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Page 3 of 5
Process to Develop High School Educational Plan
As summarized previously, the process to develop the high school educational plan included many hours of work by a representative advisory committee. Over a six month period, the committee participated in the following activities:
Analyzed data related to local high-school-age students.
- High school graduation rates, achievement rates, drop-out rates
- No Child Left Behind and Adequate Yearly Progress statistics
- Enrollment in advanced level classes by ethnicity
- Ninth grade success rate
- Advanced Placement results
- ACT/SAT results
- Participation in extra-curricular activities by ethnicity
Findings:
- Achievement Gap: A disproportionate number of Alaska Native students drop out/do not graduate from high school, achieve at a lower level, enroll significantly less in high level courses offered at the high school, and participate less in activities and athletics.
- Graduation Rate- 65.8% Overall; 70% Caucasian; 48.4% Alaska Native; 46.2% Poverty
- Dropout Rate- 4.8% Overall; 3.3% Caucasian; 8.7% Alaska Native; 11.1% Poverty
- Proficiency of Dropouts: A majority of the students who drop out are proficient in basic school skills: 59% Reading, 65% Writing, 56% Math Proficiency
Studied research about best education practices, including the following.
- Breaking Ranks II, National Association of Secondary School Principals
- School Redesign Network, Stanford University
- The Education Trust
- International Center for Leadership in Education
- Coalition of Essential Schools
- Read about, researched, and/or talked to representatives from a variety of schools involved in best practice - based reform or with configurations of interest.
- (see website: www.nextgenerationjuneau.com)
Findings:
A summary of consistent, positive elements from the studied best practice models follows:
- More personalized structures (small learning communities)
- Personalization and building relationships with students over a significant period of time
- Multicultural and Anti-Racist Teaching addresses achievement gap and improves learning for all
- High expectations/rigor for all-no excuses
- Relevant curriculum through active learning
- Choice is associated with achievement
- Collaboration of teachers and shared leadership
- Quality teaching--good teachers matter more than anything else
- Focus on learning and intellectual development of students
- Community and parent partnerships
Research also indicates that in order to achieve the desired results from researched best practices, schools need to replicate the findings from the research, not simply pick and choose one element to focus on (Mid-Continent Research Educational Laboratory).
Studied public comments collected at the public forums and open houses.
- Used the data and public comments to establish descriptors of what high school success should look like and what every graduate should be able to do
Findings:
Agreed upon four priorities which emerged from the data, research, and community feedback:
- Personalization- Students are known well academically, socially, and emotionally, and their voice is heard. The school system is responsive to their individual needs.
- Unity- A shared ownership of all the high schools and students that promotes a network of support and strong sense of community in Juneau.
- Choice- Students are empowered to make decisions and explore areas of personal interest and abilities.
- Equity- Equal access and opportunity for all students---which includes fairness, acknowledgement, respect, and multicultural and anti-racist teaching. Removing barriers and celebrating the diversity within the community are necessary in promoting success for all students.
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