ERIC ED336839: Restructuring the Education System: A Consumer's Guide, Volume 1.

32 Pages·1991·0.87 MB·English

by  ERIC

DOCUMENT RESUME
EA 023 314
ED 336 839
Restructuring the Education System: A Consumer's
TITLE
Guide, Volume 1.
Education Commission of the States, Denver, Colo.
INSTITUTION
John D. and Catherine T. MacArthur Foundation,
SPONS AGENCY
Chicago, IL.
SI-91-4
REPORT NO
PUB DATE
91
32p.
NOTE
ECS Distribution Center, 707 17th Street, Suite 2700,
AVAILABLE FROM
Denver, CO 80202 ($8.00).
Reports - Descriptive (141)
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*Euucational Change; *Educational Improvement;
DESCRIPTORS
Educational Objectives; *Educational Philosophy;
Elementary Secondary Education; Experimental Schools;
*Nontraditional Education; School Effectiveness;
School Restructuring
ABSTRACT
Overviews of 10 major restructuring initiatives in
publication. The programs
the United States are provided in this
goals, a focus on hands-on
share a questioning attitude, vision-based
potential, new
learning, an assumption of all children's learning
and new participant
approaches to thinking and problem-solving,
its history, beliefs
roles. Each program is described according to
and practices,
and goals, implementation, teaching content
per-pupil cost. A contact
participant roles, assessment, funding, and
include Coalition of
address is also provided. The 10 programs
Learning Consortium;
Essential Schools; Foxfire; The Mastery in
Press; Re: Learning;
Montessori in the Public Schools; The Paideia
Accelerated Schools Project;
School Development Program; The Stanford
of terms is included.
Success for All; and Whole Language. A glossary
(LMI)
***********************************************************************
best that can be made
Reproductions supplied by EDRS are the
from the original document.
***********************************************************************
Restructuring the
Education System
GUIDE
A CONSUMER'S
VOLUME I
"PERMISSION TO REPRODUCE THIS
U.S. DEPARTMENT OP EDUCATION
MATERIAL HAS BEEN GRANTED BY
(*Ice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
As document has been reProduced 88
received from the person or organization
onginatirig It
(I Minor cnenges have been made to improve
reproduction Quality
TO THE EDUCATIONAL RESOURCES
Inisdocu-
e Points of view or opinions stated in
INFORMATION CENTER (ERIC)."
official
mint do not necessarily represent
OEM position or policy
Education Commission of the States
r
NM
PIM min Am
RESTRUCTURING
THE EDUCATION SYSTEM
CONSUMER'S GUIDE
A
VOLUME I
1
Introduction
5
Coalition of Essential Schools
7
Foxfire
9
Consortium
The Mastery in Learning
11
Montessori in the Public Schools
13
The Paideia Program
15
Re: Learning
17
School Development Program
19
Schools Project
The Stanford Accelerated
21
Success For All
23
Whole Language
25
Glossary
INTRODUCTION
education system?
Why A Consumer's Guide to initiatives to restructure the
talk about "school restructuring" and "system change,"
so much local, state and national
With
time, many people are
interest in school improvement is at an all-time high. At the same
variety of programs and propcsals for
confused by the number and have questions about the
What are they trying to accomplish? What are
reform. What kinds of initiatives are under way?
adopt or adapt an existing effort or start our
their track records? Should my community or state
own? What kinds of help are available?
of those questions by providing brief
This guide represents an initial effort to answer some
about them. The 10 programs included
overviews of major initia*ives and ways to find out more
plan to involve, many schools and education systems
were selected because they involve, or
their ambitious scope, these approaches have received enough
across the country. Because of
business leaders, educators or citizens begin
recognition to be mentioned when policy makers,
They are not, by far, the only
conversations about how to inprove their education systems.
worthwhile efforts under way.
system?
changing our education system? Why not just tune uo the present
Why is there so much interest in fundamentally
comprehensive redesign of the states' school
There are four main reasons why fundamental,
systems is needed:
diverse population than
New types of students. Today's schools are serving a more
their current design effectively allows.
has changed rapidly. A
New social and economic demands. The American economy
knowledge, skills and attitudes and
rapidly changing job market calls for new Unds of
Complex social problems call for new
much higher levels of literacy than ever before.
national affairs. Much of what
forms of citizen participation in community, state and
schools teach is unrelated to the world students must enter.
researchers have learned much
New knowledge about learning. In the last 30 years,
question a number of current
about the nature of human learning that throws into
that learning should be an active,
educational practices. Research shows, for instance,
make learning a passive,
engaging, collaborative process. Many schools, however,
all children can learn whatever they
unengaging, isolated experience. Evidence shows that
of
given the right opportunities to learn. But much
are motivated to learn and are
assumption that only a few students have the
contemporary schooling rests on the outdated
intelligence to do high-level work.
Evidence
not producing satisfactory results.
is
The current education system
students do not know what they need to
abounds that unacceptably large proportions of
what they learn in school, cannot apply
succeed in the future, do not understand much of
learning and have not learned how to
that knowledge in their daily lives, do not respect
numbers of poor and minority young
iearn. There is also evidence that disproportionate
society.
people receive educations of little benefit to them or
4
be out of touch with its
When an important organization or system appears to
things, uninformed by research, producing
customers, focusing on the wrong
fundamental design will come under
unsatisfactory results and chaaging very slowly, its
education.
scrutiny. This is what is happening to American
change" really mean?
What do the terms "restructuring" and "system
change the fundamental structure of the
In this guide, restri.cturing applies to any effort to
which all students can achieve at higher levels.
education system in order to create conditions in
curriculum, teaching, testing, management, budget,
The structure includes such elements as
incentives and other practices, policies and
schedules, roles and responsibilities, relationships,
working environments.
procedures that define school and district
in many ways, but in general
Advocates of restructuring define the desired results
the results wanted are:
students learn, how well they understand
Far greater student learning in terms of what
apply their knowledge in, outside of and beyond
what they learn and how well they can
school
conditions for teachers to bring about greater
Vastly different roles and working
learning for students
community relations to bring about
Major shifts 4n leadership, admiuistration and
those changes in teaching and learning
and coalitions to create and sustain
New forms of education policy, politics
improvement and a focus on quality are
environments in which innovation, continuous
the rules, not the exceptions.
school restructuring will not succeed unless all parts
System change emphasizes the idea that
Changing the system
are redesigned simultaneously.
school, district, state
of the system
board members, those on the state board and
involves redesigning, for example, roles of school
staff in the state education department.
this guide share?
do the restructuring initiatives in
What principles, ideas and features
They question,
questions about conventional practices.
People in and around the schools ask hard
separation of
students by age and so-called "ability," the
for instance, the practice of grouping
how schools
mathematics from the rest of the curriculum,
subjects such as reading, writing and
how they define and measure progress.
involve parents, how they use time and
help
of the learning environments needed to
The initiatives are based on visions
of how and what is changed in a school system
students reach new goals. The specifics
is derived from those visions.
especially active, hands-on learning. Adults are seen
The initiatives focus or, learning,
Comer's School Development
whether they are parents, as in James
as learners, too,
Mastery in
National Education Association's (NEA)
Program (SDP); teachers, as in the
inside for more
in Re:Learning (see descriptions
Learning Project; or community leaders, as
information on these efforts).
learn whatever they are
Initiatives in this guide assume that all children can
time and opportunities to learn.
motivated to learn and are given appropriate
problems in new ways. In SDP schools, for
All aim to get students thinking and solving
differences between their home values and the
example, students learn to think about the
and those in the Coalition of Essential Schools
values that prevail in school. In Paideia schools
discussions about funchmental human concerns.
network, students learn to think in Socratic
of what teachers are and do. Teachers are seen
All the initiatives require new concepts
making any significant changes, and their latitude for ma',ing
as the central actors in
things is greatly expanded. Such
decisions, collaborating with parents and trying new
administrators and more school autonomy than
changes bring about new roles for
usually exists in current systems.
What are the major differences between these initiatives?
For instance, Stanford's Accelerated schools
Initiatives vary by level of schooling they address.
elementary-school level. On the other hand, most
and the Montessori public schools focus on the
Schools and Re:Learning are high schools.
schools in the Coalition of Essential
schools, target special "at-risk" populations;
Some initiatives, including SDP and Accelerated
others do not.
teacher preparation and training required. Montessori
Approaches differ in the degree and kind of
training obtainable only from specialized trainers
schools, for instance, ree,u;,e highly specialized
offers extensive workshops for teachers, and NEA's Mastery in
and institutes. The Foxfire network
they can broaden their knowledge of best practice.
Learning connects its teachers by computer so
community involvement they invite. SDP and
Initiatives vary in the amount and kind of
involvement; other approaches welcome it in
Accelerated schools require intensive parental
various degrees, but do not focus on it.
focus. Montessori public schools have a very specific
Initiatives vary with respect to curriculum
Accelerated schools, Success for All
curriculum built upon theories of child development.
research-based language, literacy and story-
schools and Whole Language schools focus on
the curriculum away from an emphasis on
telling ideas. Essential schools aim to move
questions." Foxfire schools tend to use the
memorizing facts toward an emphasis on "essential
curriculum.
traditions of the local community as a focus for
and assessment. Essential and Re:Learning schools
Differences also exist with respect to testing
instead "exhibitions," "performances" and
downplay standardized examinations, requiring
and understand content. Other initiatives gauge
portfolios for proof that students have learned
school faculties.
leave assessment choices up to participating
progress with standardized tests or
direct attention to policy and politics.
Finally, considerable differences exist with respect to
changes in district and state policy that will lead to a
Re:Learning schools and districts work for
reform. Teachers in the NEA network examine policies
political climate supportive of long-term
environments. Other approaches pay less attention to
that affect working c mditions and learning
schools
policy and politics will evolve along supportive lines as
system influences, trusting that
are restructured.
6
3
that
for the most part, it is important to point out
Although the above getTeralizations hold true
participants to
All the initiatives, however, invite
greatly.
schools within each initiative can vary
Foxfire, Essential or
needs, conditions and resources. No two
tailor their approaches to local
with the values
and that is perfectly compatible
Accelerated schools are exactly alike,
capitalize on diversity.
idea is to free up innovation and
undergirding the initiatives. The whole
by the president,
be desired at "the top"
School and system redesign in America may
reality if the people at "the bottom"
leaders -- but it can only become
governors and corporate
creative, community
happen as they, in their continuing,
take responsibility for making it
conversations, see fit.
restructuring
in this guide to better understand what
We invite you to read the descriptions
Words in boldface are explaine i in the
look different from place to place.
means and how it may
glossary to aid your understanding.
about the
materials noted and address further questions
Then, we invite you to read the
learn more about
We hope this guide will be of use as you
initiatives to the contact people listed.
approach-by-approach, it
Though the information is presented
restructuring the education system.
job as a leader of the
of a particular approach(es). Your
is not meant to suggest adoption
work
in which the best ideas and approaches
education system is to develop a reform strategy
needs of your state or district.
together, tailored to the individual
Rexford Brown
Change Initiatives
executive director, State System
Bob Palaich
director of policy studies
Martha Lederer
Higher Literacies Project
research assistant, Policy and the
Andna Paolino
Initiative
research assistant, System Change
4
COALITION OF ESSENTIAL SCHOOLS
(CES)
Theodore R. Sizer, Chairperson
Brown University
Providence, Rhode Island
WINI
Brown University in
by
1984
The Coalition of Essential Schools (CES) was established at
What is the history of this program?
Theodore R. Sizer with 12 schools as members.
work of Essential schools. The principles were developed
4 Nine Common Principles guide the
reported in Horace's Compromise: the
out of Sizer's "A Study of High Schools"
(1979-1983),
Dilemma of the American High School and two other volumes.
level.
CES focuses primarily on improving education at the secondary-school
minds well. Nine common principles
The function of every school is to help students use their
What beliefs guide this program?
activities in schools. Those principles are:
were developed from this belief to guide
Schools should have an intellectual focus.
limited number of
Schools should have simple goals; each student should master a
essential skills and areas of knowledge.
Schools should have universal goals that apply to all students.
possible.
Schools should strive to personalize teaching and learning as much as
"student-as-worker."
The governing metaphor of the school should be
demonstration or exhibition of mastery.
Diplomas should be awarded upon a successful
self-consciously stress values of
The tone of the school (attitude) should explicitly and
unanxious expectation, trust and decency.
themselves as generalists first
The principal and teachers (staff) should perceive
discipline).
and specialists second (experts in one particular
in addition to total student
Ultimate administrative and budget targets should include,
for collective planning by
loads per teacher of 80 or fewer pupils, substantial time
per-pupi.t cost not to exceed that
teachers, competitive salaries for staff and an ultimate
at traditionpl schools by 10%.
them to question and mason by the time they
What are the goals of this program? Help students acquire the habits of mind that allow
leave high school.
in which students are encouraged to
Create an intellectual atmosphere of personalized instruction
assume responsibility for their own learning.
Commission of the States (ECS) in
CES has been in partnership with the Education
Since
How is this program implemented?
1988,
Re:Learning summary). Schools wanting to join CES
an effort called Re:Learning. (Please see
must be in participating states.
CES:
Schools go through three phases in order to join
of reading and study to understand the nine
Faculties of "exploring schools" enter into a period
school change and to determine if they want to
Common Principles and their implications for
proceed with developing an Essential school plan.
proceed with developing a plan to adapt
"Networking schools" have determined that they wish to
the nine Common Principles.
faculties are putting into practice programs
"Essential schools" have officially joined CES. Their
based on the nine Common Principles.
networking and Essential schools: publications, an annual
CES provides a variety of support to
faculties.
development institutes and on-site work with school
meeting, workshops, professional
curriculum, taking into
encouraged to design or restructure its own
Each participating school is
cultural make-up and other factors.
account the community's
regarding
specific practices. It does, however, make suggestions
CES does not recommend any
What is taught? How is it taught?
of teacher approaches.
in Essential schools and the general nature
the number of subjects taught
completely and are not bound to a given textbook.
Teachers teach fewer topics more
content."
skills and knowledge, rather than merely "cover
Students work to master essential
presentations,
using a variety of assessments, including oral
Teachers evaluate student progress
and portfolios of collected works.
tests, written reports, essay exams
instead of deliverers of knowledge.
Teachers are facilitators of learning
What new role(s) do teachers,
teaching, administrative and counseling duties.
Teachers and administrators share
administrators and parents play?
graduation rates,
research-based initiative suggest improvement in
Preliminary data on this
How is program effectiveness
referrals in
conventional tests and a decline in discipline
attendance and achievement on
measured'?
Essential schools.
project is being implemented.
A long-range assessment
and report their progress.
Schools are expected to monitor
the country participate in CES.
More than 180 schools across
Where is the program operating?
Carnegie Corporation, Citibank,
funds from Aetna Foundation,
The coalition has received
How is the program funded?
General Foods, John D. and
Education Foundation, IBM, Kraft
Danforth Foundation, Exxon
Fund,
Pew Charitable Trusts, Rockefeller Brothers
Catherine T. MacArthur Foundation,
donor and many other contributors.
Southwestern Bell Foundation, Xerox, an anonymous
of existing budgets
school. CES emphasizes the reallocation
Per-pupil costs vary from school to
What does the program
to implement its program.
cost per pupil?
of the program.
time account for most additional costs
Professional development and planning
School, Theodore R. Sizer.
Dilemma of the American High
Horace's Compromise: The
For more information, read:
Company, 1985.
Boston: Houghton Mifflin
Marketplace, Arthur G.
Winners and Losers in the Educational
The Shopping Mall High School.
1985.
Cohen. Boston: Houghton Mifflin Company,
Powell, Eleanor Farrar and David K.
Robert Hampel. Boston: Houghton
American High Schools Since 1940,
The Last Little Citadel:
Mifflin Company, 1986.
Information Center
Lisa Lasky, Manager,
For more information, contact:
Brown University
Coalition of Essential Schools,
One Davol Square
02903
Providence, Rhode Island
401-863-3384
P
IIMINIIIMM,
6
FOXFIRE
The Foxfire Center
Rabun Gap,
Georgia
Foxfire began in 1966 with the efforts of high school teacher Eliot Wigginton to stimulate his
What is the history of this program?
students' interest in language and learning.
One of Wigginton's English classes decided to produo a quarterly magazine, Foxfire, for and about
their community, Rabun Gap, Georgia.
In 1972, Doubleday published a selection of articles from the magazine in book form.
Approximately 200 student magazines, modeled on Foxfire, sprang up in communities
throughout the country over the next several years.
Foxfire established five Teacte.r Outreach Centers to train teachers in the Foxfixe approach.
Eleven Foxfire-affiliated teacher networks operate across the country. (1991)
People learn best when education builds on previous experience.
What beliefs gtiide this program?
The work teachers and students do together must flow from student desires and concerns.
School work must be connected to the surrounding community and to the real world.
Student work muse have an audience beyond the teacher.
What are the goals of this program? For students:
Help students become willing and able participants in their own education.
Develop students' understanding of community and culture.
Support teamwork and democratic process in the classroom.
Facilitate analytical and reflective thought.
Enable students to take "measured risks" toward personal growth and intellectual
development.
of imagination, reflection and aesthetic experience.
i kdvance the appreciation
For teachers in the Teacher Outreach Program:
Encourage and equip teachers to use the Foxfire approach in classroom instruction.
be
Foxfire does not portray itself as a "reform movement." but rather as an approach that can
How iS this program implemented?
implemented in almost any school structure.
:nostly col!eges and
The Teacher Outreach Program works through "host institutions,"
bases
universities, that sponsor Foxfire courses and workshops and serve as home
for the teacher networks.
In Foxfire classrooms:
What is taught? How is it taught?
Students develop and work on projects and activities they consider relevant and
important.
Programs often include students of mixed ages and ability levels.
Specific content and method
Foxfire teachers use state and local curricula as guidelines.
for each class varies according to student projects and needs.
sessions
Students examine and discuss what they are learning in "debriefing"
throughout activities and experiences.
determine
Teachers assess student performance and needs continually to
what each student has mastered and what areas need more attention.