SCALING UP: Reform Lessons for Urban Comprehensive High Schools Celine Coggins, Ph.D.

THE CHALLENGE: Taking the successes of higher performing high schools to scale

Why Attention to Scale Matters

REPORT STRUCTURE INTERRELATED REFORMS Setting and meeting high expectations for all students Personalizing the learning environment Building teacher capacity RESEARCH ON EACH Case study of an urban high school Lessons that matter for comprehensive urban high schools Action agenda for schools, district and states

PERSONALIZATION Goal: Improve student engagement and motivation through the adoption of personalized learning strategies and structures TEACHER CAPACITY Goal: Establish a school-wide focus that emphasizes teacher learning and data-driven decision-making HIGH EXPECTATIONS FOR ALL Goal: Ensure all students develop the skills they need to succeed in college and work

PERSONALIZATION Personalized schools set the conditions for improved achievement One size does not fit all Curriculum and PD must be a part of personalization Personalization must fit with standards Personalization strategies must ensure equity

TEACHER CAPACITY Greatest determinant of student achievement Teacher knowledge of academic content is paramount PD must be ongoing and meet specific school goals Teachers need to be able to use data in making decisions Effective collaborative teaching cultures take time Outsider experts AND teachers should be involved in PD delivery

HIGH EXPECTATIONS FOR ALL Most high schools “in need of improvement” are urban, comprehensive Teachers may not respond to accountability as intended Focus on instruction can unify a large faculty Intensive intervention may be necessary—unclear which strategies work best External partners valuable— but qualified partners may be hard to find

CONCLUDING THOUGHTS… Leadership is a common denominator in successful reform efforts Renew policy focus on large urban high schools Build on current investments (Gates, Carnegie, NGA) Coordinate goals and agenda across levels of the system