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Descriptors:
Community Colleges; Educational Change; Case Studies; High Schools; Dual Enrollment; Program Effectiveness; Educational Policy; Interviews; Models; Student Motivation; Program Design; Change Strategies

Abstract:
The research reported in this paper examined a set of innovative high school programs on community college campuses. Specifically, a full-time dual enrollment program and 4 middle college high schools were studied. The authors used in-depth interviews and observational data to investigate the structure, processes, and perceptions of effectiveness of the programs. The study found multiple missions for these programs and identified common features that appear to play an important role in their formation and relative success. Although constituent perceptions of effectiveness were overwhelmingly positive, the programs did not systematically collect and analyze empirical evidence of their effectiveness. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; Campuses; College School Cooperation; Guidance Programs; Laboratory Schools; Educational Planning; Design Requirements; Case Studies; Strategic Planning

Abstract:
The purpose of this planning tool is to provide educators with a road map for developing a high school/college collaborative program on a college campus. The tool is designed to guide the user through decisions about building a high school/postsecondary education partnership, developing a planning team, building a program of study, developing a budget, and planning for strong public relations. This tool is based on findings from five case studies of high schools located on college campuses. Appended are four planning and assessment schematic charts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (115K)

Descriptors:
Academic Achievement; Achievement; Cooperation; Educational Environment; Elementary Secondary Education; High Achievement; Institutional Environment; Learning; Learning Strategies; Organizational Climate; Performance; School Culture; Shared Resources and Services; Standards; Success

Abstract:
A high-performance learning culture is one in which each individual member is expected to perform to high standards. Based on review of the literature and research this short concept paper for trainers presents a conceptual framework for creating high-perform learning communities. The framework embodies five components: (1) vision; (2) mission; (3) core beliefs concerned with ability and achievement, efficacy and efforts, and power and control; (4) strategic structures, which include the physical environment, rules, procedures, policies, and relationships; and (5) distributed accountability, or collective responsibility, for learning. The paper asserts that the components of this framework are dynamic and interactive and that the framework organizes the elements to facilitate school leaders' understanding of the interconnectedness of the components. The framework also serves to guide and support strategic interventions intended to strengthen school culture. Additionally, the framework is meant to be an action-oriented blueprint for use by leaders who want to create a culture that supports learning. The paper contains a graphic representation of the framework and nine references. (WFA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (150K)

Descriptors:
Academic Achievement; Cooperation; Curriculum Development; Educational Improvement; Elementary Secondary Education; Evaluation; Leadership; Literature Reviews; Planning; Poverty; School Culture; School Effectiveness

Abstract:
This report explores the literature on developing and sustaining high-performing schools. First, common characteristics of low-performing schools are described, such as the combination of community poverty, low expectations for student achievement, high teacher absenteeism, and high rates of teacher turnover. Schools that succeed despite poverty show a strong focus on the instructional program, a strong planning process focused on improving student achievement, and a culture of collaboration among teaching staff and administration. Some short-term strategies for moving schools forward quickly include aligning written and taught curricula with standards, aligning local and classroom assessment with curriculum, monitoring student progress, and analyzing student achievement data to identify critical needs. Improvement can be sustained by determining the readiness of the faculty and community to change practices, and developing a common vision, mission, values, and core beliefs for student achievement. External facilitation can assist school personnel in assessing needs and developing strategic improvement plans. Federal funds can be targeted to help low-performing schools improve student achievement. To ensure strong school leadership, school districts must provide professional development opportunities for school leaders and establish a culture that encourages distributing leadership functions to members of the school and community. (Contains 53 references.) (RT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (371K)