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Inclex
A
Ability, perceptions of, 36
Academic counseling, 146-150
"Academic press," 6n, 104, 218
Academic values and goals (I Want to)
active participation, 50
collaborative activities, 51-52
emphasis on high-order thinking, 49-50
meaningful connections to students'
culture and lives outside school, 52-
53
promoting, 47-54
variety, 51
Accountability
findings and recommendations, 216-217
for high school reform, public and
visible, 204
suggestions for research, 217
Achievement
emphasis on, 174-175
structure of, 75
"Achievement for Latinos through
Academic Success" (ALAS), 161n
Active engagement, 1, 50
Activities, collaborative, 51-52
AddHealth sample, 54
Adler, Mortimer, 210
275
Adolescent engagement and learning
redesigning high school courses and
instructional methods to increase, 4,
214
Adolescent learning strategies, teachers
being provided with training and
continued practice in implementing,
4-5, 215-216
Adolescent Society, TI7e, 98
Adolescents
activities of, 13-14
needs of, 15
Adult-student relationships, allowing for
closer, 172-173
Adults
professional learning communities for,
192-193
spending time with adolescents, 8-9,
221-222
Advanced Placement courses, 110, 219
Advantaged students, 1
African-American students, 22, 24, 26, 36,
39, 41, 43, 46, 61, 76, 82-83, 104n,
110-111, 134-137
African-American Vernacular English, 66-
67
After-school programs, 47, 166-167
ALAS. See "Achievement for Latinos
through Academic Success"
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276
Alcohol prevention and rehabilitation
programs, 154-155
Algebra Project, 85-86, 89
Alienation, feelings of, 48
American Express, 170
American School Counselor Association,
147, 153
America's Choice Comprehensive Design
Network, 205
Ames, Carol, 269
Annenberg Institute for School Reform, 105
Annie E. Casey Foundation, 21
Antiacademic behaviors, 137, 140
Antisocial behaviors, 140
Anxiety disorders, 163
Asian students, 22, 83, 110
Assessment, 47
frequent, 69, 84
of schools, teachers, and students, 5-6,
217
Assets, developing, 165-167
ATLAS Communities, 195n, 205-206
Attribution, patterns of, 36
Authentic tasks, 66
Autonomy in selecting tasks and methods,
increasing for students, 173-174
Aviation High School, 168, 171
B
Barker, Roger, 114
BBN Corporation, 207
Behavioral problems, and dropping out, 150
Belonging, promoting a sense of, 53-55
Beloved, 63
class discussion of, 94-95
Bennett, William J., 209
Berndt, Thomas J., 270
Big School, Small School: High School Size
and Student Behavior, 114
Biotechnology academies, 180
Boring classrooms, 18
Boston Plan for Excellence in the Public
Schools, 19
"Bright Futures" scholarships, 40
Bronfenbrenner, Urie, 18
Brown University, 205-206
Buy-ins sought, before committing to work
with a high school, 196
INDEX
C
Career Academies Support Network, 170n
Career counseling, 146-150
Career pathways, developing, 176
Caring, 42, 53
Carnegie Council on Policy Studies in
Higher Education, 175n
Carnegie Foundation, 188
Casey Foundation, 21
Catholic schools, 45, 83, 100, 109, 123
CCSP. See Coalition Campus Schools
Project
CELA. See Center for English Learning and
Achievement
Center for Collaborative Education, 72
Center for English Learning and
Achievement (CELA), 71
Center for Research in Human
Development and Education
(CRHDE), 206
Center for Research on the Education of
Students Placed at Risk (CRESPAR),
210
Central Park East Secondary School, 107
CES. See Coalition of Essential Schools
CFL. See Community for Learning
Challenging instruction, 68, 83
replacing tracking by ability, 6-7, 219-
220
See also "Academic press"
Challenging standards, schools helping all
high school students meet, 5, 216-
217
Change process, 30, 196-201
agreement at federal, state, and district
level about high school reform, 203
buy-ins sought before committing to
~ cam
work with a high school, 196
data used to initiate, inform, monitor,
refine, and sustain reform, 197-198
design developer involvement, 198
factors fostering higher quality
implementation, 200-201
fixed expectations or nonnegotiable
requirements brought by the design
staff, 196-197
initiation and progression of, 198
stakeholder roles in implementing, 198-
200
Chicago School Reform Act, 123
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INDEX
Classroom-based assessment, of students'
understanding and skills, teachers
employing ongoing, 4, 214-215
Classrooms
boring, 18
engagement beyond, 54-55
Clear standards, 192-193
CMSAs. See Consolidated metropolitan
. .
statlstlca areas
Co-morbidity factors, 151, 163-164
Co-NECT, 195n, 207
Coalition Campus Schools Project (CCSP),
72-74, 107
Coalition for Community Schools, 127n,
133, 164-165
Coalition of Essential Schools (CES), 195,
205-206
Cognition and Learning Technology Group,
131
Cognitive test performance, 42
Cole, Emily, 129-130, 270
Coleman, James, 98
Collaborative activities, 51-52
Collective identity, 42
"College and career" programs, 169
Comer, James, 270
Commission on Precollege Guidance and
Counseling, 147, 153
Common Principles, 206
" Communality, " 42, 99
Communities
connecting high schools to, 127-132,
163-165
schools as, 99
Communities in Schools, 130
Community for Learning (CFL), 195n, 206
Community Learning Centers, 166n
"Community schools," 164
Community service, 52-53
Competence
feelings of, 35, 55
perceptions of, 34-37
promoting perceptions of, 44-47
" Complex instruction, " 112
Comprehensive high school reform designs,
187-210
America's Choice, 205
ATLAS Communities, 205-206
brief descriptions of, 205-210
Co-NECT, 207
Coalition of Essential Schools, 206
277
Community for Learning, 206
Edison Schools, 207
Expeditionary Learning Outward
Bound, 208
factors helping to scale up high school
reform, 201-204
First Things First, 208
High Schools That Work, 209
implementation strategies, 189-194
Modern Red Schoolhouse, 209
Paideia, 210
the process of change, 196-201
research evidence, 194-196
selected models, 190
Talent Development High School, 210
Conceptual understanding, examining in
assessment of schools, teachers, and
students, 5-6, 217
Conditions, of engagement, 31-59
Connecting schools with other resources,
127-132, 221-223
El Puente Academy for Peace and
Justice, 128-129
findings and recommendations, 221-222
Project GRAD, 129-131
Services Learning, 131-132
suggestions for research, 222-223
. ~
(;onnectlons, ~
difficulty of developing and sustaining,
132-133
to families, 123-127
social, 42-43
Connell, James, 270-271
Consolidated metropolitan statistical areas
(CMSAs), 21
Contexts, of engagement, 33, 44-54
Control, perceptions of, 34-37, 44-47
Council of Great City Schools, 21
Counseling
career and academic, 146-150
diffusing responsibility among all school
staff, including teachers, with
professional backup, 7-8, 220-221
mental health, 150-154
Cremin, Lawrence, 121-122
CRESPAR. See Center for Research on the
Education of Students Placed at Risk
CRHDE. See Center for Research in Human
Development and Education
Critical thinking, examining in assessment
of schools, teachers, and students, 5-
6, 217
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278
Crowds, peer, 138-139
Cultural Modeling Framework, 66, 89
Cultures
capitalizing on, 66-67
peer, 133-138
Curricula
challenging, 174-175
integrated, 69-70
meaningful and engaging, 192-193
D
Data, 22n
. . . . . . .. .
to initiate, inform, monitor, reline, and
sustain reform, 197-198
NAEP, 84, 135-136
Democratic classroom principles, 106-107
Depressive symptoms, 151, 163
Design developer involvement, 198
Dewey, John, 16, 169
Disengagement
consequences of, 1
dropping out as the ultimate, 24-25
of students in urban high schools, 13-30
Disidentification, 135
Distress, externalized, 151
Districts
restructuring high schools to create
smaller learning communities
offering stronger personal
relationships between teachers and
students, 6, 218-219
role of leaders and personnel in
implementation, 199-200
supportive, with effective leadership, 201
Dropping out, 2
and behavioral or emotional problems,
150
graduation rates for urban school
districts, by race/ethnicity, 25
prevention-intervention programs, 142
as the ultimate in disengagement, 24-25
Drug prevention and rehabilitation
programs, 154-155
E
Economic marginalization, 1
Edison Schools, 189, 195n, 207
Education Development Center, 205
INDEX
"Education through occupations"
approaches, 170, 174
Education through theme-based learning
communities, 168-186
evidence from outcome evaluations,
179-184
perceptions of students and teachers,
177-179
. . . .
practices en. :lanclng motivation ant .
engagement, 172-177
Education Trust, 26-27, 61-62, 162n
Education Week, 56
Educational pathways
developing, 176
promoting intellectual engagement, 34
Educational Technologies Group, 207
Effective literacy programs, 71-75
Coalition Campus Schools Project, 72-
74
literacy instructions in high-performing
schools in low-income communities,
71-72
School Achievement Structure, 75
Strategic Literacy Project, 74
Effective mathematics programs, 85-88
The Algebra Project, 85-86
Mathematics Engineering Science
Achievement program, 86-87
Quantitative Understanding: Amplifying
Student Achievement and Reasoning
Project, 87-88
Effective pedagogies for literacy, 64-70
authentic tasks, 66
capitalizing on cultural knowledge, 66-
67
course in integrated world cultures, 70
explicit instruction, 68-69
frequent feedback from assessments, 69
integrated curricula, 69-70
personalized relationships, 65
rigorous and challenging instruction, 68
study guide for A Separate Peace, 68
use of multiple resources, 67-68
Effective pedagogies for mathematics, 78-85
with access to technology, 84-85
accessible in native language, 81
frequent assessment and feedback, 84
peer collaboration, 82-83
personal relevance, 80-81
rigorous and challenging instruction, 83
using authentic open-ended problems,
81-82
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INDEX
Effective Schools Models, 75
El Puente Academy for Peace and Justice,
128-129
Electrical Academy, 170
ELOB. See Expeditionary Learning
Outward Bound
Emotional problems, and dropping out, 150
Encouragement, 45-46
Engagement
active, 1
beyond the classroom, 54-55
beyond the school, 55-58
context of, 33
defined, 31-33
educational conditions promoting
intellectual, 34
goals for, 58-59
nature and conditions of, 31-59
psychological mediators of, 33-44
of students in urban high schools, 13-30
English as a Second Language (ESL), 111
English classes, 51
Environments
creating well-structured, with clear,
meaningful purposes, 174
focusing on school, 158-159
ESL. See English as a Second Language
Ethnographic studies, 109, 137
"Ethos," 98
Evaluation. See Assessment
Expectations, 37
fixed, brought by the design staff, 196-
197
high, 174-175
Expeditionary Learning Outward Bound
(ELOB), 195n, 208
Externalized distress, 151
Extrinsic goals and incentives, 39-42
Extrinsic rewards, 41-42
F
Families, connections to, 123-127
"Family-like atmosphere," 173
Federal school breakfast and lunch
programs, 154-155
Feedback, frequent, 69, 84
Findings and recommendations
about accountability, 216-217
about connecting schools with other
resources, 221-222
279
about high school communities
conducive to learning, 217-220
about standards, 216-217
about teaching and learning, 213-215
Fine, Michelle, 271
First Things First (FTF), 126, 160-161,
195n, 198, 208
Fixed expectations, brought by the design
staff, 196-197
Fixed intelligence, notion of, 36
"Flagship" schools, 199
Friendship groups, 141-143
FTF. See First Things First
"Full-service schools, " 164
G
Gangs, 140-141
Gates Foundation, 117, 188
"Gear-Up," 40
Gender differences, 76
Goals
for engagement, 58-59
extrinsic, 39-42
See also Values and goals
Goals 2000 Educate America Act, 123
Grant Foundation, 19
Gross, Ruth T., 271
Groups, friendship, 141-143
Growing Up Absurd, 175
Grubb, W. Norton, 271-272
Guidance duties, diffusing among all school
staff, including teachers, with
professional backup, 7-8, 220-221
Guidebook of tile Center for Mental HealtI7
in Schools, 158n
Gump, Paul, 114
Gutierrez, Rochelle, 272
H
Harvard University, 166n, 205
Health clinics, 154-155
High expectations, 174-175
See also "Academic press"
High-order thinking, 49-50
High-performing schools, 27n, 71
High School and Beyond Longitudinal
Study, 100, 108-109, 113, 184
High school communities conducive to
learning, 217-221
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280
findings and recommendations, 217-220
suggestions for research, 220-221
High School of the Performing Arts, 171
High schools
student engagement and disengagement
in urban, 13-30
See also Comprehensive high school
reform designs; Urban high school
students
High Schools That Work (HSTW), 195n,
198, 209
High standards, 17n, 192-193
and democratic values in urban high
schools, 16-17
High Tech High, 171
Higher quality implementation, 200-201
clear communication between model
developers and schools, 201
effective training, 201
few competing demands on time from
other reform projects, 201
high levels of support and commitment
by teachers, 200
school focus on instructional change, 201
strong principal leadership, 201
supportive district with effective
leadership, 201
Hispanic students, 22, 24, 26
Homework, not keeping up with, 35
HOPE Scholarship program, 40-41
House, Reese, 162n
Housing conditions, 158
HSTW. See High Schools That Work
Hudson Institute, 209
I
I Belong, social connectedness, 42-43
I Can, perceptions of competence and
control, 34-37
"I Have a Dream," 40
I Want to, values and goals, 37-42
Identity, collective, 42
Implementation, 189-194
a clear conception of high school reform,
204
high and clear standards, 192-193
higher quality, 200-201
meaningful and engaging pedagogy and
curriculum, 192-193
INDEX
personalization of school experience,
192-193
professional learning communities for
adults, 192-193
of recommendations, challenges of, 9-
11, 223-225
stakeholder roles in, 198-200
Incentives, extrinsic, 39-42
Incompetence, feelings of, 35, 54-55
Institute for Research and Reform in
Education, 170, 173, 195, 208
Institute of Medicine, 18, 99, 127, 151
Instruction
explicit, 68-69
rigorous and challenging, 68, 83
Instructional change, school focus on, 201
Integrated curricula, 69-70
Integrated world cultures, course in, 70
Intellectual engagement, 34
Internalized values, 38-39
International High School, 107
Intrinsic interest, 38
J
James Monroe High School, 107
Jeff Davis High School, 129-131
"Jigsaw Classroom," 52
John F. Kennedy School of Government,
166n
Johns Hopkins University, 171, 210
Julia Richman High School, 107
K
Kaiser Family Foundation, 13
L
Latino students, 22, 24, 26, 36, 46-49, 61,
76, 82, 89, 106, 110, 134n, 161
Leadership, 201
Learning contexts
engaging, 44-54
promoting academic values and goals,
47-53
. . ,
promoting perceptions ot competence
and control, 44-47
See also Teaching and learning
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INDEX
Lee, Carol, 272-273
Lee, Valerie, 92, 94-95
"Lesson" study, 91
Literacy, 61-75
effective programs, 71-75
features of effective pedagogies for, 64-
70
literacy tracking and student
engagement, 64
reading as problem solving, 62-63
teaching and learning about, 61-75
"Looping, " 107
. . . . .
. _ow-mcome commumtles
effect on learning, 15, 46, 125, 145,
158, 204, 211-212
literacy instructions in high-performing
schools in, 71-72
M
Magnet schools, 183-184, 186
Manpower Demonstration Research
Corporation (MDRC), 178, 181-
182, 185
Marginalization, 1
Marijuana availability, 140
Maryland State Functional Exams, 182
Mathematics, 75-88
effective programs, 85-88
features of effective pedagogy for, 78-85
as the science of patterns, 77-78
teaching and learning about, 75-88
Mathematics Engineering Science
Achievement (MESA) program, 86-
87, 89
McDill, Edward L., 273
MDRC. See Manpower Demonstration
Research Corporation
Meaningful connections, to students' culture
and lives outside school, 52-53
Mediators, of engagement, psychological,
33-44
Medical intervention, 158
Meeting nonacademic needs of students,
145-167
innovations in, 157-167
traditional approaches, 146-157
Mental health counseling, 150-154
MESA. See Mathematics Engineering
Science Achievement program
281
Messages, consistent, 121-122
Metropolitan Life Foundation, 162n
survey by, 45, 49, 58-59, 136
Metropolitan statistical areas (MSAs), 21
Miller, Linda, 162n
Model developers, clear communication
with schools, 201
Modern Red Schoolhouse, 209
Morrison, Toni, 63, 94-95
Moses, Robert, 85
Motivation and engagement, 13-14, 31n,
57-58, 172-177, 211
allowing for close adult-student
relationships, 172-173
creating well-structured environments
with clear, meaningful purposes, 174
developing education and career
pathways, 176
giving students multiple avenues for
success, 175-176
.
increasing stuc ent autonomy in se acting
tasks and methods, 173-174
providing challenging curricula, high
expectations, and emphasis on
achievement, 174-175
MSAs. See Metropolitan statistical areas
Multiple resources, use of, 67-68
N
NAEP. See National Assessment of
Educational Progress
NASSP. See National Association of
Secondary School Principals
National Academy Foundation, 170n
National Advisory Mental Health Council
152
National Alliance for Restructuring
Education. See America's Choice
Comprehensive Design Network
National Assessment of Educational
Progress (NAEP), 26, 61, 76, 91, 209
National Association of Secondary School
Principals (NASSP), 160
National Center for Education Statistics
(NCES), 18-19, 22, 28, 79, 100, 131
National Center on Education and the
Economy, 205
National Coalition of Advocates for
Students, 127
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282
National Commission on Teaching and
America's Future, 76
National Commission on Youth, 175n
National Community Building Network,
127n
National Co-Morbidity Study, 151
National Council of Teachers of
Mathematics (NCTM), 77-79
National Education Longitudinal Study
(NELS), 40, 64, 100, 104, 109, 114,
123-124, 184
National Longitudinal Study of Adolescent
Health, 154, 158
National Longitudinal Survey of Youth, 22
National Network of Partnership Schools,
133n
National Paideia Center, 210
National Panel on High School and
Adolescent Education, 175n
National Research Council, 13-14, 16-18,
22-23, 27-28, 44, 49, 56-57, 69, 99,
127, 131
National School Counselor Training
Initiative, 162-163
National Science Foundation, 89
National Youth Employment Coalition,
25
Native Americans, 22n
Native language, instruction accessible in,
81
NCES. See National Center for Education
~ . .
Statistics
NCES High School Completion Rates, 24n
NCTM. See National Council of Teachers
of Mathematics
Needs of students, nonacademic, meeting,
145-167
Neighborhood conditions, 23
Neighborhood violence, 158
NELS. See National Education Longitudinal
Study
New American High Schools, 171, 205-209
New Visions initiative, 128
"New voc" programs, 173
New York Regents exams, 73
Nigerian culture, 70
Nonacademic needs of students, meeting,
145-167
Nonnegotiable requirements, brought by the
design staff, 196-197
INDEX
o
Office for Civil Rights, 106
Office of Technology Assessment, 152
p
Paideia, 210
Paideia Proposal: An Educational
Manifesto, 210
Panel on Youth, 175n
"Parallel career planning," 184-185
Participation, active, 50
Partnership Academies, 170
Patterns, mathematics as the science of, 77-
78
Patterson High School, 182, 210
Pedagogy
meaningful and engaging, 192-193
reforming, 159
of vocational education, 173n
See also Effective pedagogies for literacy;
Effective pedagogies for mathematics
Peers, 133-143
collaboration among, 82-83
friendship groups, 141-143
gangs, 140-141
peer crowds, 138-139
peer cultures, 133-138
Perceptions of competence and control (I
Can), 34-37
promoting, 44-47
"Personal adjustment," 150
Personal relevance, 80-81
Personalization, of school experience, 192-
193
Personalized relationships, 65
Poverty. See Low-income communities
Pregnancy prevention programs, 154-155
Pressing students. See "Academic press"
Principal Leadership, 172
Principals, strong leadership from, 201
Problem-oriented approach, 158
Problem solving, reading as, 62-63
Problems (in math), using authentic and
open-ended, 81-82
Professional learning communities, for
adults, 192-193
Progress needed
in engagement, 58-59
in mechanisms for examining in high
school reform, 204
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INDEX
Project Achieve program, 116
Project GRAD, 40,129-131
Project Zero, 205
Promotion
of academic values and goals (I Want
to), 47-53
of perceptions of competence and
control (I Can), 44-47
of a sense of belonging, 53-54
Psychological mediators of engagement, 2,
33-44
educational conditions promoting
intellectual engagement, 34
perceptions of competence and control (I
Can), 34-37
social connectedness (I Belong), 42-43
values and goals (I Want to), 37-42
Psychosocial development, healthy, 18
Public Agenda phone survey, 42,50
Public will, waning, 203
Puente Program, 161,163
Q
Quantitative Understanding: Amplifying
Student Achievement and Reasoning
(QUASAR) Project, 87-88
QUASAR. See Quantitative Understanding:
Amplifying Student Achievement and
Reasoning Project
R
Race/ethnicity
graduation rates for urban school
districts, 25
urban high school student percentages
by, 22
Racism, effect on learning, 15
Reading as problem solving, 62-63
Reading skills, discipline-specific, 69
Recommendations, 3-9,213-223
that assessment of schools, teachers, and
students examine critical thinking
and conceptual understanding, 5-6,
217
that communication, coordination, and
trust be improved among all adults
spending time with adolescents, 8-9,
221-222
283
that districts restructure high schools to
create smaller learning communities
offering stronger personal
relationships between teachers and
students, 6,218-219
that guidance and counseling duties be
diffused among all school staff,
including teachers, with professional
backup, 7-8,220-221
that high school courses and
instructional methods be redesigned
to increase adolescent engagement
and learning, 4,214
implementing, 9-11, 223-225
that schools coordinate more with
community social and health services,
better facilitating student access, 9,
222-223
that schools help all high school students
meet challenging standards, 5,216-
217
that teachers be provided training and
continued practice in implementing
adolescent learning strategies, 4-5,
215-216
that teachers employ ongoing classroom-
based assessment of students'
understanding and skills, 4,214-215
that tracking by ability be replaced by
offering challenging instruction to
students at all skill levels
simultaneously, 6-7,219-220
Reforming schools
potential of, 27-29
See also Comprehensive high school
reform designs; Scaling up high
school reform
" Relational trust, " 102- 103
Relationships, personalized, 65
Relevance, personal, 80-81
Requirements, nonnegotiable, brought by
the design staff, 196-197
Research suggestions
for accountability, 217
for connecting schools with other
resources, 222-223
for high school communities conducive
to learning, 220-221
for standards, 217
for teaching and learning, 215-216
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284
Resources for high school reform
adequate, 204
specification of needed, 204
use of multiple, 67-68
Restructuring roles and responsibilities,
159-163
Rewards, extrinsic, 41-42
Rigorous instruction, 68, 83
Rumberger, Russell, 273
Russo, Carmen Varela, 273
Rutter, Michael, 98-99
S
SAS. See School Achievement Structure
SAT. See Scholastic Aptitude Test
Scaling up high school reform, 201-204
adequate resources available, 204
agreement at federal, state, and district
level about changes needed, 203
a clear conception of how change is to
be implemented, 204
common indicators of how success is to
be measured, 203-204
mechanisms for examining progress, 204
public and visible accountability, 204
specification of needed resources, 204
spelled-out timeline, 204
Scholastic Aptitude Test (SAT) scores, 61,
73
School Achievement Structure (SAS), 75
Ten Routines of, 75
School administrators, role in
implementation, 199
School-based clinics, 163
School breakfast and lunch programs,
federal, 154-155
"School-centric" reform initiatives, 121
School climate, 97-107
conceptualizing, 97-100
effect on engagement and learning, 100-
105
policies for "trouble-makers," 105-107
School Development Program, 205
School-family-community connections, 121-
133
connecting with communities, 127-132
connections to families, 123-127
consistent messages, 121-122
difficulty of developing and sustaining
such connections, 132-133
INDEX
School size, 113-118
what really matters within small schools,
116-118
School-to-Work Opportunities Act, 168
School-to-work programs, 176
Schools
as communities, 99
composition of, 112-113
coordinating more with community
social and health services, better
facilitating student access, 9, 222-
223
engagement beyond, 55-58
environments within, 158-159
helping all high school students meet
challenging standards, 5, 216-217
organization of, 107-112
potential of reforming, 27-29
Schools-within-a-school (SWAS), 115-116
Schorr, Lisbeth B., 273-274
Seattle Middle College program, 103n
Self-confidence, 37
Self-determination theory, 35n
Sense of belonging, promoting, 53-54
Sentence structure, 63
Services Learning, 131-132, 165
Sex education, 154-155
Sizemore, Barbara, 75
Sizer, Theodore, 206
SLP. See Strategic Literacy Project
Smaller learning communities, offering
stronger personal relationships
between teachers and students,
districts restructuring high schools to
create, 6, 218-219
Social connectedness (I Belong), 42-43
Social relationships, 3
importance of in urban high schools,
17-18
marginalization of, 1
Socratic seminars, 210
Southern Regional Education Board
reforms, 174, 209
Spanish cognates, 67
Special needs of urban youth, 88-90
Stakeholder roles in implementation, 198-
200
district leaders and personnel, 199-200
school administrator, 199
teachers' unions, 199
teaching staff, 198-199
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INDEX
Standards
findings and recommendations, 216-217
having high and clear, 192-193
suggestions for research, 217
Stipek, Deborah, 269
Strategic Literacy Project (SLP), 74, 93
Structured environments, creating, with
clear, meaningful purposes, 174
Student access, to community social and
health services, schools better
facilitating, 9, 222-223
Student engagement and disengagement,
13-30
dropping out as the ultimate in
disengagement, 24-25
high standards and democratic values,
16-17
importance of social relationships, 17-
18
potential of school reform, 27-29
the status quo, 18-20
and their mental health condition, 151
See also Advantaged students; Urban
high school students
Study guide for A Separate Peace, 68
Substance abuse programs, 154-155
Success
common indicators of how it is to be
measured, 203-204
giving students multiple avenues for,
175-176
"Success Academy," 171, 210
Summer school, 47
Supporting teachers, 90-93
SWAS. See Schools-within-a-school
T
Talent Development High School (TDHS),
171, 174, 178, 182-183, 185, 189,
195, 199, 210
with career academies, 210
"Talking" with classmates, 83
TDHS. See Talent Development High
School
Teachers
employing ongoing classroom-based
assessment of students'
understanding and skills, 4, 214-215
exemplary, 71
feelings of competence, 55
285
high levels of support and commitment
by, 200
provided training and continued practice
in implementing adolescent learning
strategies, 4-5, 215-216
supporting, 90-93
Teachers' unions, role in implementation,
199
Teaching and learning, 60-96, 213-216
class discussion of Beloved by Toni
Morrison, 94-95
findings and recommendations, 213-215
literacy, 61-75
mathematics, 75-88
special needs of urban youth, 88-90
suggestions for research, 215-216
supporting teachers, 90-93
Teaching staff, role in implementation, 198-
199
Technology, access to, 84-85
Teen Outreach Program, 132
Temple University, 206
Ten Common Principles, 206
Ten Routines of SAS, 75
Tenneco Corporation, 129
The Metropolitan Organization (TMO),
130
Thematic programs, 172, 174
Thinking, high-order, 49-50
Timeline, for high school reform, spelled-
out, 204
TMO. See The Metropolitan Organization
To Kill a Mockingbird, 52
Tracking by ability, replacing by offering
challenging instruction to students at
all skill levels simultaneously, 6-7,
219-220
Tracking literacy, 118, 139
and student engagement, 64
Training, effective, 201
Trust. See "Relational trust"
Tutoring, 47
U
University of North Carolina, Chapel Hill,
210
Urban Academy, 107
Urban high school students, 21-24
engagement and disengagement in, 13-
30
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286
meaningful connections to their culture
and lives outside school, 52-53
meeting nonacademic needs of, 145-167
outcomes after school, 25-27
percentages by race/ethnicity, 22
stereotypes of, 49-50
Urban Seminar Series, 166n
U.S. Department of Education, 16, 18 8, 202
U.S. General Accounting Office, 155, 164
V
"Value climates," 98
Values and goals (I Want to), 37-42
extrinsic goals and incentives, 39-42
internalized values, 38-39
intrinsic interest, 38
promoting academic, 47-53
Vanderbilt University, 131
Variety, 51
Vocational education, 175-177
pedagogy of, 173n
Vocational Education Consortium, 209
INDEX
W
Wang, Margaret C., 206
Washington Post, 167
West Ed Lab, 74
White students, 22, 24, 41, 76, 110
William T. Grant Foundation, 19
Wills, George, 167
World cultures, integrated, course in, 70
World Wide Web, 63
y
Yale University, 205
z
"Zero-tolerance" policies, 105
Representative terms from entire chapter:
learning communities
