Making a Big School "Small"

Autor/in	Barker, Andrew P.
Titel	Making a Big School "Small"
Quelle	In: Educational Leadership, 63 (2006) 8, S.76-77 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	High Schools; Individualized Instruction; Student Needs; Minority Group Children; Low Achievement; High School Students; Educational Strategies; Educational Innovation; Grade 10; Grade 9; Minority Groups; Teacher Student Ratio; Hispanic American Students; Washington; Washington Assessment of Student Learning + Suchen Sie Ihr Suchwort? High school; Oberschule; Individualisierender Unterricht; Unterdurchschnittliche Leistung; High schools; Student; Students; Schüler; Schülerin; Studentin; Lehrstrategie; Instructional innovation; Bildungsinnovation; School year 09; 9. Schuljahr; Schuljahr 09; Ethnische Minderheit; Lehrer-Schüler-Relation; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Two years ago, Shorecrest High School in Shoreline, Washington, committed to making each student's sojourn a personalized learning experience, even in a school of 1,500. The teachers at Shorecrest took a closer look at their student population and found out several unmet needs of the significant minority group of students. Among those findings include: (1) Many of the school's 10th graders were not meeting standards on the Washington Assessment of Student Learning (WASL); (2) In the 2004-2005 school year, 15 percent of Shorecrest's 9th graders did not earn enough credits to move up to 10th grade; (3) A majority of Shorecrest's Latino students, the fastest-growing ethnic group on campus, did not pass the 10th grade WASL; and (4) Fifty-five percent of the students show significant risk factors for "low commitment" to school as described by the Washington State Healthy Youth survey. In this article, the author describes how Shorecrest developed four initiatives targeting at-risk segments of its population, which will be phased in over four years. These strategies include: (1) Targeted class size reduction; (2) Advancement Via Individual Determination (AVID); (3) Family partnership program; and (4) Faculty study groups to improve instruction. (Contains 1 footnote.) (ERIC).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10