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Implications of Current High School Research on Teacher Education
Unformatted Document Text:  Other studies have pointed out some additional strategies that seem to help prevent students from dropping out of school. The National Dropout Prevention Center/Network, located at Clemson University, has identified systemic renewal at the school level, safe learning environments, family engagement, early childhood education, and early literacy development as effective strategies. Other basic core strategies include mentoring/tutoring, service-learning, alternative schooling, and after-school opportunities. Jobs for the Future points to high academic standards transparently linked to future learning and work opportunities; individualized flexible programs with high expectations and clear rules of behavior; and opportunities for youth to catch up and accelerate knowledge and skills as ways to increase graduation rates (Jobs for the Future, 2004). Researchers from Harvard University note that smaller schools, individualized attention, and strong academic intervention, particularly in the 9 th grade, appear to improve the odds that students will finish high school (Johnston, R., 2001 also Legters and Kerr, 2001; Neild, et. al., 2000; 2001; Texas Center for Education Research, 2002). C. Contribution: Discuss how your work relates to the conference strand under which you are submitting the proposal. Both formative and summative analyses will be based upon both campus and individual student-level data. The research from this project and similar projects reflect, at least in part, the complexity of High School Reform and the future demands on Teacher Education. Teacher Education must move at a rapid pace from edutainment to eduscientific based to address schools that are increasingly becoming more international and diverse. The High School model is broken with many alternatives being proposed from smaller communities to a wide variety of alternative formats. Our future teachers must approach each student individually with highly scientific assessments to determine the learning needs as well as the appropriate instruction in order to establish true educational opportunity. This session will take some of the preliminary findings in this research and other research related to high school reform and project teacher education components. These components will include a subject matter expert that is more skilled in technology, but has sensitivity to the needs of all students irrespective of the social, gender or economic status. Based on current research and the recommendations of the focus groups, these strategies and activities were offered as a means of lowering the risk of students dropping out of school and increasing high school completion rates. Grant recipients direct funds towards activities and strategies they believe will best serve the needs of at-risk and other targeted students in their district. D. Relevance: Discuss how your proposal relates to at least two of the following perspectives: implications for policy; using qualitative or quantitative evidence to inform policy or practice; successful (exemplary) practices. The research generated from this project will actually suggest successful teaching and learning practices as measured by TAKS scores and the number of students that actually complete high school. The exemplary practices will be funded in future policy decisions concerning the distribution of funds for high school reform and student achievement. Pursuing the answers to the following questions will provide additional information for policy makers at all levels: 1. Which strategies/activities were most effective? 2. Why were these strategies/activities most effective? 3. What lessons were learned about implementing a project of this nature? 4. What recommendations can be offered for future projects pertaining to Texas high school reform programs? E. Implication for Action: Outline what concrete changes, activities, policies, research, or other outcomes can result from this work. The evaluation design should identify grant activities that had the greatest impact on student achievement and offer information about best practices used by participating campuses. A sample of TXDPG students 2

Authors: Smith, Dennie.
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Other studies have pointed out some additional strategies that seem to help prevent students from
dropping out of school. The National Dropout Prevention Center/Network, located at Clemson
University, has identified systemic renewal at the school level, safe learning environments, family
engagement, early childhood education, and early literacy development as effective strategies. Other
basic core strategies include mentoring/tutoring, service-learning, alternative schooling, and after-school
opportunities. Jobs for the Future points to high academic standards transparently linked to future
learning and work opportunities; individualized flexible programs with high expectations and clear rules
of behavior; and opportunities for youth to catch up and accelerate knowledge and skills as ways to
increase graduation rates (Jobs for the Future, 2004). Researchers from Harvard University note that
smaller schools, individualized attention, and strong academic intervention, particularly in the 9
th
grade,
appear to improve the odds that students will finish high school (Johnston, R., 2001 also Legters and
Kerr, 2001; Neild, et. al., 2000; 2001; Texas Center for Education Research, 2002).
C. Contribution: Discuss how your work relates to the conference strand under which you are submitting
the proposal.
Both formative and summative analyses will be based upon both campus and individual student-level
data. The research from this project and similar projects reflect, at least in part, the complexity of High
School Reform and the future demands on Teacher Education. Teacher Education must move at a rapid
pace from edutainment to eduscientific based to address schools that are increasingly becoming more
international and diverse. The High School model is broken with many alternatives being proposed from
smaller communities to a wide variety of alternative formats. Our future teachers must approach each
student individually with highly scientific assessments to determine the learning needs as well as the
appropriate instruction in order to establish true educational opportunity. This session will take some of
the preliminary findings in this research and other research related to high school reform and project
teacher education components. These components will include a subject matter expert that is more skilled
in technology, but has sensitivity to the needs of all students irrespective of the social, gender or
economic status.
Based on current research and the recommendations of the focus groups, these strategies and activities
were offered as a means of lowering the risk of students dropping out of school and increasing high
school completion rates. Grant recipients direct funds towards activities and strategies they believe will
best serve the needs of at-risk and other targeted students in their district.
D. Relevance: Discuss how your proposal relates to at least two of the following perspectives:
implications for policy; using qualitative or quantitative evidence to inform policy or practice; successful
(exemplary) practices.
The research generated from this project will actually suggest successful teaching and learning practices
as measured by TAKS scores and the number of students that actually complete high school. The
exemplary practices will be funded in future policy decisions concerning the distribution of funds for high
school reform and student achievement. Pursuing the answers to the following questions will provide
additional information for policy makers at all levels: 1. Which strategies/activities were most effective?
2. Why were these strategies/activities most effective? 3. What lessons were learned about implementing
a project of this nature? 4. What recommendations can be offered for future projects pertaining to Texas
high school reform programs?
E. Implication for Action: Outline what concrete changes, activities, policies, research, or other outcomes
can result from this work.
The evaluation design should identify grant activities that had the greatest impact on student achievement
and offer information about best practices used by participating campuses. A sample of TXDPG students
2


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