Redesigning Schools For Success: An Overview of New American Schools
A Forum — February 7, 1997
Today's forum featured John Anderson, President of New American Schools (NAS), presenting an overview of the work of his organization and how it has affected school reform efforts across the country. NAS provides technical assistance through seven "design teams," each focusing on a different aspect of schooling and school reform. In providing assistance, NAS works directly with schools, school districts, local businesses, community organizations, parents and students to ensure that the models meet the needs of the community.
Anderson began by outlining the beliefs that have driven NAS' efforts. According to Anderson, there are too many school reform "experts" who do not take into account the needs and opinions of young people themselves. As a result, the focus of reform is generally on "what is wrong with the kids" rather than "what is wrong with the schools." NAS works to shift the focus to using the strengths of the students to address the deficiencies of the school system.
This philosophy demands a re-examination of the methods of how schools deliver services to young people and the recognition that "one size doesn't fit all when it comes to what a school should look like." NAS works with schools to assess the needs of their students and communities to determine which NAS "model" is most appropriate. NAS then partners with school districts to implement the model and engages in community outreach activities to expand public awareness and support. NAS also evaluates the impact of the initiative to share its lessons across the country.
NAS works with elementary and high schools for two to three years to implement the model. The students at most of the schools are performing below the national average in a range of academic subjects. The seven design teams cover a range of school reform efforts. Each operates as its own "organization," with a vision, plan of action, materials and structure to provide technical assistance:
- ATLAS Communities create pathways for students to move from elementary to middle and high school. Teachers from each level of education form "teams" who ensure a smooth progression from one grade to the next and create a "learning community."
- Audrey Cohen College places academic learning into a project-based context with a social service focus. For example, a class may apply its academic learning to a broader "theme" of health care or other social issues.
- Co-NECT Schools are equipped with modern technology to enhance and expand teaching and learning.
- Expeditionary Learning Outward Bound uses the entire community to provide students with experiential learning experiences in their home environment.
- Modern Red Schoolhouse uses high-quality standards-based curricula, performance-based assessments and staff development activities to create schools that promote academic rigor and high academic standards.
- National Alliance for Restructuring Education involves schools, districts, states and national organizations in creating standards, assessments and other educational services.
- Roots and Wings involves all members of the community in the "hands-on" components of education. Regular assessment and immediate supportive interventions by all community partners prevent students from falling behind in their learning.
NAS is currently in its "fourth phase" of development. Founded in 1991, NAS first developed its mission and the framework for the design teams on the principle that all students can be held to high standards at comparable costs. From 1993 to 1995 (phase two), NAS "field tested" its design teams at 150 schools to help select and refine the current design teams. Phase three, between 1995 and 1997, saw NAS design teams expand to over 500 schools, and phase four seeks to expand the effort into a truly national movement. NAS also plans to add five new design teams by the year 2000.
NAS, through an evaluation conducted by the RAND Corporation, has also demonstrated considerable evidence of impact. The number of New American Schools has doubled in the past year, and parents are actively seeking these schools for their children. Ten districts have over 30 percent of all students enrolled in a New American School, and students at New American Schools have shown improvements in the quality of their work and an increase in attendance.
According to the RAND study, NAS has succeeded for a variety of reasons. One key factor is that design teams focus on whole-school design rather than the individual components of a school. As a result, schools have a clear picture of the goals of the NAS model before they engage in reform. In addition, NAS emphasizes staff development to convince teachers of the benefits of the reform as well as to prepare them to implement the model. NAS' enforcement of aggressive schedules and deadlines has also helped to ensure effective implementation.
According to Anderson, the work of NAS shows that "school districts of considerable size and diversity can create and sustain communities where good schools are the norm." This, however, requires the involvement of all community partners and a commitment to high standards, staff development and rigorous assessment. Combined with a strong reform model, these ingredients can "support the transformation of thousands of schools."