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Volume 118, Number 13 (2016)

 
by Christopher Mazzeo, Steve Fleischman, Jessica Heppen & Theresa Jahangir
In this article, the authors identify a handful of promising approaches that can help to achieve the goal that all students will graduate from high school well-prepared for further learning, successful careers, and engaged citizenship. In particular, they focus on reforms targeted at the lowest performing high schools.
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by Thomas M. Smith, Marisa Cannata, Lora Cohen-Vogel & Stacey A. Rutledge
This introduction frames this yearbook on high school reform, implementation, and scale, and outlines why it is important to understand these perspectives. The four main sections of the issue are introduced and situated within the existing research literature.
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by Charles L. Thompson, Gary Henry & Courtney Preston
This article describes the turnaround process for improved high schools that were part of North Carolina’s Turnaround Schools program.
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by Joseph Murphy
This article describes the evolution of political, social, and economic environments that affect secondary education in the United States over four centuries. Historical analysis and an equilibrium model of organizational change are used to guide the discussion.
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by Patrice Iatarola
This article summarizes a set of research studies that focus on high school course offerings, takings, and effects. Courses, being the gateway to higher student performance and access to college, have been used as a policy lever to increase the rigor of students’ high school experiences.
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by Leslie Santee Siskin
This paper explores a distinctive aspect of International Baccalaureate’s effort to scale up in Title I schools. The effort reflects what we call mutual adaptation in action.
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by Sam Stringfield, David Reynolds & Eugene Schaffer
Data from a 15-year, mixed-methods study of all 11 secondary schools in one British local authority demonstrate the value of adopting High Reliability Organization principles.
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by Nandita G. Gawade & Robert H. Meyer
Authors use data from the Hillsborough County Public Schools in Florida to consider the consequences of particular characteristics of instruction and testing in high school for the modeling and estimation of value-added measures of school or teacher effectiveness.
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by Gina Schuyler Ikemoto, Jennifer L. Steele & John F. Pane
This article presents implementation findings from a randomized, controlled trial of the Cognitive Tutor Geometry curriculum that found a statistically significant negative effect of the curriculum.
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by Meg Riordan, Emily J. Klein & Reva Jaffe-Walter
This study explores how three organizations—Big Picture Learning, EL Education, and Internationals Network—meet the challenges of growing effective teacher learning communities while also scaling their school designs across geographies.
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by Viki Young, Ann House, David Sherer, Corinne Singleton, Haiwen Wang & Kristin Klopfenstein
This article highlights the early outcomes of the T STEM initiative in Texas, the largest investment in scaling up inclusive STEM-focused schools at the time. It describes the broad infrastructure undergirding T STEM academy development.
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by Donald J. Peurach, Sarah Winchell Lenhoff & Joshua L. Glazer
This analysis examines developmental evaluation as an approach to analyzing school improvement networks as “learning systems” able to produce, use, and refine practical knowledge in large numbers of schools.
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by Lora Cohen-Vogel, Marisa Cannata, Stacey A. Rutledge & Allison Rose Socol
This article describes the continuous improvement model used by the National Center on Scaling Up Effective Schools to boost performance among urban high schools.
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