ERIC ED419305: New American High Schools: Preparing Students for College and Careers. Seventh Annual Business Week Awards for Instructional Innovation.

30 Pages·1998·0.72 MB·English

by  ERIC

DOCUMENT RESUME
EA 029 124
ED 419 305
New American High Schools: Preparing Students for College
TITLE
and Careers. Seventh Annual Business Week Awards for
Instructional Innovation.
McGraw-Hill Book Co., New York, NY.; Business Week, New
INSTITUTION
York, NY.; National Center for Research in Vocational
Education, Berkeley, CA.
Office of Vocational and Adult Education (ED), Washington,
SPONS AGENCY
DC.
1998-00-00
PUB DATE
29p.; For profiles of the same ten schools, see EA 029 111.
NOTE
McGraw-Hill Educational and Professional Publishing Group,
AVAILABLE FROM
1221 Avenues of the Americas, New York, NY 10020; phone:
212-512-6512; fax: [phone].
Descriptive (141)
-- Reports
Non-Classroom (055)
Guides
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
Adolescents; Curriculum Development; Educational
DESCRIPTORS
Improvement; *Educational Innovation; *High Schools; Models;
Student Development; *Theory Practice Relationship
New American Schools
IDENTIFIERS
ABSTRACT
A "New American High School" is a place that prepares
students for a global, knowledge-based economy, helping them to be effective
citizens, parents, and workers. Case histories are provided for 10 high
schools that received awards for instructional innovation. These schools were
chosen by the United States Department of Education and the National Center
for Research in Vocational Education as leading examples of New American High
Schools. This type of school, where students achieve high levels of academic
and technical skills, prepares students for college and careers. The schools
provide opportunities for learning by doing--in classrooms, in the workplace,
or through community service. The students often learn in the context of a
career major or other special interests. Students may work with teachers in
small schools-within-schools, they may receive extra support from adult
mentors, and they typically have the support of a caring community. The
profiles examine the schools' philosophies, focusing on what they have done
to fashion a curriculum that meets the needs of their students. Career
exploration is an important part of these educational philosophies, creating
an environment where students learn by doing.
(RJM)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
*
*
*
from the original document.
*
********************************************************************************
Seventh Annual
Business Week Awards
for Instructional Innovation
NEW AL
AMERICAN
HIGH
CHOOLS
PREPARING STUDENTS FOR
COLLEGE AND CAREERS
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUC IONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
SPONSORED BY BUSINESS WEEK AND MCGRAW-HILL
EDUCATIONAL AND PROFESSIONAL PUBLISHING
GROUP IN COOPERATION WITH THE NATIONAL
CENTER FOR RESEARCH IN VOCATIONAL EDUCATION
AND THE OFFICE OF VOCATIONAL AND ADULT
EDUCATION, U.S. DEPARTMENT OF EDUCATION
BEST COPY AVAILABLE
2
The McGrawHill Companies
SEVENTH ANNUAL BUSINESS WEEK AWARDS
INSTRUCTIONAL INNOVATION
FOR
NEW AMERICAN HIGH SCHOOLS
PREPARING STUDENTS FOR COLLEGE AND CAREERS
Charlotte K. Frank
Developed by
Consisting of
Vice President
The McGraw Hill Companies
McGraw-Hill (College)
James H. McGraw IV
Research and Development
Macmillan/McGraw-Hill
Vice President
McGraw-Hill Educational
Glencoe/McGraw-Hill
Strategic Programs
and Professional
McGraw-Hill School Systems
Business Week
Publishing Group
SRA/McGraw-Hill
CTB/McGraw-Hill
McGraw-Hill/London House
BellSouth Corporation
Business Week salutes the following
Students In Free Enterprise
General Motors Corporation
corporations for their advertising
Toshiba America Information
support in "The Race is on to
IBM Corporation
Systems, Inc.
Prepare Today's Students for
Lincoln National Life Insurance Co.
United States Holocaust
Tomorrow's Workplace"
Matsushita Electric
Memorial Museum
The McGraw-Hill Companies
(October 30, 1995) which
Zenith Data Systems Corporation
Phillip Morris Inc.
made funding for the Seventh
Siemens Corporation
Annual Business Week
Awards possible:
Members of the National
National Center for Research
Office of Vocational and Adult
in
Selection Committee for the 1996
Vocational Education
Education Secondary School
Brent Boultinghouse
Business Week Awards:
Reform Team
Ok-Kyun Chung
Ron Castaldi
Margaret Ellibee
Jackie Friederich
Lani Horn
Ivonne Jaime
Svjetlana Madzar
Christine Kulick
Laura Munoz
Patricia McNeil
Shannon Nuttall
George Spicely
Wayne Shipley
Nevzer Stacey
David Stern
Pariece Wilkins
Diane H. Steinberg
Jim Wernsing
Jim Stone
Peggi Zelinko
Mayo Tsuzuki
SEVENTH ANNUAL
BUSINESS WEEK AWARDS
FOR INSTRUCTIONAL
INNOVATION
NEILiMPARRIANPAS
THE NEW AMERICAN HIGH SCHOOL:
Imagine a High School Where Students...
achieve high levels of academic and technical skills
prepare for college and careers
learn in the context of a career major or other special interest
learn by doing
in classrooms, workplaces, or community
service
work with teachers in small schools-within-schools
have the support of a caring community
receive extra support from adult mentors
access a wide range of career and college information
benefit from strong links between high schools and
postsecondary institutions
use technology to enhance learning
Nr
4-Jk
New
American high schools are preparing students for a global, knowledge-based economy. To
be effective citizens, parents, and workers in this new economy, all young people will need a higher
level of academic, technical, communications, and information-processing skills. Students will need
to be able to identify and solve problems, work in teams, and make effective decisions. The mass-
production learning of the industrial age is ill-suited for the information age.
We at Business Week and McGraw-Hill School Publishing Company feel that it is impor-
tant to recognize and applaud schools that are striving to provide this kind of preparation for stu-
dents. We are therefore honoring ten outstanding schools as winners of the Seventh Annual
Business Week Awards for Instructional Innovation. These schools were also chosen by the United
States Department of Education and the National Center for Research in Vocational Education as
leading examples of New American High Schools.
New American High Schools are preparing students for college and careers. They are the places
where students achieve high levels of academic and technical skills. The schools provide opportuni-
in classrooms, workplaces, or community service. Students often learn
ties for learning by doing
in the context of a career major or other special interests. Students may work with teachers in small
schools-within-schools; they receive extra support from adult mentors, and they have the support of
a caring community.
It is our hope that more schools will become inspired by the ten examples presented here. Please
call these schools' principals or superintendents for more information and strategies. They are eager
to share what they have learned, and as their excellence is passed on, we as a community benefit.
Gene Carter
David G. Ferm
Executive Director
Publisher
Association for Supervision and
Peter Jovanovich
Business Week
Curriculum Development
President
(ASCD)
McGraw-Hill
Educational and Professional
Publishing Group
ic)
Paul Houston
Executive Director
249
Patricia W. McNeil
American Association of
Assistant Secretary-Designate
School Administrators
U.S. Department of Education
(AASA)
Timothy Dyer
Executive Director
National Association of
David Stern
Secondary School Principals
Director
(NASSP)
National Center for Research
in Vocational Education
5
CONTENTS
THE NATIONAL WINNERS OF THE SEVENTH ANNUAL BUSINESS WEEK AWARDS
Nr
FOR INSTRUCTIONAL INNOVATION
CHICAGO HIGH SCHOOL FOR AGRICULTURAL SCIENCES
Chicago, Illinois
Barbara Valerious, Principal
Sherye Garmony-Miller, Regional Education Officer
4
DAVID DOUGLAS HIGH SCHOOL
Portland, Oregon
John Harrington, Principal
Ron Russell, Superintendent
6
ENCINA HIGH SCHOOL
Sacramento, California
Tom Gemma, Principal
Ray Tolleson, Superintendent
S
FENWAY MIDDLE COLLEGE HIGH SCHOOL
Boston, Massachusetts
Linda Nathan, Co-director
Larry Myatt, Co-director
Thomas Payzant, Superintendent
10
GATEWAY INSTITUTE OF TECHNOLOGY
St. Louis, Missouri
Susan Tieber, Principal
David J. Mahan, Superintendent
12
HIGH SCHOOL OF ECONOMICS AND FINANCE
New York, New York
Susan de Armas, Principal
Steven Gutman, Superintendent
14
SUSSEX TECHNICAL HIGH SCHOOL
Georgetown, Delaware
Patrick Savini, Principal
George Frunzi, Superintendent
16
THOMPSON SCHOOL DISTRICT
Loveland, Colorado
Thompson Valley High School, Ben Hix, Principal
Loveland High School, Craig Loper, Principal
Berthoud High School, Len Sherman, Principal
Don Saul, Superintendent
18
WALHALLA HIGH SCHOOL
Walhalla, South Carolina
John Hostetler, Principal
Buddy Herring, Superintendent
20
WILLIAM TURNER TECHNICAL ARTS HIGH SCHOOL
Miami, Florida
John A. McKinney, Principal
Octavio Visiedo, Superintendent
ealE
tO
CHICAGO HIGH SCHOOL
FOR
AGRICULTURAL SCIENCES
cStuclEntl at tfiE efiica90
S'efioof foT c.-49Tieuftwzaf cSeiEncEl
'nag efali
a
in
OT w'titE a TEporct on ayci-
n-zigfit 9Tapfi eoTnfiEfcl
aft
galinEll
og9Tieuftw-cal
Erz9filfi
woo-En into
leiEneE
cn
of tfiE euvziaufunz at
TErnarckagly lueeEldfuf lefioof.
arcEal
The students set high expectations for themselves as
t first, the idea of an agricultural school in the
well. Sheree plans a pre-med pursuit; Terence is going to
middle of one of America's major urban centers may seem
Iowa State to study Food Science and Technology; Everett
a bit odd, but there is nothing odd about this school's
will be attending a culinary school; Karisse hopes for a
accomplishments with inner-city students. The Chicago
career with the USDA; Veronica will be attending the
High School for Agricultural Sciences (CHSAS) has limit-
University of Nebraska in food science; and Kimberly
ed resources, and most of its mainly African-American
wants to major in elementary education.
and Latino students are classified as "at risk." Yet its part-
nership of faculty, business leaders, community members,
CURRICULUM INTEGRATION
and energized school leaders has achieved high rates of
attendance (92%), graduation (93%), and student place-
From its beginning in 1985, CHSAS was designed with
ment in four-year colleges and universities (72%). The
an integrated curriculum in which agriculture is as impor-
school generates more than one million dollars in scholar-
tant as English. Agricultural science is woven into all con-
ships, and most of its students go on to major in agricul-
tent areas of the curriculum, and teachers work to comple-
ture-related fields. How is all of this possible? The success
ment the subjects being taught in each other's classes.
of CHSAS is built on six foundations.
Students enthusiastically describe how this works from
their viewpoint. They tell of the French teacher who
PHILOSOPHY
assigns a report on agriculture in France, and the English
class in which they research and write about careers in
The principal believes that the philosophy of the school
agri-business. Math teachers use landscape examples or
"has always been a little bit different from most of what
have students graph cornfields and create production
you would call vocational schools...in that it was always
charts. An accelerated geometry class uses an applied-
designed to be both academic and vocational, and that the
agricultural approach. In science classes students do
two were not considered as one being better than the
research projects, sometimes teaming up with industry
other....This is a community partnership that still believes
leaders like Armour Foods to investigate subjects such as
in developing a youngster who can think and a youngster
the fat content in meat. Science classes have also used the
who can do: the true Renaissance person."
school farm to study soil erosion.
HIGH EXPECTATIONS AND HIGH STANDARDS
A number of teachers combine their efforts each year in
the preparation of a Thanksgiving dinner. The primary
The faculty at CHSAS emphasize a strong academic
focus is, of course, preparing the food, but the teachers
curriculum that provides students with all the courses
have incorporated at least twenty related activities, such
required for entrance into colleges and universities. Every
as writing a newspaper article; doing a nutritional analysis
student is assumed to be preparing to go to college to con-
of the meal; supplementing the meal with ethnic, low-fat,
tinue his or her career development. Because of this, stu-
and vegetarian foods; and developing recipes.
dents graduate with 31 credits, while the required mini-
mum for the state of Illinois is 20.
7
2
participates in the ACE program. The USDA, Eli's Cheese
WORK-BASED LEARNING
Cake, the Department of Soil Conservation, and Quaker
Between thirty and thirty-five students (mainly seniors)
Oats are just some of the partners who contribute to the
have the opportunity to participate in a research appren-
success of CHSAS.
ticeship, where they spend six weeks on a college campus
The school presently has a "2+2" agreement with
working with a professor on his or her research. They earn
Truman Junior College, allowing students to earn dual
a stipend and maintain a journal of their experiences.
credit, or advance placement in a two-year associate
Everyone participates in one work project during the
degree program, for classes taken in the eleventh and
summer, many of them on the school farm. Between
twelfth grades. With Daley Junior College, CHSAS is
twelve and fifteen other students are involved in summer
developing a tech-prep relationship in horticulture. A
work on a production farm. Still other students work in
third college, Harold Washington, is being developed as a
jobs and internships through the Agricultural Cooperative
2+2 opportunity in finance.
Education (ACE) program.
An example of an ACE opportunity was one student's
STAFF DEVELOPMENT
summer internship at the Brock's Candy Factory. As a lab-
Staff development is a major focus in the school.
oratory assistant, she tested the fat content of milk, the
Teachers are not only qualified in their particular subject
particle size of chocolate, and the moisture levels in differ-
area, but are well informed in the field of agricultural sci-
ent hard candies. She learned to measure glucose viscosi-
ences. All teachers are expected to participate in a variety
ty, and to extract fat from milk so that it would meet fed-
of activities outside school, and bring their experience
eral and state requirements.
back to the students. The principal is active in keeping
them informed of opportunities for such activities, which
PARTNERSHIPS
range from making corporate contacts to attending
The school has substantial relationships with many
Minorities in National Resources and Related Sciences
external partners. Monsanto and American Cyanamid
conferences, to taking students on a trip to Russia.
have taken up to thirty faculty for extended in-service
training at their home facility. The Chicago Board of Trade
For more Information:
Barbara Valerious, Principal
Chicago High School for Agricultural
Sciences
3807 West 111th Street
Chicago, IL 60655
Telephone: [phone]
Fax: [phone]
Regional Education Officer: Sherye
9
e
Garmony-Miller
v
ti
Despite limited
resources the CHSAS has
high attendance, gradua-
Nr
tion, and college-
placement rates.
c4)
ealE JiL torty
DAVID DOUGLAS HIGH SCHOOL
gfiE
c4i9fi eSofioof
alE1
arzcil-on
CounlEfir29,
pTo-
/Ect1, and an Empfialil
tEcnology to
on
plEpaTE ltadEntl fort tfiE
..StudEnt-tun, lafioof-galEd
a
futurtE.
gank,
a ltoTE,
EtZt£V2711£1 InCrUdE
and
a TEltawzarzt,
tgifE paTtnErzlfig21 witfi
artEa
/21.00-idE
ltUdE/2t1 UTig VarLlagrE
EXpETIEI2CE and 12£W ways to fEartrz.
n the fall of 1993, David Douglas High School and
based certificates are designed to provide added value to
the Oregon Business Council (OBC) joined in a partner-
the traditional high school diploma. Work on completing
ship to design a high school program that would meet the
the details of the CAM is still in progress at the state level,
expectations of the Oregon Education Act for the 21st
but David Douglas is already piloting the CAM through
Century, and successfully develop a model that could be
its career paths. Beginning with the Class of 1999, all stu-
used by other districts and communities. Their vision was
dents will have to earn a CIM to graduate. In order to
an eight-point plan of action which included both the
receive the CIM, students must be proficient in all CIM
David Douglas Model District Partnership (a K-12 effort),
ninth- and tenth-grade required courses, which include
and the site-based Project STARSa high school effort to
English, social studies, math, science, wellness, Personal
prepare students for college and the world of work. What
Finance and Careers, and technology. Students must pre-
resulted from this partnership was a multi-faceted, long-
sent three work samples for each of the CIM skills, and
term strategy for school restructuring that involved com-
score in the average-to-proficient range on standardized
munity and business leaders, parents, students, school
tests.
administrators, and teachers. Together, these stakeholders
have redefined David Douglas High School and embarked
PROJECT "STARS"
on a journey that is making a significant difference in the
lives and futures of all students.
Project STARS (Students Taking Authentic Routes to
Success), structures the school's learning environment
Located in east Portland, David Douglas High School
with an eye toward identifying and planning for long-
serves 1,852 students, who reflect Oregon's urban commu-
term educational and career goals. Every student entering
nity well. The school represents a population with a vari-
the school begins an initial career exploration in middle
ety of special needs and interests; in response to this, it
school. This is followed by an intense semester of career
offers a comprehensive program of study while at the
exploration in the ninth and tenth grades. A flexible, indi-
same time preparing students for an increasingly competi-
tive job market.
vidualized education plan is developed for the high school
years, as well as the steps beyond. A number of pathways
are articulated between David Douglas and local commu-
ACADEMIC AND TECHNICAL SKILLS
nity colleges, especially Mt. Hood Community College.
David Douglas is a state pilot site for the CIM
Much like a college curriculum, the ninth and tenth
(Certificate of Initial Mastery) and CAM (Certificate of
grades are devoted primarily to general study, reflected in
Advanced Mastery) programs outlined in the state's
the CIM courses, and the eleventh and twelfth to working
Education Act for the 21st Century. These proficiency-
within a major area of study, or a CAM. All David
4
Business and Management constellation, students run a
Douglas students participate in one of seven broad career
school store and the Bank of David Douglas, which is a
areas, called "constellations," which reflect the six career
satellite branch of a commercial bank open to the entire
areas established in the state legislation and an additional
community. Students in the Arts and Communications
Hospitality constellation created at the school. These are:
constellation are developing a graphic arts business and
Social & Human Services, Health Sciences, Business &
are writing and producing their own plays. In Health
Management, Industrial & Engineering Systems, Natural
Sciences, students learn to be trainers of first aid and car-
Resources, Arts & Communications, and Hospitality,
diopulmonary resuscitation skills. One class in the Natural
Tourism & Recreation.
Resources constellation is transforming Midland Park into
All ninth-grade students have a faculty mentora
an environmental education park by designing and build-
teacher or administratorwho works with the student to
ing ecosystem displays. Students in Social and Human
support academic success and to manage the student's
Services spend forty hours in community service work,
CIM portfolio. Additionally, David Douglas staffs a Career
which may include shadowing a sheriff's deputy or a dis-
Resource Center for students who wish to do independent
trict attorney, studying forensics, or operating a communi-
career or college exploration.
ty preschool for needy families and teen mothers. All
Teachers from different constellations have the oppor-
school-based enterprises and projects are supervised by an
tunity to work together, allowing for creative interaction
elected student board and business professionals, with
and opening up new areas of cross-training for students
teachers acting as mentors and advisors.
and teachers alike. Many teachers at David Douglas work
together on coordinated projects or team-taught courses.
An example is the Health Sciences course for juniors and
seniors, team-taught by Joe Bushman and Sharon Webster.
For more Information:
In this course, students learn all aspects of the industry
including ethics, communication, and financeas well as
John Harrington, Principal
health skills. Teachers, school administrators, and business
David Douglas High School
partners have also joined together to form interdiscipli-
Marybeth Stiener, School Improvement Coordinator
nary CAM design teams which meet regularly to establish
1001 S.E. 135 Avenue
curricula, set policy, and determine how to best serve the
Portland, OR 97233
students enrolled in each career constellation.
Telephone: [phone]
Fax: [phone]
LEARNING BY DOING
Superintendent: Ron Russell
Students participate in learning experiences through a
variety of hands-on projects, including the operation of
numerous school-based enterprises; job shadowing
and internships with the school's external partners;
and class and community service projects with peer
teams and outside adult mentors. For instance, in the
Creative interaction
among teachers opens up new
areas of cross-training for
students and teachers alike.
Nr
5