Bloomfield High School: Diversity Spurs Growth

Titel	Bloomfield High School: Diversity Spurs Growth
Quelle	In: Principal Leadership, 12 (2012) 9, S.20-25 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Academic Achievement; Economically Disadvantaged; Achievement Gap; High Schools; Special Education; Professional Development; Special Education Teachers; Educational Improvement; New Jersey + Suchen Sie Ihr Suchwort? Schulleistung; High school; Oberschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Teaching improvement; Unterrichtsentwicklung
Abstract	Changing the culture of a large, diverse high school from a place of teaching to a place of learning requires determination and the commitment of the entire school staff. Documented academic growth for all students and reduced achievement gaps over the last five years have demonstrated that Bloomfield (New Jersey) High School has made this transformation. That consistent growth in student achievement over time led to Bloomfield being named a 2010 National Title I Distinguished School. Bloomfield is a microcosm of the United States. Its nearly 2,000 students--45% of whom are economically disadvantaged and 16% of who receive special education services--are almost equally Black, White, and Hispanic. The school proudly points to a long list of structural adjustments, curricular improvements, and professional development offerings that support student growth. Structural adjustments include changing the bell schedule, eliminating basic skills classes, and revising grading practices. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10