Improving Low High School Reform

Decent Essays

This paper is the first in a series that describes ongoing findings from our work in helping low-performing high schools become more student-centered, personalized, and intellectually rigorous through the implementation of the Breaking Ranks Model of High School Reform. The model offers a capacity-building approach to school improvement based on the recommendations of Breaking Ranks: Changing an American Institution, which was produced by the National Association of Secondary School Principals (NASSP) in partnership with the Carnegie Foundation for the Advancement of Teaching. Data-Driven High School Reform presents a synthesis of the research literature on data driven school improvement, along with illustrative summaries of how the schools with which we are working are using data to support systemic high school reform. This paper highlights the capacities that are essential to data-driven school reform, how we have assisted schools to build these capacities, what we have learned about overcoming barriers to data use, and examples of strategies that promote the use of data for improvement.

Four Barriers to Effective Data-Driven Teacher Leadership:

1. Improvement in student Learning:
The need to improve student learning in low-performing high schools is often complicated by inadequate knowledge
2. Inflexibility in the use of time and space:
Is a barrier to providing the differentiated instruction that ensures equitable access across all student populations

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