CEFPI 2008 San Diego

CEFPI 2008 San Diego

Unmaking and Making

High Schools

Mini Symposium

Unmaking and Making High Schools

1:00-1:50 Opening Remarks, High School PrinciplesFrank Kelly

1:50-2:40 Principles for 21st Century High SchoolsSmall Group Discussions

2:40-3:25 Report Out, SummarizingRandy Fielding

3:25-3:40 Break3:40-4:30 Glimpses of the 21st Century

Bruce Jilk4:30-5:00 Future Symposia

Frank Kelly

CEFPI2008

CEFPI2008

Industrial Age Traditional Comprehensive

High SchoolsAre they working?

The “platoon school”---an “improved school machine”William Wirt- 1908

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they working?

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they working?

Of every 100 9th grade students

68 graduate from high school on time

40 enroll directly in college

27 are still enrolled the following year

18 earn an Associate Degree within 3 years or a BA within 6 years

James Hunt, Jr., Thomas Tierny, American Higher Education: How Does it Measure Up for the 21st Century?

18

100out of

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Education at a Glance 2007, Organization For Economic Co-Operation and Development, page 42

CEFPI2008

Graduation Rates

Industrial Age Traditional Comprehensive High Schools

Are they working?

Education at a Glance 2007, Organization For Economic Co-Operation and Development, page 173

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Expenditure per student in US $

Industrial Age Traditional Comprehensive High Schools

Are they working?

Education at a Glance 2007, Organization For Economic Co-Operation and Development, page 194

CEFPI2008

Expenditure on educational institutions as a percentage of GDP for all levels of education (1995, 2004

Industrial Age Traditional Comprehensive High Schools

Are they working?

“61% of students nationwide performed at or above the Basic achievement level in 2005, and 23% performed at or above Proficient on the new 12th-grade mathematics assessment.”

The Nation’s Report Card12th Grade Reading and Mathematics 2005National Assessment of Educational Progress, Page 14

NAEP 2005 Mathematics

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they working?

“84% of employers say K-12 schools are not doing a sufficient job preparing students for work—in Math, Science, Reading and Comprehension—even in attendance, timeliness, and work ethic”

2005 skills gap report—a survey of the American manufacturing workforceNational Association of Manufacturers, page 16

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they working?

“Almost one third of all public high school students—and nearly one half of all blacks, Hispanics and Native Americans—fail to graduate from public high schools with their class.”

Page 1 - The Silent Epidemic, Perspectives of High School Dropouts, March 2006, a report by Civic Enterprises in association with Peter D. Hart Associates for the Bill & Milinda Gates Foundation

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they working?

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they working?

http://www.americaspromise.org/uploadedFiles/AmericasPromiseAlliance/Dropout_Crisis/SWANSONCitiesInCrisis040108.pdf

CEFPI2008

CEFPI2008

Graduation Rates 2002-2003(Using Cumulative Promotion Index (CPI)

High School Graduation in TexasEditorial Projects in Education Research CenterOct 2006, pages 7-8, www.edweek.org/rc

United States 69.6%Texas 66.8%

Houston 48.9%Dallas 46.3%Fort Worth 48.9%Austin 55.1% Cypress-Fairbanks 81.3%

Northside 81.3%El Paso 57.3%Arlington 61.7%Fort Bend 83.2%San Antonio 51.9%

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they working?

CEFPI2008

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Schools are planned around spaces for teachers/subjects---students move from one to another-- a ‘raw material’ to be processed—the platoon/industrial model

English

Math

Science

Social Studies

ForeignLanguage

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Classroom instruction- 1 teacher

25 students1 subject

1 hour

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Comprehensive offerings to serve every student

EnglishMath

Social Studies

Science

Foreign Languages

Band

Choir

ArtPE

Health

Theater

Auto Tech

Home Ec ESL

Special Ed

Business

Construction Trades

Economics

Computer Science

Animation Speech

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Big enrollments to populate/justifycomprehensive programs

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Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Comprehensive extracurricular activities

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Where kids go to school is determined by Attendance Zones

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Parity = Equality of access/instruction vs. equality of outcomes.

=

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

PE/Athletic Career Technology

Visual, Performing

Arts

Dining

Library

Admin

EnglishMath

ScienceForeign

Languages

Social Studies

Instruction, spaces organized around disciplines

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Focus oncontent, knowledge skills vs. higher order thinking skills

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Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Paper based teaching materials and libraries in a digital world

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Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Digital technology is not critical to instruction

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Industrial Age Traditional Comprehensive High Schools

21st Century Kids

• 9 month/180 day agrarian calendar

• Schools days divided into fixed time periods—same every day for every subject for every instructional methods for every student.

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Weak adult/student relationships

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Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Students are transients in high schools—they ‘own’ only their lockers and backpacks

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

Disconnect from the Community Self Contained Campuses

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

21st Century Kids

CEFPI2008

The industrial age high school was conceived to bring industrial efficiency to education.

We continue to argue that large comprehensive high schools are more efficient and less costly to build and operate.

BUT, this is true only-----

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they efficient?

1. If every high school has to serve every student and offer extensive elective and extracurricular activities.

Industrial age high schools are more efficient and less costly to build and operate only---

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they efficient?

2. If schooling is allowed to occur no more than 6.5 hours/day, 5 days/week, 180 days/year.

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they efficient?

Industrial age high schools are more efficient and less costly to build and operate only---

3. If current graduation rates are acceptable, and---if we continue to consider the cost/student/year and not the cost/graduate.

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Are they efficient?

Industrial age high schools are more efficient and less costly to build and operate only---

CEFPI2008

Can the industrial age high school work—can it be fixed to serve kids in the 21st century?

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Question?

Can teaching and learning appropriate for the 21st Century be realized within the environment of the industrial age high school?

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Question?

Can the level of technology in high schools and in the world they serve, continue to be so extraordinarily different?

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Question?

Can any single type of high school serve the diverse needs of every student in every community?

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Question?

“History is not kind to idlers. The time is long past when American’s destiny was assured simply by an abundance of natural resources and inexhaustible human enthusiasm, and by our relative isolation from the malignant problems of older civilizations.”“Learning is the indispensable investment required for success in the “information age” we are entering.

A Nation at Risk: The Imperative for Educational ReformThe National Commission on Excellence in Education, April 1983.

CEFPI2008

Trying new ideas—What is the risk?

Industrial Age Traditional Comprehensive High Schools

Question?

Is the future of public schools assured?

In the future, could there be other sources for schooling?

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Question?

Is the industrial age high school an acceptable or

even viable model for the 21st century?

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Question?

“Our high schools are obsolete----they were designed 50 years ago to meet the needs of another age. Today, even when they work exactly as designed, our high schools cannot teach our kids what they need to know---”

Bill Gates (Feb 2005 at National Summit on High Schools)

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Bill Gates’ answer

The issues are vision and courage—not regulations or money.

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Conclusion

21st Century High Schools

Nature of the Problem

CEFPI2008

CEFPI2008

21st Century Schools

Nature of the Problem

Instruction

Technology

TimeArchitecture

Costs

CEFPI2008

21st Century Schools

Nature of the Problem

•Classrooms•Small group•Large group•Hands-on • Independent study• Individualized• Interdisciplinary•Cyber, virtual•Self-paced •Self-directed

Instruction

Technology

TimeArchitecture

Costs

CEFPI2008

21st Century Schools

Nature of the Problem

Instruction

Technology

TimeArchitecture

Costs

•Classrooms•Labs•C.O.W.S.•1:1•Cyber, virtual•Anytime, anywhere• Individualized•Self-paced•Learning materials•Engagement

CEFPI2008

21st Century Schools

Nature of the Problem

Instruction

Technology

TimeArchitecture

Costs

•Agrarian year•12 month year•Continuous service•Length of school day

•Fixed periods, bells•Flexible time•Self-paced•Unscheduled time

CEFPI2008

21st Century Schools

Nature of the Problem

Instruction

Technology

TimeArchitecture

Costs

•Classrooms•Large/small group•Advisories•Learning communities•Projects•Workstations-Teachers, Kids

•Anytime, anywhere learning

•School year•Cyber, virtual schooling•Flexibility

CEFPI2008

21st Century Schools

Nature of the Problem

Instruction

Technology

TimeArchitecture

Costs

•School year/day•Technology•Priorities•Cyber instruction•Libraries•Anytime, anywhere•Facilities•Staff•Graduation rate•Course offerings

CEFPI2008

21st Century Schools

Nature of the Problem

CEFPI2008

Unmaking and Making

HighSchools

Starting a Dialogue

Principle:• A fundamental truth, law, doctrine, or

motivating force, upon which others are based

• An essential element, constituent, or quality, especially one that produces a specific effect

CEFPI2008

21st Century High Schools

Principles

Learning must prepare students for a world of constant change

Moore’s Law

21st Century High Schools

Principles- an Example CEFPI2008

Learning must be shaped for the individual

21st Century High Schools

Principles- an Example CEFPI2008

Questions to consider in search of principles

21st Century High Schools

Principles CEFPI2008

High Schools- Future?1

• Graduation rate—OK?

• Industrial model—is it an option for the future?

• Parity—access or outcomes?

• Priorities in high schools, funding?

CEFPI2008

Facilities2

• Relationship between teaching/learning & facilities?

• Durability vs. flexibility?

• Green, sustainable?

• Implications of exponential rate of change?

• Where do students work?

CEFPI2008

Instruction3

• Class instruction vs. individual instruction?

• The classroom—basic unit of high school instruction

and facilities?

• Teacher centered vs. student centered?

• Disciplines/departments vs. multidisciplinary groups?

• Attracting students to high schools?

• Adults and students?

• Assessment—measuring content and HOTS?

CEFPI2008

Technology, Time, Learning and Community

4

• Use of technology inside vs. outside schools?

• Implications of agrarian calendar, 6.5 hour days for

learning, costs?

• Anytime, anywhere learning?

• Schools and the communities they serve?

CEFPI2008

CEFPI 2008 San Diego

Unmaking and Making

High Schools

Frank Kelly, FAIA, SHW Group

CEFPI 2008 San Diego

Frank S. Kelly, FAIASHW Group

fskelly@shwgroup.com

“Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world.”

“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.”

“Our society and its educational institutions seem to have lost sight of the basic purposes of schooling, and of the high expectations and disciplined effort needed to attain them.”A Nation at Risk: The Imperative for Educational ReformThe National Commission on Excellence in Education, April 1983.

CEFPI2008

Industrial Age Traditional Comprehensive High Schools

Question?