If the daily interactions of teachers, administrators, partners, parents AND students leave them more satisfied, productive, supported, connected and engaged, evidence shows that schools will achieve greater success.
Redesign sometimes requires changes in teacher practice and preparation. It is important to give considerable thought on how best to stage and sequence these actions and build the necessary teacher, leader, and student capacities in supportive and achievable manners.
The Cross State High School Redesign Collaborative (CSHSC) was established in 2017 and is a joint effort of seven participating states, Illinois, Louisiana, Massachusetts, Mississippi, New Mexico, New York, and Ohio supported by the Everyone Graduates Center at Johns Hopkins University School of Education, the Council of Chief State School Officers (CCSSO), and Civic Enterprises.
The CSHSC’s goal is to use the Every Student Succeeds Act (ESSA) to enable struggling high schools in high-needs communities to reinvent themselves and become institutions that propel adolescents to adult success in their communities in the 21st century.
The participating states and partners are co-developing a seven-stage high school redesign process with supportive tools and practices. Plans begin with conducting needs assessment and community input to evidence-based redesign, participating in a network of similar high schools going through redesign, being supported by proven technical assistance providers and capacity builders, and committing to use a common set of on-track school success metrics.
CSHSC's Four Redesign Drivers
Keeping relationships at the center, CSHSC’s redesign focuses on four evidence-based drivers to help schools focus their redesign for the best possible results. Read more. . .
- Organizing Adults
- Students at the Center
- Teaching & Learning
- Postsecondary Pathways
Tools to Get Your Redesign Started
High School Redesign Workbook is a comprehensive tool designed by CSHSC collaborators to assist in the sequencing and design of your high school redesign. Download the Workbook
Needs assessments identify current areas of challenge and areas where evidence-based improvement strategies should be applied. Read more. . .
Obtaining Community Input from students, parents, educators, partners and community members are vital components to high school design. Read more. . .
Whole School Organizations to Support Evidence-Based Redesign
A Better 9th Grade: Early Results from an Experimental Study of the Early College High School Model Funded through a federal grant from the Institute of Education Sciences, this five-year study is the first to rigorously examine the impact of the early college high school model.
Early College, Continued Success: Early College High School Initiative Impact Study This study from the American Institutes for Research (AIR) focuses on the impact of Early Colleges.
It addressed two questions:
- Do Early College students have better outcomes than they would have had at other high schools?
- Does the impact of Early Colleges vary by student background characteristics (e.g., gender and family income)?
Opportunity by Design: New High School Models for Student Success produced by the Carnegie Corporation of New York examines while it is important to graduate from high school, high school is not an end in itself, but rather preparation for college as well as life-long learning. It is one part of the path that leads students towards their ultimate potential in any of endeavor as well as in personal satisfaction in their lives. To reach these goals, students deserve the best possible education that we can provide.
Global Best Practices: An Internationally Benchmarked Self-Assessment Tool for Secondary Learning created by the Research Summary as prepared by the New England Secondary School Consortium.
Small High Schools and Student Achievement: Lottery-Based Evidence from New York City One of the most wide-ranging reforms in public education in the last decade has been the reorganization of large comprehensive high schools into small schools with roughly 100 students per grade. We use assignment lotteries embedded in New York City’s high school match to estimate the effects of attendance at a new small high school on student achievement.