Eleanor Roosevelt High School:
A New American High School and a Blue Ribbon School

An American Youth Policy Forum Field Trip — December 3, 2001

"The future belongs to those who believe in the beauty of their dreams."

-- Eleanor Roosevelt

Eleanor Roosevelt High School is a 1999 New American High School (NAHS) and has been recognized as a national Blue Ribbon School of Excellence in 1991 and 1998. As part of its commitment as a NAHS, Eleanor Roosevelt High School (ERHS) is offering four Academy Leadership Seminars, co-sponsored by the Maryland State Department of Education and the New American High Schools Initiative, U.S. Department of Education. These seminars are open to teams of educators from high schools around the country that are interested in learning more about ERHS and its academy structure. The American Youth Policy Forum group attended the morning seminar, followed by a policy discussion with Sylvester Conyers, Principal, ERHS, and Dr. Eleanor White, Executive Director, Region II, Prince George's County Public Schools.

Eleanor Roosevelt High School has almost 3,000 students, 56 percent of them are African American; 30 percent are white; and the remainder is Asian and Hispanic. The school has 143 teachers, 8 counselors, and 21 administrative staff. The average SAT score is 1059, 67 percent of graduating seniors attend a four-year college, and 19 percent attend a two-year college. The school opened in 1976 and has always had a reputation for rigorous coursework.

In 1991, ERHS developed a long-range collaborative plan for school-wide restructuring. The vision for this restructuring was shaped by the belief that each student is unique and, as a member of a caring community of lifelong learners, will be able to identify, prepare for, and realize his or her goals. The restructuring was centered upon building an educational system that links educational initiatives, K-16 instructional programs, and business and community resources. Laura Grace, Director, Academy Programs, ERHS, said "In the early 90's we recognized we were doing good things for some students, but we weren't doing good things for ALL students. That forced us to focus on how we could better meet the educational and emotional needs of each individual student." Key components of the plan included the:

• Development of a K-16 educational system with linkages to institutions of higher learning. 

• Development of school-wide, career academies that have a rigorous academic program, quality internships, workplace learning opportunities, and activities essential to link the two. The Science and Technology Academy was started in 1991 and in 1997, five additional academies were opened to serve all students: Arts and Communication; Business and Computer Information Management; Law, Global Affairs, and Public Service; Advanced Technology; and Health and Human Services.

• Creation of a hybrid schedule, which allows schedules to fit students and their unique educational needs by offering single, double, and triple modules that can be combined in multiple ways to enhance instruction and programming.

• Development of a strategic technology plan that includes the creation of a media-technology department, intranet and Internet accessibility; distance learning lab, and extensive training for teachers.

• The expansion of the Advanced Placement program, both in the number of courses offered and the number of students participating, with strategies developed for engaging and supporting a diverse population of students.

• The development of Vital Links, an integrated advisory system that provides students with a network of adult support and blends college-career guidance with skills in technology, communications, problem solving, critical thinking, and interpersonal relationships.

• Implementation of a character education program.

• A commitment to continuous school improvement through teacher-led staff development.

In developing this reform plan, Grace explained that there was a shift from thinking about programs to thinking about systems. For example, the school leaders and teachers asked themselves: "What kinds of systems can we put in place that will allow us to: support rigorous standards for all students; increase relevance of curriculum; establish a structure to partner with business and higher education; and build smaller learning communities to personalize education?" An example of one systemic support that was put in place was to create a school-wide curriculum coordinator position, to help all teachers with curriculum alignment.

The school focused initially on increasing the rigor of classes, and at the same time, providing supports to students to help them succeed. The professional pathway academy themes helped to provide relevance and engage students. Based on student assessments, classes were adjusted to take into consideration current performance levels and the kinds of supports needed to help students succeed. Advanced Placement (AP) course enrollments were expanded to include non-traditional populations. "The population of our school was changing," Grace said, "so we needed to help these students succeed in AP. The traditional AP target students did fine and never really needed any extra support, but with changing demographics, the newer target population needed much more help." For example, the school implemented a process called backward mapping to help large numbers of seniors successfully complete AP Literature or AP Language. Starting with freshman year, English teachers work together in grade level teams to structure and grade assignments that mirror Advanced Placement expectations in an age appropriate format. Students may elect to take some Advanced Placement courses for two periods if they feel they need additional support. As more non-traditional students took AP classes and tests, AP scores initially declined, but they have since gone back up, as students now taking AP courses are better prepared.

In 1991, ERHS began to develop a model academy program, based on an existing science and technology magnet, which was known throughout the community as a "high end" program and in demand. The foundation academy, The Science and Technology Program, which has a separate entrance requirement from the other five academies, continues to draw students from the northern part of the county, not just from the attendance area. When initiated in 1976, The Science and Technology Program had a broad professional pathway focus, rigorous course work in math, science and technology education and a senior project (research practicum) requirement. Over several years, the school developed an option for students to complete the senior project through a year-long internship program by establishing partnerships with local universities, businesses, and government agencies in the scientific research community.

Building the other five academies and implementing a school-wide academy structure for all students with ten different internship and workplace learning programs took several years. Ten years later, ERHS is now only formalizing a business and higher education advisory board system, because the school preferred to first carefully develop relationships and build internal structures. Partners for the academies are diverse. The Law, Global Affairs, and Public Service Academy has a partnership with the U.S. District Court located in Greenbelt and is able to use the new courthouse for space for classes and teachers. The Advanced Technology Academy has partnerships for work-based learning with organizations such as NASA's Goddard Space Flight Center, the Army Research Laboratory, and University of Maryland. The Health and Human Services Academy has internships with USDA - Beltsville Agricultural Center, Food and Drug Administration, National Institutes of Health, and the National Zoological Park.

The professional pathway academy programs are designed to be very flexible, allow students choices, and increase academic rigor. Students are required to meet Maryland State Department of Education diploma requirements including 4 English, 3 mathematics, 3 social studies, 3 science, 1 technology, 1 fine art, .5 physical education, .5 health and one of the following: 2 years of foreign language, 2 advanced technology, or a state approved completer program. To earn an academy certificate in addition to a diploma, students must complete six academy credits (electives and higher level courses up and beyond diploma requirements that support a career interest). Students may elect to take the six credits from one academy or may elect a Major-Minor option and take 4 electives from a major academy and two for a minor academy.

Core subjects (English, mathematics, social studies, and science) support academy requirements but, in most cases, are not unique to each academy. Exceptions include some district and national programs found within the academy structure. For example, students in the foundation academy, The Science and Technology Program, take basic mathematics, science and technology education classes together. Advanced Technology Academy students enrolled in a four-year national pilot for information technology are enrolled together in mathematics, science and information technology courses and are supported by a team of teachers.

Parents have been very supportive of the broad pathway academy structure for all students for several reasons. First, students have a great deal of flexibility and are not locked into a single academy program. Second, ERHS began the academy program with the "high end" science and technology academy, and continued to build rigorous curriculum and high-level courses in the other five academies, which appeals to parents. Third, academies are for all students, those who go to work and those who go to postgraduate studies, and parents know that as well. Lastly, all academies have AP classes; so higher-level students can be challenged by more rigorous work.

The school has developed numerous connecting activities, to link school, work, and postsecondary education. Some of those activities include: student, faculty, and business-higher education advisory boards; internship coordinators; workplace learning educational plans; research practicum symposiums; and school-mentor/employer communication.

The ERHS academy system, supported by a Maryland State Department of Education Career Connections Grant, is nationally recognized as an innovative school-to-careers model, but the school wanted to strengthen the guidance and counseling component and find a way to create smaller learning groups for students. A program, called Vital Links, is being developed for 11th and 12th grade students to allow them to participate in small student advisories, based on their career academy selection and to increase the amount of adult and peer contact and support. The Vital Links program also requires students to develop an electronic portfolio, communications, presentation, and interpersonal skills; and to explore college and careers. Seniors are required to complete a semester-long senior project (if they are not already involved in a senior year internship) integrating academic knowledge and present it through a written paper or product and electronic and oral presentation. Seniors are also guided through the college application process. The guidance department consists of eight counselors, which means a caseload of 375 - 400 students per counselor. Last year, students at ERHS received $24.6 million worth of college scholarships.

During a meeting with teachers, the AYPF group learned more about the curriculum. ERHS is a writing school -"it is our top priority," said one teacher. An example is that students have to write six essays a year, so they get accustomed to writing. This is a requirement for all students, whether in AP or in regular courses. Teachers continue to align the curriculum with the Maryland School Performance Assessment Program (MSPAP). The process of backward mapping is helping all teachers know what skills and knowledge are required at the upper grades, so teachers in the lower grades can ensure that students have the foundation skills to move ahead. Teachers also like the flexibility that single and double period classes provide.

Teachers use uniform group grading, not only to assess how students are doing, but also to help less experienced teachers understand rubrics for judging student work. New teachers say it is one of the best types of professional development, as they learn from more experienced teachers. Teachers take one day out of the year to review and grade student work and measure growth by comparing essays from the beginning of the year with essays from the end of the year.

While rigor and relevance are important for all students, the teachers did describe different levels of coursework. For example, in English there are three levels: AP, pacesetter, and regular. One teacher explained, "We are a large school with kids from all socio-economic backgrounds, so we need all levels. We are trying to get more kids into AP courses. We offered a double-period AP Psychology class, and it worked well for lower ability kids, but then it was eliminated because of scheduling problems. We think AP prepares kids well for college, but we also have general electives for any student."

When asked what kinds of remediation strategies they use, teachers indicated that there is no standard approach, and they work with each student to determine what kind of remediation is needed. Also, there is no reading specialist at the school or pullout services for lower-level readers, although the school is planning to offer these services soon. The school is also piloting a reading program for 9th graders that aligns with career awareness and technology. For immigrant students, Prince George's County offers a magnet English for Speakers of Other Languages (ESOL) program for a full or half day.

Since 1991, staff development has been at the core of the ERHS restructuring effort. It has played a critical role in maintaining a culture of excellence and in helping the faculty build a shared vision for the educational system. Carving out adequate time and funding to encourage teacher-led staff development and insure continuous school improvement remains an on-going challenge.

During a quick tour of the building, visitors saw television production students videotaping a talk show and operating all the equipment in the professional-looking studio. Some students in the program indicated they were serving internships with local cable TV stations. To obtain an internship, students must apply and be interviewed by a teacher and a mentor. The internship is graded, and students must develop written and electronic portfolios.

We also saw a theatre improvisation class and gospel chorus. (Some of the extra costs of these programs are paid for through school fundraisers.) Lastly, a visit to the aerospace engineering class showed a group of students designing and building a small airplane, which will be certified by the Federal Aviation Administration, prior to its flight. Members of the Goddard Space Facility Engineers Flying Club serve as mentors. The teacher pointed out how students are applying math, science, and problem solving as they build the airplane, demonstrating both rigor and relevance.

Following the formal seminar program, the American Youth Policy Forum group met with Dr. Eleanor White, Executive Director, Region II, Prince George's County Public Schools and Sylvester Conyers, Principal of ERHS.

Dr. Eleanor White: Our focus in Prince George's County is on rigor and relevance. We are still trying to align the standards in the core subjects that students will have to pass by 2006 in order to get a high school diploma versus a certificate of attendance. There are three outcomes we are looking at for all students: 

1. Maryland Learning Outcomes (curriculum still needs to be aligned with standards); 

2. Core learning goals, linked to scope and sequence of curriculum; and 

3. Skills for Success (which are the skills needed for the business world, including communication, and technology).

High schools are trying to put all three sets of learning goals into a package so teachers know which goals and outcomes they are working on. We stress writing across the curriculum, because students must be able to write and apply their knowledge.

To help students meet the Maryland School Performance Assessment Program (MSPAP), we are looking at new strategies to help students learn and meet the standards. One example is all-day kindergarten. We are also trying to create a feeder pattern of schools so teachers in elementary, middle, and high schools can plan coursework sequentially. Superintendent of Prince George's County Public Schools Iris Metts wants every high school to have a flagship program, and already three of the four high schools in Region 2 (Prince George's County Public Schools, with 23 high schools, is the 17th largest school system in the United States) have academies. There is also a summer bridge program for rising ninth graders to help them prepare for high school. And, all schools must increase the rigor and relevance of coursework for all students, said Dr. White.

Q: How are you addressing low-level readers and low performing students in the 9th grade?

Dr. White: We will start by identifying students in middle school to determine what kinds of supports are needed. We will provide students with the appropriate intervention, based on their needs, such as providing a summer program for two weeks before school starts.

School Instructional Teams and School Supplemental Services Teams will be put in place for students that do not perform at grade level. We plan to identify students through the year that might be at risk of not passing, so that we can then provide supports and remediation before it is too late. Counselors will make periodic, informal visits to class to see how students are doing. Also, we will focus on professional development to help teachers improve their effectiveness with low-level readers.

Sylvester Conyers: We have 900 students in the 9th grade, but 225 are students who test into the science/technology academy. The remaining students from the attendance area take a test in math and reading. Ninth graders that do not do well are grouped, and more attention is given to them. We monitor the progress of the students on a more regular basis. Another important piece is increasing the skills of the teachers who teach students with academic deficits. Other programs and supports that we offer include a QUEST (Quality Education in Science and Technology), a program which works with rising sixth and seventh graders to prepare them for ERHS, by providing a two-week summer program and bringing them to school two times a year, so they can learn about the school and the level of work required. More parental awareness about what skills are needed for high school work is greatly needed.

Our high school reform team is considering putting 9th grade academies in place at all of our high schools. We are trying to do as much staff development as possible because of the state assessments, and we need to make sure teachers have the skills they need to teach effectively. We feel like we don't have enough of a focus on special needs students, so we need to figure out ways to help them.

Dr. White: Superintendent Metts wants to focus on summer school for grades two, four, and six based on standardized test scores. We plan to offer 7000 summer school slots for students who need extra help. Summer school will not be based on retention this summer, but it could be at a later date.

We also encourage schools to use a research-based model, such as Success for All or Direct Instruction at the elementary level and Expeditionary Learning at the middle level.

Principal Conyers: We recently received a smaller learning communities grant, and we will use it to support our academy structure. We think the academy model helps students learn, but we don't have research on it because there are too many other variables.

Q: What do you need to help all students succeed?

Principal Conyers: We need to have high expectations for all students. We need lots of staff development to help teachers understand the academic standards and the key indicators. We need to design a managerial system to support this. We need safety nets to keep students from failing and leaving school. The average principal can only spend 17 percent of his/her time on instruction-related matters, so I need to ensure that there are many others in the building that focus on the quality of instruction. Another challenge we will face is a new Maryland state law that requires all teachers to be certified in two years.

Low-level readers are a major issue, but whose place is it to help with reading? It is a challenge for the school. We hope that the relevance of our classes that comes from the technical focus helps students stay engaged. The broad pathway academies also offer choices and options to the students, which keep them interested.

Dr. White: With regard to low-level readers, Prince George's County middle schools offer an Academy of Reading program (a special class in lieu of an activity or an elective) in addition to regular 7th grade English. For 8th graders, the Soar to Success program (a computer-based, self-paced phonics program systematically facilitated by Daniel Clement, that has increased reading levels two to three grades after 20 hours) helps students that are still behind. It is a competency-based program, so as soon as students attain the skills, they can test out. We use lots of tutoring at the middle school level. We are trying to put the Academy of Reading in every high school, recognizing that many students will still need help in the 9th grade.

Principal Conyers: We would like to have a reading academy at ERHS, but there is not enough space in our building for it. It's a great program, because the kids move at their own pace, but space needs are a huge problem here. We are considering putting the reading academy in "zero period," from 8:15 - 9:00 AM, before classes start. And we are looking at an after-school program. If we had more resources, we would like to have more weekend and after-school programs. My final comments are (1) that relevancy comes from the technical focus of our curriculum and keeps students engaged and (2) that to improve students' skills, I would put more resources into elementary schools to ensure that students learn how to read well before they get to high school.

Summary: During the seminar and our conversation with district and school leaders, we heard a very consistent message about rigor and relevancy and the importance of early identification of students in need of extra help and providing support in the middle grades. The school and county were both particularly focused on helping students with low-level reading skills and providing various interventions to increase those skills. The academy structure is a framework to engage students based on their career interests, but an emphasis was placed on mastering basic core competencies, especially writing.

Contact Information

Sylvester Conyers
Principal
Eleanor Roosevelt High School
7601 Hanover Parkway
Greenbelt, MD 20770
301-513-5400

Laura Grace
Director of Academy Programs
Eleanor Roosevelt High School
7601 Hanover Parkway
Greenbelt, MD 20770
301/513-5400- ph./301-982-0042 - fax
lgrace@pgcps.org

Dr. Eleanor White
Executive Director Region II
Prince George's County Public Schools
9850 Good Luck Road
Lanham, MD 20706
301-429-8900
ewhite@pgcps.org

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