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TEACHING FOR CIVIC CHARACTER AND ENGAGEMENT
Alternatives to Large, Traditional High Schools: Can They Enhance Students’
Preparation for Work, College & Democracy
Sheldon Berman, Superintendent
Hudson Public Schools, Massachusetts
TEACHING CIVICS AT HUDSON HIGH SCHOOL
9th grade core English-Social Studies course in Civics
Service-learning integrated throughout the curriculum
Modeling democratic decision-makingLeadership development trainingAssessment based on post-high
school voting and volunteerism
9TH GRADE CIVICS AT HUDSON HIGH SCHOOL: GOALS
Essential question: What is an individual’s responsibility for creating a just society?
Developing conceptions of justice and visions of how our community and world could be
Understanding human behavior - how people tend to behave when they live together
Developing the capacity and the skills necessary to participate actively as a citizen in our democracy and in our world
9TH GRADE CIVICS WEAVES TOGETHER
Study of self in relation to societyStudy of the structure of and rationale for
our democratic governmentStudy of events that gave rise to the
Holocaust as a case study in civic ethicsStudy of the 1st Amendment as a case study
in sustaining democratic freedomStudent-designed service-learning projects
that teach the skills of civic engagement
TEACHING CIVIC ENGAGEMENT THROUGH SERVICE-LEARNING
Community Service Learning is a teaching methodology that seeks to engage students in active civic participation through thoughtfully organized service experiences.
SERVICE LEARNING
LEARNING
SERVICE
Low in Service
Low in Learning
Low in Service
High in Learning
High in Service
Low in Learning
High in Service
High in Learning
TYPES OF SERVICE
EducationalEnvironmentalLegislative-Political ActionIntergenerationalHumanitarian
Educational: What topic do we study that my
students could teach to others?
Environmental: What topic could my students learn about by working to help the environment?
Political Action: What topic relates to a current issue about which my students could take a stand?
Humanitarian: What topic could my students learn more about by providing assistance to others?
Intergenerational: What topic could involve students working to help an older or younger generation.
CSL AND EDUCATION REFORM
Key strategy for long-term improvement Provides teachers with an important tool for
enhancing student understanding Supports project-based, inquiry-oriented, student-
active instruction Makes content and standards more meaningful and
understandable Excellent vehicle for performance assessment Helps young people make a school to career
transition Is essential to promoting civic understanding and
engagement
It’s a philosophy!”
“It’s more than a building...
DEMOCRATIC GOVERNANCE
Representative democracy in schools is not effective in building the skills of deliberative dialogue and informed policy decision-making for all students.
Students need to directly experience being a responsible member of a democratic community.
However, this requires creating clusters or small schools within a school where democratic dialogue is possible.
Restructuring Hudson High School as a Laboratory for Democracy
Teams of 100 students in grade 8 and 9 Interest-focused, multi-grade clusters of
relatively equal size (125-150) for grades 10-12
Students stay in cluster for grades 10-12One-hour weekly democratic “town
meetings” within teams and clusters scheduled to discuss cluster/school-related issues or participate in other community-building activities
HUDSON HIGH SCHOOL
Potential large group meeting spaces
THEMATIC CLUSTERS IN GRADES 10-12
Science, Health and the Environment
Business, Engineering and Technology
Communication, Media and the Arts
Public Policy, Service, and Education
CLUSTER MEETING TIME
Week 1: Small group governance meetings in classrooms discussing an issue
Week 2: Whole cluster governance meeting discussing the issue talked about in the small groups the previous week
Week 3: Small group work on service projects in classrooms
Week 4: Large group meeting to hear a speaker
ISSUES FOR LAST YEAR FOOD SERVICE: Students advocated for changes in the food
service program, including serving home cooked, high quality food. The district is in the process of hiring a Chef to improve the food service program.
PARKING: The Community Council with input from clusters decided which students would be able to park in the front lot.
REPRESENTATION ON THE SCHOOL COMMITTEE: The Community Council set up a process for selecting a student to serve on the School Committee.
CLUSTER CREDIT: Students concerned a variety of strategies for providing recognition and accountability for cluster time, including whether students should receive credit and a grade for cluster time.
DRESS CODE: Initiated in response to faculty concern, students are reexamining the dress code for the high school.
ADVANTAGES OF CLUSTERING/TEAMING
A stronger sense of community Richer relationships between faculty and students Personalized school environment More meaningful instructional program More stimulating professional culture for staff Engagement of all students in consistent and
meaningful service-learning experiences Engagement of all students in decision-making about
school issues that promotes ethical development Improved academic performance
DIRECT INSTRUCTION IN STUDENT LEADERSHIP
Student Leadership CollaborativeStudent leadership conferencesSummer leadership instituteFull day leadership trainingWorkshops for faculty advisorsFor the future…a virtual leadership
course and student network
PERCENT OF 10TH GRADERS AT PROFICIENT AND ADVANCED IN ELA 1999-2004
48
57
61
74
67
76
3436
51
5961
63
30
40
50
60
70
80
99 00 01 02 03 04
HUDSON STATE
PERCENT OF 10TH GRADERS AT PROFICIENT AND ADVANCED IN MATH 1999-2004
35
4947
50
55
69
24
33
45 44
51
57
20
25
30
35
40
45
50
55
60
65
70
99 00 01 02 03 04
HUDSON STATE
CLASS OF % TAKING SAT VERBAL MATH1998 90% 498 4861999 88% 489 4782000 85% 498 4852001 84% 523 5242002 90% 507 5202003 86% 513 5272004 91% 521 533
NAT'L AVE 60% 508 518
MEAN SAT SCORES FOR HUDSON HIGH SCHOOL
STUDENT ENROLLED IN ADVANCED PLACEMENT COURSES .
166 163
258240
75
225
83118
0
50
100
150
200
250
300
FY98 FY99 FY00 FY01 FY02 FY03 FY04 FY05
OVERALL SATISFACTION WITH HUDSON HIGH SCHOOL
0% 0%
53%
31%
16%
0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5
RATING 1 (NOT SATISFIED) TO 5 (VERY SATISFIED)
PREPARED ABOUT THE
SAME54%
NOT AS WELL
PREPARED6%
BETTER PREPARED
40%
PREPARATION: CLASS OF 2003PREPARATION: CLASS OF 2003
SETTING HIGH STANDARDS FOR QUALITY WORK: CLASS OF 2003
0%4%
20%
55%
22%
0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5
RATING 1 (NOT WELL) TO 5 (VERY WELL)
PROMOTING RESPECT FOR CLASS OF 2003: HOW
WELL HHS PROMOTES RESPECT
0.0%
10.2%12.2%
51.0%
26.5%
0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5
NOT WELL (1) TO VERY WELL (5)
CLASSTOTAL
RESPONSES YES % NO %2001 31 30 96.8% 1 3.2%2002 32 29 90.6% 3 9.4%2003 50 46 92.0% 4 8.0%TOTAL 113 105 92.9% 8 7.1%
At Hudson High School was there a teacher/coach/staff member who was particularly helpful and a positive influence on you?
POSITIVE ADULT INFLUENCE
CIVIC ENGAGEMENTCIVIC ENGAGEMENT
CLASSREGISTERED
TO VOTEPERCENT
REGISTERED VOTEDPERCENT VOTED
PERFORMED COMMUNITY
SERVICE
PERCENT PERFORMED COMMUNITY
SERVICE2001 18 58.1% 10 32.3% 18 58.1%2002 19 55.9% 6 17.6% 20 58.8%2003 41 80.4% 31 60.8% 32 62.7%TOTAL 78 67.2% 47 40.5% 70 60.3%
CIVIC ENGAGEMENT OF HUDSON ALUMNI
THE RESULTS
Young people begin to: understand the meaning of the common good, appreciate that their actions have consequences
for others and the community at large, and develop a sense of relatedness to and
responsibility for the larger human community.