New American Schools: Getting Better By Design

A Forum — September 17, 1999

To help policymakers better understand the process of comprehensive school reform, today's forum provided an overview of the New American Schools (NAS) designs and their impact on educational achievement. John Anderson, President of New American Schools and Robert Slavin, Director of Success for All Foundation discussed their experiences with comprehensive reform efforts and lessons learned thus far.

With the passing of the Obey-Porter legislation also called the Comprehensive School Reform Demonstration Program (CSRD), and the changes in the federal Title I Program, New American Schools can make a significant impact nationwide. With the primary goal of not only helping all children achieve high academic standards but creating effective and exciting environments conducive to doing so, NAS's designs serve as ideal models for CSR.

Slavin suggests we "move away from the idea that reform is to reconstruct entirely, rather, reform implies that we extend, build, and expand" what already works. Referring to Title I, Slavin believes in the theory underlining this title, but argues that we must radically change the notion of "pulling out" our students. Students should be treated as individuals and given the services they need. "Pulling out" and isolation are not the answers. So how are schools expected to change so suddenly? Anderson suggests we implement a series of standards and accountability with each grade level focusing on different criteria and ways of meeting them -- Criteria for kindergarten through 3rd grade will focus on literacy in reading and writing. One hour workshops will be implemented into the school day focusing primarily on this goal. Criteria for 3rd through 5th grade will focus on a primary subject. Teachers will act as specialists as they assist their students through mastery. Criteria for 6th grade through 8th grade will focus on high school preparation. Criteria for the first year of high school will focus on encompassing all students into one clear high standard/college bound track. Teachers will be more assessable and resourceful at this level for they will be expected to "attend workshops to further enhance and expand on their particular field."

NAS believes that reform is a cycle. A cycle with teachers at its core whom are interdependent upon students, parents, communities, and each other. If one of these is weak, they are all affected due to the interdependency theory. When asked during the question and answer segment of the forum, "where do you see NAS going?" Anderson replied with his three leg strategy. This strategy consists of the following: 1) help address the needs of schools; 2) increase focus and partnership with districts; and 3) public policy should emphasize accountability and outreach.

In response to Slavin's idea that "comprehensive school reform is continual," NAS created the Comprehensive School Reform (CSR) Video series. This series features a range of educational experts from the educational field ranging from principals and teachers to practitioners and administrators, all of whom have the common goal of raising student achievement using CSR. This nine-part video series features programs that were designed specifically under the New American Schools (NAS) initiative to help raise the achievement of all students. It provides educators with the opportunity to examine and analyze the eight NAS designs to determine a match with their educational systems and plans for reform.

The eight school designs, which are being implemented, are described by John Anderson and Robert Slavin as follows:

1. America's Choice School Design: Formerly known as the National Alliance for Reconstructing Education, this design focuses on a high level of academic standards and curriculum assessments. It is based on a standards-based curriculum focused on the basic skills, conceptual mastery and applications in the classroom. It also contains a unique planning and management system, which taps into the communities' resources and makes them easily accessible to students. At the elementary school level, the program focuses on proficiency in reading, writing and mathematics. At the high school level, it zeros in on a rigorous academic core so that each student is prepared for college. This design is currently being used in more than 300 schools.
   
2. ATLAS Communities: (Authentic Teaching, Learning, and Assessment for all Students) focuses on serving students from pre-kindergarten until they leave high school. Teachers work together in teams to design curriculum and hold each other accountable for reaching the local standards of achievement. A key aspect to this design is ongoing evaluations. The effectiveness of this design is measured by the improvement in student achievement, but also by the community's evaluations of progress toward its goals. Tests, anecdotal records, portfolios, performances, and exhibitions, which are determined by the individual teams of teachers, are how student achievement is measured. This design is currently being used in 63 schools.
   
3. Co-NECT Schools: This design provides a comprehensive, technology supported foundation aimed at improving academic results for all students. The students are organized into "clusters" and taught by cross-disciplinary teaching teams. The students stay in these particular "clusters" and are taught by the same teachers for a minimum of two years. The design team consists of not only teachers and administrators, but also calls on the support of both parents and communities to set goals and monitor results. A focus on advanced technology as a central tool for student achievement is seen in this model. This design is currently being used in 70 schools.
   
4. Expeditionary Learning Outward Bound: The curriculum set forth in (ELOB) is that of "learning expeditions" designed by the teachers in each school. Typically these expeditions take students outside the classroom or bring the community inside the school. Learning by doing is the key component of this design, and students are held accountable by projects, portfolios, and presentations. Similar to the Co-NECT design, students in ELOB are grouped in "clusters" which are heterogeneous, and they are kept with the same teachers for two or more years in a flexible block schedule. This design is currently being used in 60 schools.
   
5. Modern Red Schoolhouse: Combining the virtues and principles of the traditional "little red schoolhouse" with today's diverse society is the goal of this design. It focuses on the belief that mastery of basic skills and subject matter is the primary goal for all students. However, this design differs from the "little red schoolhouse" in that it incorporates learning technologies. This design is currently being used in more than 60 schools.
   
6. Purpose-Centered Education: Designed specifically to develop scholarship and leadership, this program is unique in that it does not end at the high school level but can be used in post-secondary educational institutions. It is based on the principal that students meet the given standards only when they draw connections from school to the world around them. What sets this design apart from the others is that it not only gives the students a set of standards to achieve but also expects them to be able to apply them to the "real" world. This design is currently being used in 16 schools.
   
7. Roots & Wings: Designed primarily for elementary schools, this program emphasizes cooperative learning, experiments, and assessments in order to help students achieve. It holds firm to the idea that all students will meet the standards no matter how long it takes. Its focus involves one-on-one tutoring so that children can "root" themselves into the educational system and eventually master techniques which gives them "wings" so that they can achieve success on their own. This design is currently being used in more than 1100 schools.
   
8. Urban Learning Centers: Designed specifically for urban schools, (ULC) focuses on the individual needs of all students. ULC consists of three major components that are essential for success. They are: 1) teaching and learning, which ensures that the students' learning environment is connected to the surrounding communities; 2) learning supports, which focus on the health and well-being of not only the students but also their immediate families; 3) governance and management strategies, which allow parents, teachers, and community members to work as a team to help each school improve. This design is currently being used in 2 schools, each enrolling over 3000 students.

Results of these programs have been consistent and positive. Research has found not only a positive correlation between New American School Designs and the level of student achievement, but the CSR efforts have also triggered high levels of involvement from the community. The Annenberg/CPB Comprehensive School Reform Video series which will air on CBS beginning October 4, 1999.

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