Preface Acknowledgments About the Authors Part I: Where We Are and Where We Ought to Be 1. Just Passing Through: The Life of an American High School - Judy B. Codding and Robert Rothman 2. How Did We Get Here, and Where Should We Be Going? - Marc S. Tucker Part II: The New American High School: A Standards-Driven Experience 3. Standards and Assessment: The Foundation of High Student Achievement - Robert Rothman 4. Rethinking Curriculum and Instruction in the New American High School - David D. Marsh and Philip Daro 5. Standards-Based Classrooms in High Schools: An Illustration - Sally Hampton 6. Beyond the CIM: Pathways to the Future - Jacqueline Kraemer, John Porter, and Marc S. Tucker Part III: The New American High School: A Standards-Driven System 7. A New High School Design Focused on Student Performance - Judy B. Codding and Marc S. Tucker 8. District Redesign: Direction, Support, and Accountability for Standards-Based High Schools - David D. Marsh and Michael Strembitsky 9. Some Tough Choices Ahead - David D. Marsh Epilogue: Anne's World--circa 2005 - Marc S. Tucker and Judy B. Codding References Selected Bibliography Index Foreword - Lauren B. Resnick
The reform movement is, more often than not, viewed as chaotic. What is meant by fundamental change in one school or district is seen as superficial somewhere else. Even to would-be advocates, what passes for reform is too frequently a fluidly changing river of differing goals, curricula, pedagogy, and organization. With everyone pushing their own vision of educational reform, no one has stopped to look at the "common ground." This new book pulls together the common themes of the many attempts at reform. It looks particularly at today's American high school, where reform seems less tenacious compared to elementary and middle schools, and its scope is both broad and deep. The authors link the big ideas to concrete school examples, and thus the book will be helpful to practitioners on site. This book is designed for the leadership of reform at the high school, district, and state levels; for policymakers instrumental in these reforms; and to university faculty and graduate students in education. It will be a valuable resource in courses on leadership, administration, policy, curriculum and instruction, and change facilitation.
David D. Marsh, University of Southern California, Los Angeles - Judy B. Codding, National Center on Education and the Economy, Washington, D.C.