High Schools That Work: Critical Insights on School Reform

A Forum — January 16, 1998

Students enrolled in general and vocational studies in high school are often denied access to the rigorous and meaningful course work that college preparatory students receive. These basic and general education tracks qualify students for a diploma but fail to repare them for life and work. As a result, there is increasing recognition that all youth must be prepared to communicate effectively, solve real-world problems, and produce coherent products on the job and in further education. The country’s educational bar must be raised for all students to effectively compete after graduation.

Established in 1987 by the Southern Regional Education Board (SREB), High Schools That Work (HSTW) is the nation’s first widespread effort to combine challenging academic courses and a modern vocational curriculum to enhance the achievement of high school students. HSTW was founded on the principle that if incorporated into an environment which continually encourages success, most students can master complex academic and technical concepts. Dr. Gene Bottoms, Senior Vice President of SREB, reports a rapid progression of HSTW from 28 pilot sites in 13 states to its current size of over 800 sites in 22 states.

Major Goals

According to Dr. Bottoms, HSTW pursues two major goals:

• To improve the mathematics, science, communication, problem-solving and technical achievement of the nation’s high school students.
• To blend the essential content of traditional college preparatory studies-- mathematics, science, language arts and social studies--with quality vocational and technical studies by creating conditions that support school leaders, teachers and counselors in carrying out key practices.

SREB research has demonstrated that when high school students are motivated and challenged, 90 percent or more can complete an intensive program of academic and technical study without increasing the school dropout rate. HSTW conducts a student assessment program that enables schools to continuously improve curriculum, instruction, school climate, organization and
management in the advancement of student learning.

Key Practices

Through the HSTW initiative, SREB has identified the following key practices that are critical to student success.

• Setting higher expectations and getting more students to meet them.
• Increasing access to intellectually challenging vocational and technical studies.
• Increasing access to academic studies that teach the essential concepts of the college preparatory curriculum through applied strategies which demonstrate the relationship between course content and future goals.
• The student completion of a challenging program of study with an upgraded academic core and a concentration.
• Providing students access to a structured system of work-based and high-status school-based learning planned and designed by educators and employers.
• Academic and vocational teachers working together to plan and provide integrated instruction aimed at teaching high-status academic and technical content.
• Having each student actively engaged in the learning process.
• Involving students and parent(s) in a career guidance and personalized advising system aimed at ensuring the completion of an accelerated program of study.
• Providing a structured system of extra help to enable career-bound student success.
• Using data to continuously improve schools and advance student learning.

HSTW believes schools must encourage academic and vocational teachers to work together, business and postsecondary education to provide needed input, and parents to become more involved in deciding what their children study in high school. Administrators must ensure that teachers and counselors have ample time, materials and staff development to implement a new and accelerated program of study so that all students are sufficiently prepared for life and work.

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