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• W1499693511 abstract "The authors' study of five high schools, each with different demographics but all members of the Coalition of Essential Schools and involved in reform for at least seven years, yielded a number of clues that might help solve a central puzzle of school reform: Is it possible for an entire school to move forward together to make changes that will positively affect students? During the past decade, many secondary schools have redesigned their practices in hopes that the changes would better serve students. One of the central difficulties discovered early in research on schools involved in the processes of reform was that, while it was easy to get small groups of teachers to work on reform, it was much more difficult to gain agreement from a school's entire faculty.(1) High school staffs - larger than elementary school staffs, trained as subject-area specialists, wedded to curriculum coverage, and affiliated with departments - found it difficult to agree that change was necessary and what changes, if any, warranted collective effort. Members of the Coalition of Essential Schools (CES), a partnership of some 900 member schools and a small staff at Brown University, learned early on that divisiveness among faculty members about whether and what to change could defeat the best efforts of those interested in significant school improvement. The answer to the question of whether entire secondary faculties can make significant changes in an effort to increase student achievement still remains one of the central mysteries of school reform. To explore that question, we studied five schools that had been members of the CES for three years. We followed students, teachers, parents, and administrators in an effort to determine whether they were able to move toward whole-school change and, if so, what strategies supported their ability to involve all parties.(2) We also wanted to determine how the changes adults make in CES schools affect the educational experiences of students.(3) We are currently at work on a book that addresses the second question, and so our focus here is on our findings related to whole-school change. The Schools We started our study with three schools in three states and, in the second year, added two inner-city schools in a fourth state. The schools represented a cross section of American high schools - suburban, rural fringe, urban, small town. None of these schools was new to school reform - all had been involved for seven years or more, and all were members of the CES. All five schools recognized that they had completed the first stages of reform work; they had established new schedules, cross-disciplinary teams, site-based councils, new governance structures, and advisory programs. The challenge they faced next was the task of ensuring that these changes actually enhanced students' learning. And all five schools were eager to take this next step. Brief descriptions of the schools will illuminate their differences and help put our findings in context. Oak Hill High School. Located in a suburb in the Northeast, Oak Hill High School (all school names have been changed) has served its community for more than 100 years. The town is small, quaint, and scenic. Over the years it has changed from a blue-collar town to a more upscale commuter suburb, and both the level of income and the interest in education have risen as a result. Oak Hill High School houses 350 students, the majority of whom are white; however, minority populations are growing quickly. The number of students going to college has risen steadily in the last 20 years; between 89% and 93% of the students go on to some form of education after high school. The school is a safe place; there are no gangs and no metal detectors. The staff is stable; the mean number of years of experience is 18. Oak Hill has had three principals in the last five years; the first moved on to become superintendent of the district. …" @default.
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• W1499693511 date "1997-05-01" @default.
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• W1499693511 title "The Puzzle of Whole-School Change." @default.
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