide pathways to industry certification SC High School Redesign Commission    We accepted the challenge. Convened in March 2005 by Inez Tenenbaum and Mack Whittle, Carolina First Bank Chairman and CEO Purpose—to study the latest research on high school initiatives that promote high achievement and make recommendations for future state action Strategies for Change      The Education and Economic Development (EEDA) The Gates Early College High School Initiative The Gateway to College Program The Breaking Ranks II Model Reducing Risky Behaviors Recommendations   10 major recommendations 55 subcommittee strategies PreK-16 Coordinating Council   Foster communication and coordination between preK-12 schools and state institutions of higher learning Oversee integration of standards, articulation of courses, and dual credit arrangements Data Management   Create an interrelated system with individual student progress and outcomes tracked across education sectors PreK-16 Proficiency-Based Learning   Eliminate the requirement for completion of 120 hours of instruction to receive Carnegie unit credit Substitute a proficiency-based system Alternative Pathways to Graduation    Virtual high school Credit-recovery labs Extended school day or extended school year programs Dual Credit  Allow a three-semester hour college course to transfer as 1 full unit of Carnegie credit toward a high school diploma Funding  Adequate funding for comprehensive high school reform including full funding for the implementation of the EEDA Community Learning Centers    Maximize the public investment in school construction and upkeep Accommodate the critical need to upgrade the work skills of the state’s adults Provide extended learning opportunities for students Professional Development    Extended educator contracts Vertical teams—time and support Instructional coaches— unsatisfactory, below average, and average schools Relationships   Smaller learning communities Reduction in number of students that teachers are responsible for Staffing  Recruit, train, and retain capable teachers and administrators The Dream Contrary to widespread perception in South Carolina, the quality of student performance in the state is typically on par with the U. S. average and rapidly improving. The principal issue is the quantity of students successfully passing through the system. --The Monitor Group, Inc. McLean, Virginia The Dream (continued) If we keep the system as it is, millions of children will never get a chance to fulfill their promise because of their zip code, their skin color, or the income of their parents. Every kid can graduate ready for college. Every kid should have the chance. Let’s redesign our schools to make this happen. --Bill Gates National Education Summit on High School February 26, 2005 Contact Information Suzette S. Lee, Director Office of High School Redesign 803-7346103 slee@sde.state.sc.us