ASCD Blog

Four Acceptable F Words in an Urban High School

When, in 2001, district-mandated high school reform came to St. Paul, Minn., with the requirement that small learning communities be established, Johnson High School elected to implement the career academy model to best accommodate its diverse student population. The program that resulted is a cohesive series of “F classes” that connects school to students’ future, builds relationships, sets high standards, provides opportunities for all students, and promotes professional collaboration. In Monday’s session, “Four Acceptable F Words in an Urban High School,” a panel of school representatives whizzed participants through each nine-week F class.

New Century High Schools Initiative

The October 27, 2006 American Youth Policy Forum in Washington, D.C. spotlighted the New Century High Schools Initiative in New York City. EL editor Naomi Thiers was on hand to hear what New Visions President Robert Hughes and his colleagues had to say.

New Century Schools are part of a public-private partnership between New Visions (a Gates Foundation funded program which works to create smaller, more effective high schools in poor areas of NYC) and the New York City Department of Education.

Seventy-five such high schools have been created, concentrated in the South Bronx. Because New York has free high school choice, any student can go to a New Century School, and here's what's making New Century so attractive: In four years they have brought most of their schools to about an 80% graduation rate, up from about 50% for most schools.

ASCD Poll: High School Reform

In the ASCD Poll, we asked you to tell us the most important area high school reform efforts should focus on. If you haven't taken the poll yet, please vote now.

High school reform is one of ASCD's five legislative priorities. Share your comments on high school reform with your peers.

Not So Fast

In this day of catchy headlines and alarmist rhetoric, Lou Dobbs is a stalwart. Dobbs’ article: “How to save our failing schools,” would suggest that his pen would deliver a panacea or at least provide informed insight into a comprehensive solution to meet the needs of our schools. Instead he takes time to point out the obvious and well documented issue of the high school dropout rate, and labels it the single failure of our school system.

Dobbs suggests that it is the dropout rate which is the failure of our schools. I would contend that this is an important--albeit confusing--measure, but we must also be mindful of the success of those who do graduate. What skills do they bring to college or the workforce?