Reconceptualizing High Schools as Small Learning Communities
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Breaking Ranks II: Strategies for Leading High School Reform
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
These concise reports from the National Association of Secondary School Principals and The Educational Alliance include specific recommendations that should be guideposts for serious reconceptualization of high schools and middle schools.
Dollars and Sense: The Cost Effectiveness of Small Schools
Research on the relationships of school size, poverty, and student achievement has shown that small schools are better for kids -- particularly kids from poorer communities. Dollars and Sense goes head-to-head with conventional wisdom about economies of scale, proving that smaller schools can be cost-effective, as well. Dollars and Sense: The Cost Effectiveness of Small Schools, released in September 2002, is a collaborative effort of the Knowledge Works Foundation, the Rural School and Community Trust, and Concordia, Inc.
A Foot in Two Worlds: The Second Report on Comprehensive High School Conversions
Catherine Wallach and Rick Lear, from the Small Schools Project in Seattle, look at the progress of high schools in Washington State that are making the transition to a set of small. Largely autonomous, focused, distinctive, and deliberately “uncomprehensive” small schools.
Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence?
Fred Newman, Tony Bryk, and Jenny Nagaoka found that when Chicago teachers gave assignments in mathematics and writing in grades 3, 6, and 8 that required challenging intellectual work, students achieved greater than average gains on the Iowa Tests of Basic Skills in reading and mathematics.
The Whole Child in a Fractured World
Harold Hodgkinson has written this comprehensive report for the Commission on the Whole Child through the Association of Supervision and Curriculum Development (ASCD).
How Leadership Influences Student Learning
Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson and Kyla Wahlstron present the case that leadership is second to classroom instruction amongst all school-related factors that contribute to what students learn at school.