This National High School Center report focuses on successful high schools, highlighting the ways in which many superintendents, principals, and teachers are setting and meeting high expectations for all students. Developed specifically for state leaders, it provides them with suggestions on how they may support initiatives that are linked with accelerated learning.
This study by Dr. Minda Aguhob of Scholastic Research & Validation examined the effects of READ 180 in high schools in Seminole County Public Schools. Researchers randomly assigned almost 300 9th and 10th grade students in 7 high schools to 12 READ 180 classrooms. Florida's Comprehensive Assessment Test (FCAT) Reading assessment results showed that after 6 months, 25% of READ 180 students showed an increase of at least one reading level. White students achieved greater gains than other racial subgroups; there were no significant differences by gender or socioeconomic status.
This matched quasi-experimental study compared 9th- and 10th-grade students in 2003–04 and 2004–05 who received READ 180 with students who did not receive the program. Overall, Read 180 students significantly outperformed their counterparts on reading tests. Further, subgroup analyses found that English language learner (ELL) READ 180 students performed better than an ELL comparison group on reading achievement.
Over the first five years of implementation, more than 1,200 special education students have participated in Scholastic READ 180 in the Des Moines Independent Community School District. During this period, district personnel have produced annual reports on student outcomes and they have collected evidence that indicates that the program has been implemented reasonably well across the district. This report builds on the school district’s reports and provides additional analyses that take advantage of the full complement of five-year longitudinal data.
On January 14, 2013, the Alliance for Excellent Education hosted The Role of Business Leaders: Expanding Learning Opportunities Through Digital Learning, a Webinar focused on how businesses can assist schools in increasing digital learning opportunities for students. Panelists for the event included Steve Andrews, U.S.
Carpe Diem Schools is a public school system in Arizona serving students both online and in person. Carpe Diem Collegiate High School and Middle School was founded in 2002 and began implementing its blended learning model in the 2005-2006 school year. Today, the High School serves approximately 160 students, both online and in person.
Clinton High School (CHS), in Iowa, will be debuting its new innovation classroom in the spring of 2013. The school’s principal, Karinne Tharaldson Jones, describes the classroom as 21st-Century skills-based, providing students with increased opportunities for collaboration - a skill highly sought out by colleges and employers.
In these difficult financial times, finding low- or no-cost ways of providing quality professional learning experiences for educators remains a challenge for departments of education and the school districts they help support. One solution increasingly embraced is technology-based professional learning.
Looking for new high school-related resources? Here are some pieces that other organizations have recently released:*
The Alliance for Excellent Education recently released an issue brief, “The Digital Learning Imperative: How Technology and Teaching Meet Today’s Education Challenges.” The brief highlights several major issues in education and argues that they can be addressed with innovative, technology-based solutions.