Reaching for Rigor by Increasing Student Ownership and Responsibility

• In Event: Roundtable Session 24
  In Roundtable Session: Social Relationships as Enabling Structures in Schools

Abstract

This paper reports results from a collaborative partnership between research universities, developers, and a large urban district that is focused on identifying the combination of essential components and the programs, practices, processes and policies that explain why some high schools are particularly effective serving low income students, minority students, and English language learners. This research then feeds into a collaborative design process where the researchers, developers, and district leaders, school leaders, teachers and other school design innovations to spread these practices to less effective high schools in the same districts. This report presents findings from the first phase of this work—the identification of practices that distinguish higher and lower value-added high schools in one of our partner districts.

Authors

• Marisa A. Cannata, Vanderbilt University

• Katherine Taylor Haynes, Vanderbilt University

• Thomas M. Smith, Vanderbilt University