Center for American Progress

RELEASE: High School Redesign Can Help Schools and Districts Prepare Students for College and Career
Press Release

RELEASE: High School Redesign Can Help Schools and Districts Prepare Students for College and Career

Washington, D.C. — Today, the Center for American Progress released a new report spotlighting a handful of innovative schools and districts that are leveraging community resources and partnerships to equip students with skills and experience needed for life after high school. The report also includes policy recommendations for states and districts pursuing high school redesign.

The report focuses on four innovative schools and districts—Noble High School in Maine; International High School at Langley Park in Maryland; the Science and Math Institute and Tacoma Public Schools in Washington; and Hampton City Schools in Virginia—that are preparing students for college and career. As these schools and districts demonstrate, engaging community partners leads to stronger school designs that make high school more relevant and engaging for students.

“These case studies highlight communities that have taken on the challenge of designing high schools that meet kids where they are, provide extensive supports to engage them in their learning, and build partnerships in their communities to ensure kids are ready for success after high school,” said Neil Campbell, director of innovation for K-12 Education Policy at the Center for American Progress at co-author of the report.

The report recommends states and districts invest attention and funding for high school redesign; target outreach to districts and schools with lower capacity for redesign; allocate resources equitably and provide budgeting and flexibility for high school redesign; and ensure redesign reflects the community’s and local economy’s needs.

The report comes on the heels of a new CAP brief outlining how school redesign can be strengthened by integrating key science of learning concepts. States and districts should consider these principles when exploring innovation, including: ensuring students have ample opportunities to practice and hone the concepts and skills they are studying; making time for feedback; and learning by applying concepts to concrete examples.

Click here to read: “Redesigning High School: Local Perspectives From Schools and Districts” by Samantha Batel, Erin Roth, and Neil Campbell

For more information or to speak with an expert, please contact Colin Seeberger at [email protected] or 202-741-6292.