How the Coalition Campus Schools Have Re-Imagined High School: Seven Years Later.

Autor/inn/en	Ancess, Jacqueline; Ort, Suzanna Wichterle
Institution	Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching.
Titel	How the Coalition Campus Schools Have Re-Imagined High School: Seven Years Later.
Quelle	(1999), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Educational Environment; Educational Practices; Graduation Rate; High Schools; House Plan; Outcomes of Education; Partnerships in Education; Performance Based Assessment; Program Evaluation; School Restructuring; Small Classes; Small Schools; Urban Schools; New York (New York) + Suchen Sie Ihr Suchwort? Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; High school; Oberschule; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Leistungsermittlung; Programme evaluation; Programmevaluation; Schulreformplan; Schulumwandlung; School; Schools; Schule; Urban area; Urban areas; Stadtregion; Stadt
Abstract	In 1992, a collaboration of educational reform organizations, the New York City Board of Education, a teachers' union, and private funders created a model of urban high school reform that was practitioner-driven. Two failing high schools, one in Manhattan and one in the Bronx, were phased out while 11 new, small autonomous high schools were created. Some of the new schools moved into the big buildings, which were reconceived as multi-age, multi-use campuses, while others remained external. After 7 years, an evaluation collected data via 86 interviews with students, teachers, and administrators; observations of 15 classrooms, 14 portfolio presentations, and 16 administrative meetings; and a review of project documents. Among the findings are that in 1998 the five schools in the Manhattan cohort had the highest graduation rate and the lowest dropout rate among the New York City high school reform models, with 89 percent of graduates attending college. Small school size (300-400 students) and small classes enabled teachers to support the most educationally needy students. Each school had multiple mechanisms that enabled teachers to know students well and help them succeed. Each school developed a performance assessment system using multiple instruments. Findings concerning school governance, accountability, pedagogy, board-school relationships, budgetary allocations, and practitioner-driven reform are presented. (TD)
Anmerkungen	NCREST, Box 110, Teachers College, Columbia University, 525 W. 120th St., New York, NY 10027 ($12.00). For full text: http://www.tc.columbia.edu/~ncrest/aera.ancess.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC