Dive Brief:
- A clear vision for change and the willingness to reform traditional learning practices are helping six New England high schools work toward sustained improved outcomes for students, according to a study released Monday and conducted by the Center for Reinventing Public Education and the Center for Public Research and Leadership.
- The schools that were studied deliberately shifted school designs, instructional models and policies to embrace a vision that every student will go on to lead "a good life" that includes preparing them for success on their own terms, including whether that's college or a career right after graduation.
- While pandemic-related school closures slowed some innovation efforts, it also strengthened the resolve for new high school approaches and awareness of inequities for marginalized students, the study said.
Dive Insight:
For the study, the nonprofit education research centers conducted 266 interviews of students, educators and families from April 2022 to November 2023. The participants represented urban, suburban and rural schools. While the findings were not designed to represent all high schools nationally, the study said they can be relevant and actionable for anyone who wants to improve high school education.
"These schools revealed to us a challenging blueprint for the future of high school that many educators are already progressing toward," a report on the study said.
That blueprint includes:
- The need for designing and strengthening instruction to offer flexibility without lowering expectations.
- Creating systems that support every student in developing a high-quality, individualized postsecondary plan.
- Leveraging data that measure the experiences and outcomes that point to student success.
- Building systemic capacity to sustain innovation over time.
Specifically, the study points to how the unnamed schools challenged traditional assumptions that all students should be on a path toward college. Researchers attributed that shift to the recognition of viable non-degree career pathways, as well as a greater focus on student and family priorities.
All of the schools studied had supports for students' mental health and wellbeing. Many of the students interviewed said they needed their schools to be supportive and flexible as they face hardships and competing demands that are often outside of their control.
Two of the schools studied offered individualized mentoring and counseling to ensure students felt “known” and cared for. Other schools had different approaches for making sure each student regularly touched base with an adult about progress, opportunities and extra support.
Regarding postsecondary preparation, one school had every student participate in at least one career-oriented class before graduation. Several other schools hosted workforce roundtables with local employers, helped students identify job shadow opportunities, and organized career nights for students and families. Another school launched a career center that will pilot new career-connected courses and learning opportunities.
While the study said there is optimism for high school reforms that include individualized and flexible supports, there are roadblocks to innovation that will require support from policymakers and community members. Some of the recommendations include the sharing of best practices, reviews of accountability systems, and improved access to free mental health counseling and transportation.
