Redesign project leaves no high school student behind

The Challenge

In 2006, McREL's North Central Comprehensive Center (NCCC) began working with the Minnesota Department of Education (MDE) on an ambitious multi-year project to support high schools across the state in improving achievement for all of their students. Working together, MDE and McREL (acting through the NCCC) developed a five-part redesign framework with research-based core components for school improvement: rigorous and relevant curriculum, personalized learning environment, multiple pathways to postsecondary training or college, high-quality school leadership, and effective use of assessment and evaluation data. Participating principals chose one key aspect of a core component to focus on, whether it was to increase attendance, reduce behavior problems, or raise test scores in a specific content area.

Strategic Solution

The principals of the four schools piloting the redesign framework from 2006-2009 received training on research-based leadership and instructional strategies and building capacity for long-term success. Additionally, they learned about McREL's Success in Sight® approach to school improvement. According to Angie Johnson, high school specialist at MDE's Center for Postsecondary Success, "[principals] really benefited from the laser-like focus on taking stock with their data and choosing the best research-based practices to meet their needs."

Results

Five years later, The Systemic High School Redesign Project has succeeded in helping schools reach or exceed their goals:

• Long Prairie-Grey Eagle High School partnered with a local college to allow students to obtain credits while still in high school. A quarter of seniors now graduate from high school with a two-year associate's degree.
• At Chisago Lakes High School, failing 9th graders received targeted instruction using the Compass/Odyssey electronic curriculum, and 20 out of the 22 at-risk students passed algebra.
• After all teachers at Ashby High School incorporated reading comprehension strategies in their classes, reading scores in grades 8-10 went up, most notably by 16 percent (from 67 to 83.1%) among 10th graders.

Next Steps

In 2008-2010, with assistance from the Minnesota Association of Secondary School Principals, the state expanded the program throughout Minnesota. The work not only continues to support more than 100 principals who attended trainings but has expanded to the middle level. The project, which began with a framework derived from research-based middle level practices is being piloted and will scale up in 2013.