Improving Low-Performing High Schools: Searching for Evidence of Promise

Abstract

Noting that many of the nation’s high schools are beset with major problems, such as low student reading and math achievement, high dropout rates, and an inadequate supply of effective teachers, Steve Fleischman and Jessica Heppen survey a range of strategies that educators have used to improve low-performing high schools. The authors begin by showing how the standards-based school reform movement, together with the No Child Left Behind Act requirement that underperforming schools adopt reforms supported by scientifically based research, spurred policy makers, educators, and researchers to create and implement a variety of approaches to attain improvement. Fleischman and Heppen then review a number of widely adopted reform models that aim to change “business as usual” in low-performing high schools. The models include comprehensive school reform programs, dual enrollment and early college high schools, smaller learning communities, specialty (for example, career) academies, charter high schools, and education management organizations. In practice, say the authors, many of these improvement efforts overlap, defying neat distinctions. Often, reforms are combined to reinforce one another. The authors explain the theories that drive the reforms, review evidence of their reforms’ effectiveness to date, and suggest what it will take to make them work well. Although the reforms are promising, the authors say, few as yet have solid evidence of systematic or sustained success. In concluding, Fleischman and Heppen emphasize that the reasons for a high school’s poor performance are so complex that no one reform model or approach, no matter how powerful, can turn around low-performing schools. They also stress the need for educators to implement each reform program with fidelity to its requirements and to support it for the time required for success. Looking to the future, the authors suggest steps that decision makers, researchers, and sponsors of research can take to promote evidence-based progress in education.

Can principals' emotional intelligence matter to school turnarounds?

“…Several studies have examined the characteristics of low-performing schools (e.g. Corallo and McDonald 2001, Duke 2006a, Duke et al 2007, Fleischman and Heppen 2009. It is noteworthy that some of them are 'symptoms' (e.g.…”

“…The above observable problems often indicate an unhealthy school culture. Impersonality, lack of a sense of identity and low expectations for student achievement (Duke et al 2007, Fleischman andHeppen 2009) prevail in many struggling schools and present a major obstacle to school improvement. Such cultures reflect people's common beliefs about the schools, which can directly impact their behaviours.…”

Taking on the Completion Challenge

“…Improving the nation's high schools, particularly those that are low-performing, is a task whose challenges are much easier to catalogue than to surmount (Fleischmann and Heppen, 2009). …”

“…Fleischmann and Heppen (2009) note the success of measures such as Talent Development High School that includes a recuperative course "Freshman seminar" which enables students transitioning from lower secondary to be on par with the upper secondary level. In addition the measure involves components aiming to prepare the upper secondary student for the world beyond school.…”

“…Research evidence on programmes involving dual enrolment in both upper secondary and university does not show statistically significant effects. Children who sign up for dual enrolment usually have university educated parents and are well motivated to complete their education before they start (Fleischmann and Heppen, 2009). This suggests that the structural combination of tertiary and lower secondary on its own may not be the key to success without the involvement of additional components such as systematic parent involvement, professional development for teachers and tutoring as provided by the AVID programme described above.…”