Welcome to the 6 th Annual Spring Forum of the Washington Educational Research Network Enjoy the food and meet others Program begins at 7:00 pm

High School Reform In WA: Insights from Research and Practice 6 th Annual Spring Forum of the Washington Educational Research Network May 11, 2006 Sponsored by Washington Education Research Association (WERA) and Research & Evaluation Office, OSPI

3 Reasons for Current Focus on High School Reform Higher expectations Accountability Problems with current high schools   Disparity in achievement across groups   High dropout rates, lower graduation rates Growing consensus for change

4 Annual Dropout Rates in WA in Grades 9-12 (School Year 2003–04)

Attrition in the Class of 2004 * A total of 10.1% of the Grade 12 students were still enrolled in school at the end of the year, which represents 8.5% of the cohort.

Class of 2004 Cohort Enrollment Status

Estimated Graduation Rates State of Washington, Class of 2004 Source: Graduation and Dropout Statistics for Washington's Counties, Districts, and Schools: School Year , OSPI, September 2005

8 45% met all 3 standards in is coming!

The High Schools We Need Improving an American Institution December 2003, Updated May 2006 Helping Students Finish School Why Students Drop Out and How to Help Them Graduate May 2006

10 Forum Venue Four Presentations Overview of High Schools We Need report Lessons learned from Bill & Melinda Gates Foundation projects in WA School improvement efforts in high schools Update on career and technical education issues

11 High Schools We Need Guiding Questions What are the characteristics of the high schools we currently have and need? What historical forces have influenced high schools to shape them into what they are now? How can we improve high schools to better prepare students for their future lives?

12 Contents of Report Urgency for Improving High Schools Characteristics of Contemporary High Schools Historical Development Changing the Organization to Improve Changing Classrooms, Improving Instruction Processes for Changing High Schools Current High School Reform Initiatives Appendix: Profiles of High School Reform in WA

13 Characteristics of Traditional High Schools Bureaucratic Batch-process students Subject-matter specialization Superficial rather than in-depth curriculum Routinized activities Disengaged, apathetic students Uninspired Instruction Future-reward orientation

14 Students’ Views Most students value learning Most believe good grades are important Many do not make much effort to do schoolwork; many say they are bored Many feel schools are uncaring, impersonal Many have little interaction or feedback from teachers

15 Historical Development Latin Grammar Schools (1635) & Academies (1749) The Committee of Ten (1892) The Cardinal Principles (1918) Modern Comprehensive High School Standards Movement

16 Changing the Organization to Improve High Schools Personalized Structures & Opportunities Communally-oriented Positive school environment – –School-wide strategies – –Classroom strategies – –Small learning communities Increased opportunities for co-curricular activities Family and community involvement

17 Changing Classrooms, Improving Instruction Students’ View of Good Teaching Teaching Learning Communities New Science of Learning   Authentic Pedagogy   Adaptive Pedagogy   Differentiating Instruction Interventions to Ensure Student Learning Student Motivation

18 Processes for Changing High Schools Characteristics of High Performing Schools Planning and Managing Processes for Change Roles of Change Coaches Building Support for High School Reform Sample Processes Impediments to Change

19 Current High School Reform Initiatives Comprehensive School Improvement Models   Coalition of Essential Schools   High Schools That Work   Talent Development High School   New American High Schools   Career Academies   Career and Technical Education   Early College High School

20 Current High School Reform Initiatives National Organizations’ Initiatives State Plans Washington Plan

21 Conclusion and Appendix Implications and Next Steps Vignettes of schools and districts Q & A