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May 2008 | Volume 65 | Number 8
Reshaping High Schools
In "High Schools at the Tipping Point," Bob Wise states that U.S. high schools are failing because they were "never designed to meet today's moral and economic demands of graduating all students" (p. 9). Despite these changing demands, Wise notes that the typical high school education has remained virtually unchanged since the current system was developed in the early 20th century.
Several authors in this issue explore models for changing high schools to better meet students' needs. In "Bringing Industry to the Classroom," Gary Hoachlander describes the Pathways model, which integrates college-preparatory curriculum with career and technical education. Janet Quint offers snapshots of Talent Development, First Things First, and career academies in "Lessons from Leading Models."
In "The Linchpin Year," Billie Donegan asserts that "when it comes to changing 9th grade, words abound, but actions are few" (p. 54). She encourages schools to go beyond offering "time-consuming, glitzy programs that often yield little result" (pp. 54–55). Instead, she asks school leaders to change their staffing and scheduling patterns to better support 9th graders.
Mary Hatwood Futrell and Joel Gomez critique the practice of tracking in "How Tracking Creates a Poverty of Learning." They believe that tracking often puts low-income and minority students at a disadvantage because they are disproportionately placed in lower-level tracks.
Copyright © 2008 by Association for Supervision and Curriculum Development
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