Creating a Comprehensive School Reform Model: The Talent Development High School With Career Academies

Effects of Information, Guidance, and Actions on Postsecondary Destinations: A Study of Talent Loss

“…Fortunately, this examination of practical approaches to bridging the gap between high school and PEIs does not require beginning at square one. There is ongoing, fieldbased research focused on increasing the rate of school success among all students, as well as building postsecondary educational connections among students placed at risk (Ender, Wiley, & Pagano, 1998;Jordan, McPartland, Legters, & Balfanz, 2000;Mac Iver, Mac Iver, Balfanz, Plank, & Ruby, 2000;Mehan, Villanueva, Hubbard, & Lintz, 1996;Stern, Dayton, & Raby, 1998).…”

Preparing Urban Students for Health Careers

“…Recent efforts in high school reform have included career-oriented approaches that have sought to improve postsecondary outcomes for minority students and students who are disadvantaged, and some particular reform efforts have involved partnerships between high schools and universities, employers, or other community Research, reported to Congress that "modest progress has been made on the ambitious STWOA agenda" (Hershey, Silverberg, Haimson, Hudis, & Jackson, 1999, p. 4), with final results still pending. Models for high school reform have often emerged from university-based researchers and had their original implementation in a form of school-university partnership (e.g., Jordan, McPartland, Legters, & Balfanz, 2000;McPartland, Balfanz, Jordan, & Legters, 1998;Packer & Brainard, 2000;Packer & Pines, 1996;Sizer, 1984;Stern, Dayton, & Raby, 1998;Stern, Raby, & Dayton, 1992). Reflections on the dynamics of such partnership relations focused on career-oriented high school reform (e.g., Legters, Balfanz, Jordan, & McPartland, 2002;M.…”

High School Reform And Black Male Students

“…A review of the literature by Jordan, McPartland, Legters, and Balfanz (2000) identified the following three main components of comprehensive school reform models in high schools: (a) structural reforms, (b) curriculum and instruction reforms, and (c) professional development reforms. The first component, structural reforms, refers to policies and strategies aimed at changing the social and/or physical organization of the school.…”

“…Structural changes sometimes help to facilitate a new culture and climate within the school consisting of a warm and caring environment for students. To increase the probability of academic success, however, a school environment conducive to learning must be maintained having high academic press (Jordan et al, 2000). Academic press refers to motivating students to work hard in school and to achieve at high levels.…”

“…Although researchers have not yet joined the discourse on teacher quality and recruitment with high school reform and policy makers have not targeted the unique needs of Black men, we believe prevailing models of reform represent a responsible way of improving schools for many at-risk students. There is mounting evidence that student engagement and achievement is positively affected by improvements in school structure, curriculum and teaching, and professional development (Jordan et al, 2000). However, as ineffective high schools slowly improve, the distribution of academic success within the school can be relatively unaffected.…”