cefpi 2008 san diego
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CEFPI 2008 San Diego. Unmaking and Making. High. Schools. Mini Symposium Unmaking and Making High Schools. CEFPI 2008. 1:00-1:50 Opening Remarks, High School Principles Frank Kelly 1:50-2:40 Principles for 21 st Century High Schools Small Group Discussions - PowerPoint PPT PresentationTRANSCRIPT
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
CEFPI2008
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
CEFPI2008
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
CEFPI2008
Industrial Age Traditional Comprehensive High Schools
21st Century Kids
Paper based teaching materials and libraries in a digital world
CEFPI2008
Industrial Age Traditional Comprehensive High Schools
21st Century Kids
Digital technology is not critical to instruction
CEFPI2008
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
CEFPI2008
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
“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?