From Enrollment to Completion: Supporting Equitable Outcomes in Challenging Coursework. Case Studies in High School Redesign

Autor/inn/en	Madhani, Naureen; Sims, Maddy
Institution	Arizona State University (ASU), Center on Reinventing Public Education (CRPE); Columbia University, Center for Public Research and Leadership (CPRL)
Titel	From Enrollment to Completion: Supporting Equitable Outcomes in Challenging Coursework. Case Studies in High School Redesign
Quelle	(2023), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Course Selection (Students); High School Students; Hispanic American Students; English Language Learners; African American Students; School Districts; Disproportionate Representation; Access to Education; College Preparation; Student Centered Learning; Creative Activities; Academic Advising; Enrollment Trends; Equal Education; Outcomes of Education; Advanced Courses; Educational Strategies; Case Studies; Organizational Change; Student Attitudes; Student Characteristics; Institutional Characteristics; College Readiness; Career Readiness; Connecticut + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; School district; Schulbezirk; Education; Access; Bildung; Zugang; Bildungszugang; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Akademischer Rat; Lernleistung; Schulerfolg; Fortgeschrittenenunterricht; Lehrstrategie; Case study; Fallstudie; Case Study; Organisationswandel; Schülerverhalten
Abstract	Maloney High School, in Meriden, CT, has made significant strides in increasing underrepresented students' access to challenging courses, with content ranging from college preparation to career-oriented learning. Creative student-and-family-centered strategies, which incorporate quantitative data and individual counseling, have increased awareness of these courses and spurred dramatic enrollment increases among all learners, especially among Black and Latinx/Hispanic students and English Language Learners. Meriden district and school leaders know that equitable access to advanced courses does not always result in equitable outcomes from them. The team is now focused on ensuring that underrepresented students enrolling in these courses have the support to complete and excel in them. This case describes the school's current outreach and support strategies and concludes with important questions for school leaders and design teams seeking to address similar challenges. [For the corresponding Case Studies in High School Redesign, see ED626303 and ED626305.] (As Provided).
Anmerkungen	Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01