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High school reform
Currently, high school reform is largely limited to turn-around efforts at Marshall and Harper high schools. What should CPS do to improve high schools?
Currently, high school reform is largely limited to turn-around efforts at Marshall and Harper high schools. What should CPS do to improve high schools?
According to the recent book released by the Consortium on Chicago School Research about the five essential school supports, the introduction of high stakes testing in 1996 interfered with the district's ability to determine which schools were making real improvements. If we could turn back the clock and look carefully at how to coordinate between parents, administration, instruction and instructors and supplemental programming, then we do more of the heavy lifting for improving schools. Of course, none of this is a silver bullet in the midst of horrible unemployment, community disinvestment, etc -- any "gains" can easily come right off the table in an environment that is only good for cut-throat privateers. Turnarounds are nuclear options that kill the patient without so much as providing a diagnosis.
First, let’s define “improvement”. What assessments will be used and how will success be measured. Second, who will be “at the table” defining the above? Do students and parents also have a voice? What about the community, e.g., employers of CPS grads? We already know via Chambers of Commerce findings and workforce projections their defined needs and areas that they have had to provide remediation of incoming employees. Finally, how long are we giving ourselves to actually proclaim this venture “successful”? And, what will happen if it’s not?
This question resurfaces in different forms; likewise with the answers.
--Curriculum: Don’t pursue the “course du jour” or “stay the course”. John and Jane Q. Public will already view this as still another desperate attempt or refusal to “see the light”. There’s already a “backlash” with reports of teachers who will not return to the bargaining table and what they are doing “to earn their keep”. “Back to the basics” must be touted. We know what works for specific schools; many will question why this is not replicated across the board and the disparities of why this occurs. And let’s not forget, “teaching to the test”.
--Provide students with recourse to “barriers” such as child care, resources for meals, etc. Knowing that today’s student does not mirror yesterday’s is critical.
--Parent Engagement – We can’t say enough about this one. Parents are younger, students are being raised by grandparents, parents are less involved, students have more issues, etc. We all know “the drill”, but what are we doing about it? How are we recruiting, engaging, motivating and supporting parents? We seem to do a better job with parents at the elementary school level than beyond.
--Standardization (per ISBE) – Are we actually adhering to the standards?
--Recruit and retain qualified teachers – Enough said.
--Publicize the “good” news, internally and externally. Our headlines scream daily of what’s going wrong. This can certainly be countered with what’s right. If 15% of the students are the troublemakers, why aren’t we talking about the 85%? There certainly should be a better PR campaign both within and outside of the schools; the former is a MUST. “Pump up” students with ongoing reports that “catch them doing something good”.
--Work hand-in-hand with feeder schools. We know the analogy: “Garbage in, garbage out”. Helping them to better prepare and assimilate elementary students will facilitate efforts on the secondary level.
--Partner with area businesses for those students not going to college. This will not only address the “success definition” above, but also keep “idle hands busy”. This can be an extension or parallel to the goal of after school activities.
All of the above is BASIC and has been spoken of at-large, but are we actually doing it?