-RON BRANDT-

On Changing Secondary Schools: A Conversation with Ted Sizer

Former Dean of the Graduate School of Education at Harvard University and Headmaster of Phillips Academy at Andover, Massachusetts, Ted Sizer is the author of Horace©s Compromise, the report of a five- year study of adolescent education. Now Chair of the Coalition of Essential Schools, Sizer insists that high schools can do better by doing less, by concentrating on what is essential to students© intellectual growth.

You're doing your best to change You've often expressed concern increases. I also learned of the deep American high schools. Why? about "docile" students. What do frustration of many of the very best Because they©re not serving either you mean by that, and what people I listened to. And there was a kids or teachers as well as they might, causes it? clear readiness among them to The evidence from solid research over I mean youngsters who are not in move to ask the big questions and to the last 10 years research conducted the habit of taking a problem and make fundamental changes. points of view demon This is not from different solving it on their own. talk about the project you're strates a pattern of problems which we as there are few incentives Let's surprising, in, an effort to work in address. for kids actually to involved must in high schools partnership with some schools to engage their minds deeply. How would you summarize these make these changes. problems? yourself in your re © The project is a group of about 50 You saw this states We try to do too much. And the way schools? schools, a varied group in 19 cent study of high province. All have we organize youngsters© and teachers© Right. and 1 Canadian time doesn©t make sense in light of agreed to a simple set of ideas about how kids learn and how we might What did you find that was so schooling; and all of us believe that teach them. The result is that a major convincing? every community, every school, is nec ity of kids don©t perform as well as The similarity of the problems in a essarily different from any other. That they ought to, and a significantly large wide range of schools: small ones, big is, we don©t have a model to plug in; number of teachers are frustrated be ones, public ones, private ones. When we have a set of ideas. Each school is cause they feel a sense of responsibil you see a disturbing pattern repeated shaping those ideas into a program in ity to those youngsters. over and over again, its importance a way respectful of its local situation. 30 EDUCATIONAL LEADERSHIP Does that mean you think that in about that?" And nothing is that©s How do die schools do dial? die long run schools ought to be one of their joys. On the other hand, One way is to get the ratios way- different from one another? taking them seriously forces some is down: the number of kids for which Absolutely. sues that previously were simply pa each teacher feels a sense of responsi pered over. bility. One of the common ideas of the But surely there would be some Coalition is that no high school teach diings one would expect to be A key view among us in the Coali er will ever be responsible for more similar. than 80 students (some of my friends General principles, yes, but the way tion of Essential Schools is that the most important purpose of school in schools that enroll quite demoral they play out should be different. ized kids say even 80 is too many). But What©s right in Ansley, Nebraska, ing without exception, for all stu may dents is intellectual development. bringing those ratios down within not be right for Portland, Maine, and roughly the existing per-pupil expen vice versa. Everybody says, "Sure. How do you express that in programs?" What you diture means drastically simplifying a Is it possible to generalize about see in these Coalition schools are pro school©s program. die sorts of things schools in die grams focused much more on helping project are trying to do? youngsters to use their minds well. It©s Does that mean schools are actu Yes, there are patterns. They arise particularly impressive to see that pri ally dropping parts of dieir curric- from the ideas that we share. Those ority pushed with kids who are turned ulums at this point? ideas are old chestnuts; read them and off, who have done badly in school, Absolutely. For example, a school you©ll say, "Good grief. What©s so new who are likely to drop out. serving a high proportion of demoral-

FEBRl'AKV 1988 31 ized kids may have a very simple community as a whole represented program taught entirely by teams: a by the school board and by a very humanities team and a science team. It vigorous parents group felt that the has a three-period day, the first period risk of trying something new was far being a tutorial or an advisory period "One of the less than the risk of standing still. in which every adult in the building common ideas of (except one person who answers the Is it difficult for a faculty of a large phonies to say that everybody©s busy) the Coalition is that comprehensive school where meets with a group of 13 or 14 kids no high school they've tried to do a little of every and that is a ratio that©s possible within thing to begin to take seriously an existing budget. In the tutorial the teacher will ever be the idea that "less is more"? teachers gather the kids, go over responsible for It certainly is. The very expanse of homework, arrange for students to curriculum provided turf, and peo have breakfast if they haven©t had any, more than 80 ple©s jobs depend on turf. When you try to soften the clatter that a lot of students." say you re going to redefine turf, that these kids bring in at the beginning of threatens people©s jobs. Some teachers a school day. Then there©s a rwo-and-a- go to the wall and say, "I will teach half-hour block of time for English, an, only chemistry; and if I can©t do that, I and history. After lunch there©s a math- won©t do anything." Others will rise to science block. You find in some of the the challenge and say, "Okay, I©ll just schools all of the kids working with dust off my college work in physics " in let©s say mathematics and sci schools or competitive schools in the ence, or a common general theme public sector it©s a marketing prob But, inevitably, hi a school deter such as "vision and light" or in the lem for the principal and faculty: they mined to make these kinds of humanities, "revolution." You©re im get the kids whose parents want them changes, some teachers will prob mediately struck by the apparent lack to come. In other situations a one- ably lose their jobs. And that is of course electives. But the teachers in high school town, let©s say, that every actually happening? these schools will say that, because the body attends it©s a combination of Yes. program is very simple, the faculty can two things One is persuading the concentrate on personalizing their parents that simplification and focus, Let's talk a little more about these teaching. They can create sensible per placing a greater demand on the schools' strategy for change. High sonal "electives," electives that youngsters, serves traditional interests schools are generally regarded as emerge from what each youngster is even better then the status quo. Sec bastions of tradition. I think I re like and what he or she really needs. ond is that their youngsters are going member from die RAND studies of to have more options in the future the 1970s that not a single high So die big computerized master with this kind of approach. school project was regarded as schedule is much less a factor? Some of the big high schools which successful. What makes you such Some of these schools could be aren©t schools of choice have elected an optimist about the possibility over a coffee break. Now, of reforming high schools? scheduled to create, at least initially, the Essential having said that, let me point out that School program as a school-within-a- As a historian I would characterize the real issues of timing and grouping school option for parents and kids to high schools less as bastions of conser have been moved to another vatism than as mirrors of society. simply choose. All the schools that have taken You have your 3 teachers and 90 American society does not really value level. this approach have started with either kids in a Humanities group how do adolescents very much I still shake group those 90 kids? And how do 7th or 9th grade and will move gradu you ally to full-scale operation In several from reading the fifth chapter in David you regroup them every fortnight? of the schools, when the Essential Cohen©s The Shopping Mall High Now that's a complicated scheduling School-within-a school gets to its full School—a devastating critique not so These schools skip the problem. size, it will have more than half the much of schools but of the American "scheduling problem" by pushing it student body. people, who seem willing to live with way down so that the decisions are the hypocrisy of an elaborate gradua made by the adults who know the If one believes in choice and tion ceremony with diplomas that particular kids best. there's only the one local school, some of the recipients can t even read. maybe alternatives should be So why my optimism? I sense in the It would seem that parents and available within that one school. current mood of the country a sus community members would be Yes, unless the community is con tained interest in substantial change. very influential in determining vinced that the status quo is not work Enough people in politics and educa whether these programs succeed. ing, and that is the case in one of the tion apparently realize that the situa Oh, yes. In communities where the Coalition©s rural schools Clearly the tion is so serious, both in the schools schools compete that is, private kids were not going anywhere, and the and in the fact that the United States is 32 EDUCATIONAL LEADERSHIP in a competitive race for its very life, tions that must be made." Are die lieve .that some members of society that the old complacency won©t work Essential Schools retiiinking dial cannot learn to use their minds well, anymore. whole issue? then they©d better move to Sparta. Our The Essential Schools take a Jeffer- whole system of government depends on the wisdom of the individual So as a historian who sees a close sonian view that, aside from a small citi zen. Maybe such a sentiment relationship between schools and percentage of students with profound is naive, but it happens to be democracy. society, you can account for the special needs, every youngster has a bet of considerable stability in mind; and democracy depends on the Well, it's a wonderful statement; die high school for much of this wise use of that mind. If people be but if I had been teaching in a century, but you also know from history that when circumstances reach a certain point, things hap The Coalition of Essential Schools pen. And dils may be the time. Right. An analogy isn©t perfect, but Adelphi Acaderm Ballard High School N,n-a High VTHKI! Clinton Vjckerv Headmaster Alexandra Alien, Principal Lam insel. Pnrtctpal it©s worth mentioning: the great push BSl-S Ridge Blvd WWO Browrvsboru Rd teOO SW Qitkjie Aw toward a common Americanizing cur Hrooklvn. NY 11209 Louisville. KY 40222 Rin Lauderdale. R 3331 » AJiemaiive Communit\ Vhool Doss High School Nin-a Middle School riculum that followed turn-of-the-cen- Dave l.ehman Principal Gordon Milrn . Principal Suzanne AKuni, Pnncipai 1 1 1 Ctn-Mnui M "601 Si Andrew^ Church Rd 3*02 SW© Gulkfie Aw tury immigration. People in the North Ithaca. NT 14HV) Louisville, KY 40214 Rw Laudenlak. H. 333 u east and Midwest saw a crisis because Andowr High Vhool Pleasure Ridge Park High School The Park School of Buffalo Mr Richardson. Acting Principal Charles Miller, Principal Thomas Fuhon. Iteadmasrer of so many "foreigners," and big city Andover. MA 01H10 S901 Green wxid Rd »62SHartem Rd school systems grew very rapidly in Bishop Carrutl High School Pleasure Ridge Pari*. k"^ ^02S8 Smxter. V\ Ui2ft Bernard Hainok. Principal Seneca High School Partw^ South High Vhool response to the political perception of 4IS24 Richard Rd - SU Kihfi Vhmng. Principal Craig Larsixi. Pnncipal Calgan. Alhena T3H «.l .W10 Goldsmith U 801 Itanna Rd a real emergency. We may be in a Canada Louisville. KY" 40220 Manchester. MO ft3021 similar situation now. Brighton High School Mavrne S Waggener High Vrtool Portland High School Thomas Jones, Principal [Xmna Ludwig. Primipal Barbara Anderson. Principal 11 SO Winton Rd South 330 S Hulihards La flM Cumberland Aw Rtx-hester. NY l4l Park Heights Strat Acaderm The Pume\ School my statement about stability be Anne Recnstierna. HeadmiMrw- Deneauw) Robiason. Iteadmaster Barbara Bames. Director 69 Middlesex Rd 5901 Pat* Height, Ave Elm Lea Farm cause die high school really did Chesinui Hill MA 021d~ Baltimore. MD 2I21S Putnew , \T OS346 adapt dramatically. Bronxville High School Paschial High School S( Andrew s-Sewanee lud\ Codding, Principal Radford Gnegg. PrirKipat Re\ Wilham S Wade. Headmaster The biggest change was its growth, Pondheld Rd 3001 Horesi Park Btvd St Andnewy TN 3"3"2 Ton Worth. TX ~{.110 which can be explained in two ways. Bronxville. NY 1O~08 Nt Xavier Academe Birn Mawr School The ludww Nlontevs.©m Scbl loive Blum. School Liaison One was recognition by the public that Barbara Chase. HeadmiMrev. Ga> Jiwx^ Judstm. Director 22S MacVthur BKxJ 109 W Metros? flS Trafalgar a»v«mn. Rl 0281ft adolescents should have access to San .^ntotim. TX ~K21(-> Baltimore, MD 21210 S^KX^ One Bill Olteam. Principal schools on a full-time basis. That is, the Catholu Central High School ^S Mm Si Sr loan Hlvnn. country didn©t want indeed, didn©t Vice Principal Piwidence. Rl 0290d 1200 1200 E High Si need adolescent labor. The second Spnngtietd. OH 4SSOS Schmils Without Walls Dan Dramoch. Pnigram .AilminiMraior Central Park East School factor was that the country was wealthy- Ftnn Hill ,un«« High School 400 Andrews Si enough to pay for it. The explosive New York. NY 10029 ttMO NE 132nd Si Springdak- High School growth of high schools in the first two Kirkland « A QnO.^ Ham Wilstin, Principal decades of this century and again right Eli/ahethtown Area High School luanna Utah VhixJ Sprtnpdak. AK ~2~64 Dusiin Peters, Principal Kathx SiJdtr*^, Principal The Stowv Scrnwii after the Second World War, not sur Program Oarcv I tall. Headmistress Chuck Burdk-k. J>ireciur I©mwrsm- Xtuxil .>f Nova I rmvrsm That raises another basic issue. Maxheld A*\- '- Milton Academ\ kMeph RandazTi). Headmaster East Providence. Rl 02914 1 "0 Cenire St -SOO SW Vmh Si We have had a major split between Milion. M.A021Wi fofi Laudetxiak. R. 333 H Heatrnvood llall die Mortimer Adlers, who have 1 Robert Shirlev HeadmaMer Meridian Junior High School Wathnxik High School WOO S Belthne Blvd J Clifton Emst. Pnncipal Sam Billups. Pnncipal insisted through die years dial all QJumhia. SC 29201 23480- 120th A\¥. SE 2OOO EdgewxxxJ St Kent, WA -W031 Bahinnwe. MD 2121b students should have an intellec Hopt: High School H h S.-hi il watden 111 Paul Gounariv Principal tual education, and most practic MarTw©ilSliski. Principal Charles Kern, Pnncipai 1212 ~4th St.SE 1012 Center St ing educators, who are convinced P^vlder^KJ 029(Xi by dieir own experience diat dial Mixson High SdTixil Mid-Peninsula High schnol Vesbun High School Tom McCullough. Principal Philip Bliss. Chairman Bill Morgan. Principal is simply unrealistic. IVe often S~OS Middle Valle\ Pike iTV Nonh Carolina Aw S^~S Gasmer Rd heard educators say—I've said it Chattanooga. TN 3~343 Palo Aim. CA 94303 H(wston. TX 03S Irondequoit High School Miss Porter .«. Si-h*x>l Wriftfteld Srfxwl myself—"Let diem try. We work Eugene Horngan. Principal Rachel Belash, Headmistres-. Man Burke, Headmistress 2(iO Co,«per Hd 60 Mam St l-S S Mason Rd with diese kids, and we know Rochester. NY l-tftl" Farmings. CTOWW St Louis MO 63 HI there are certain kinds of adapta FEBRUARY 1988 33 high school for d»e last 15 to 20 Constitution because it©s so easy to yean, and I had been used to defend. Not many people would say, tracking students and providing "Oh no, it©s more important that stu quite a different curriculum for dents know about X." Choices get the low track, it would be hard to "American society more difficult when you get out on the convince me that somehow I'd does not really value margin and begin to argue, for exam been wrong all along. ple, whether the current waves of im But "you" have been wrong, jeannie adolescents very migration from Asia are as "important" Oakes book, Keeping Track, makes much." in "history" as the waves of immigra that very clear. tion from southwestern and eastern Europe since the 1890s. Our view is to And schools in the Coalition in join these issues: "Let©s make some tend to change that? very hard decisions about what is most Absolutely. We©re giving it a noble essential and teach this thoroughly." try. We©re assuming that everybody©s So you disagree with some of what going to make the grade. Essential Hirsch says, but you think he is Schools group students according to calling attention to an important what they need to learn, and they regroup frequently; they don©t ham Oh, yes. And to be fair about it, I am mer any youngster permanendy into less criticizing what Hirsch says than the structure of the school, saying, what some enthusiasts think he says. "This kid is in the General track, and That s like making a judgment about Professor Hirsch is under no illusion that one is in the Honors track, forev- the telephone system by looking at the about how complicated these things ermore." Behind all of this is the phone book. To be blunt about it, are. assumption not only that every young analysis of schools on such a limited ster can use his or her mind well, but basis is poor scholarship. A related question. In his book that if we give up on that goal, we give Hirsch also takes a couple of up on democracy. You've been in a lot of high swipes at schools' efforts to teach school classrooms, and you critical Blinking, because he says A series of books by Allan Bloom, haven't seen too much "process"? that distracts them from teaching E. D. Hirsch, Jr., Lynne Cheney, Right. And John Goodlad©s people knowledge. Diane Ravitch, and Chester Finn spent years visiting schools and found In good schools that issue is a straw have charged that schools are ne much the same pattern. But I don©t man. The way to get serious critical glecting die teaching of cultural mean to be contentious about cultural thinking is to get kids© minds focused knowledge, especially history and literacy. I think Hirsch and the others on substantial matters. Give them the literature, and that they've been are making a very important point. text of the Brown vs. Board of Educa emphasizing process and skills Take an example from social studies. tion decision, give some background too much instead. Is that a con For a young American there is no part for that decision, and then go into the cern of schools in the Coalition? of the school curriculum that is more kind of Socratic dialogue that Morti Yes it is, though I think most of us important than that addressing the mer Adler so admires. I don©t know agree with part of the critique but not United States Constitution; and for a how you teach truly critical thinking all of it. The idea that schools put too 16-year-old to really understand the without consequential subject mat much emphasis on process and not Constitution, time is needed. Or take ter just as I don©t know how you enough on content doesn©t square another pivotal document, the Decla teach consequential subject matter with my experience or that of others ration of Independence. Mortimer Ad- without resourceful thinking. who spend a lot of time in schools. ler argues that you can spend three What strikes me about all too many hours on just part of the first sentence. Would it be accurate to say that high school classrooms is the churn The Bill of Rights needs very careful these issues seldom arise in typi ing out of disembodied data which the work lots of examples, case studies, cal faculty meetings, but that in kids are supposed to spit back. It©s Socratic dialogue, role-playing, and so die Essential Schools they are be facts, facts, facts at their absolute gro on. Otherwise the kids will not get to ing argued? tesque worst If Hirsch, Cheney, et al. the bottom of those fundamental ideas That©s right. That word essential in think we©re teaching skills, well sor that drive this country, not understand the name of our project has a double ry, friends; it©s worse than you think. them enough to use them. I think meaning. On one hand it is essential that©s what Lynne Cheney and Diane that we restructure overloaded and They may have reached that con- Ravitch are talking about. ineffective schools. And our project duclon by looking at textbooks. Now, I use that example of the also involves figuring out what is es- EDUCATIONAL LEADERSHIP rwwvite High: Ail© School hi I ...... yirci.iySherry r.P. King ~ _ ' |j When the.. 9th graders in our interdisciplinary elective no longer saw the*| sential in the way of education. The leacnersteachers as teachers of discrete subjects, we knew we were on the way Mi toughest part is "the politics of sub success. On a given assignment they might seek help from the English teacheM traction." That is, if you©re going to af readily as from the social studies teacher or from the art teacher, for thajj teach the United States Constitution matter. 9 adequately, you©re not going to be Key principles of the Coalition of Essential Schools, of which we area partneJ able to give much attention to the first school, are driving forces in our evolving program: personalization, thM student-as-worker, exhibition, and the concept of "less is more." ttamM administration of Grover Cleveland. teacher* in«i*««» n«««t. * - - - ——— .- ———,•*. • "'CW You have to decide what is fundamen ^.*—,WHK umy m social studies, Mary Schenck in English, and Linda8 Passman in art -are assigned to one course; art is as much a part of the content tal. Facing such choices is consistent as English and social studies. We attempt to integrate the disciplines, attending with the current mood. to the basic skids and knowledge each requires as wefl as to connections among the three. Where, In your opinion, does vo We piloted the interdisciplinary program in 1986-87 with c cational education fit In the sec dassass that we scheduled for double periods several times di ondary curriculum? «te. The content was the same as the regular curriculum ...ci-uiuemwona In one respect 1 don©t think it fits at ._*. v-but the third teacher and the possibility for different blocks of all. In the current economy, jobs us to alter our focus. Perhaps the best way to capture the essence change so fast that any type of job- _. . r.w.e.am is to describe one of the units. Ji specific training is a very short-range We began with study of the ancient world. Students were reading The proposition. So to say that schools Odyssey, a 9th grade required text, and studying Creek culture, with a focus I should prepare students for specific on the norms of society, including notions of hospitality and the value of arts © entry-level jobs may be a nice objec and entertainment. At the same time, students were teaming about folios, > scrolls, and illustrated manuscripts. Moving deeper into the unit, the teachers j tive but, if you can©t do everything in struggled to find a creative way for students to exhibit their understanding of high school, a low priority. the period. Put another way, in a rapidly chang The teachers decided to have students create an additional chapter of The ing job market the most important Odyssey not a unique assignment, but other dimensions of the project vocational training is general educa enhanced it. They had a storyteller come to dass as Odysseus and tdl his tion, which is exactly what the Com adventures. White the students were working on their own stories, the mittee on Economic Development and storyteller, knowledgeable about both the assignment and The Odyssey, other business groups have been say responded to their drafts by challenging students to try their characters in new ing over and over for five or six years. situations. He offered provocative responses from his point of view as So, in many of our schools that serve Odysseus. The final assignment, or exhibition, was to prepare a folio a scroll, or an illustrated manuscript with their stories. We invited the visiting bard back kids who mostly don©t aspire to higher to join us for a classic banquet, with oral presentations of the stories as its education, wise principals are now I entertainment. saying to students, "Look. This pro Our approach has produced problems along with successes. Our most gram we©re putting together may not prominent hurdle is time time to plan, time to cover the content, time to be seem to speak to your immediate job with students. We also struggle with the knowledge that not all students are in prospects; but in fact it is the most this program. Thus we are torn between our desire to encourage divergent important vocational education you thinking, our need for the time .required to help students make connections, can get, because it©s teaching you how and our commitment to cover The Ancient World through 1715. We struggle, to teach yourself in a constantly chang too, with grading policies: how can we promote collaborative teaming andstill evaluate individuals fairly; how can we ask students to take risks and then have ing situation." to evaluate them? I must also say that some of the Despite these possibly unanswerable problems, we would find it hard to vocational education courses I©ve seen teach any other way. We have seen students team to read, think, and are superbly taught, because they generalize in ways that go far beyond their peers of similar abih©ties. We have force the kids to do the work. In shop seenstudentswilling, even eager, to investigate subjects independently and in •© after shop, I©ve seen teachers who are depth. Our students have maintained high individual standards but have in the habit of pushing the problem developed a sense of caring for each other as they help one another team. out to the kids, engaging them. Happi We have grown along with our students, becoming facilitators of learning ly, some of those teachers are pre more than disseminators of information. Our dairy conversation and collabora pared to use their talents teaching tion have broken the isolation of teaching. We are piloting a similar dass in 10th grade, and expanding our 9th grade program. In our enthusiasm to general education. One whom I ad increase... _r. connections»miim.uufu amonoamong Or««.-;rJ;nes, we must remember not simply to add mired most a teacher of electricity content, but to heed our own ueiier mat "less is more." I wrote about in my book. He was just that "less is more." Sherry P. King is Assistant to the Principal,Brf__:——i •»——Bronxville •"• High-- ' School, Bronx- magnificent, and under no illusion ville, NY 10708. that he was teaching for entry-level jobs: he was teaching basic education al skills. It©s that kind of imaginative

FEBBUAlfY 1988 teaching, which I©ve seen often in voc- let me describe a kind of prototype. In Students from all over town want to go tech programs, that some science and every school where something is un to that school. It has exactly the same social studies departments could well der way, there is a core of people, per pupil expenditures, but it is set up copy. usually including the principal, who in a simplified way; and it©s getting a feel that (a) the school is a good reputation among the youngsters of There's something I'm curious school, and (b) it can be a hell of a lot the community: you©re not a cipher about. If these public schools are better. Those folks start talking; and, if there; you©re not anonymous. There©s successful In their efforts, they the talk gets beyond immediate things not nearly as much listless listening to will look more like what private such as merely "Let©s add a period to teachers as in a regular school; there©s schools have looked like all the school day," an ambitious plan a lot more "doing," which means that along. Your professional experi evolves. the kids are held accountable, and ences have been mostly in non- It©s at that point that the Coalition they like it. Oh, they complain to me public schools. Are you simply tends to get involved. Where princi when I visit about having to work trying to shape public schools to pals and teachers know about the Co harder than kids at the other schools, look more like private schools? but attendance rates are way up, disci aware, partic alition, and find that their own think No, no. I©ve been very ing is running along similar lines, they pline rates are down, and the dropout ularly during the years when I was rate is infinitesimal. and visit, that get in touch. At that point there©s more able to wander around talk, parents are brought into it, the Now, when you do that for two there©s a stereotype of public school years, superintendents, the school and a stereotype of private school. superintendent and key school board Everything I admired in the large pri members add their backing, and a board, and parents begin to pay atten plan is worked out. In some cases the tion and the program accelerates. vate school in which I worked in the I©m ©70s I©ve- seen working in public plan has been subject to a faculty wide Oh, it could blow up tomorrow; schools. vote. Where there is a strong union under no illusion that there©s a pana Let me put it another way. There and a quite specific contract, amend cea here. However, even in some trou are, for instance, some big Catholic ments to that contract have even been bled communities you find real high schools which, if you didn©t no voted by an entire citywide progress. tice the crucifixes on the wall, you membership. a group of Can you Identify some things couldn©t identify as public or religious So the process starts with these schools are learning that you some people who have pride in their school schools. And I can show and a conviction that they can do would be useful to other high public schools which due to, for ex better. It continues quite slowly, evolv school principals and administra ample, the social class segregation of ing into a plan which then has to get tors across the country who'd like the community have an ambience if it is a plan of any consequence to improve their schools? which is stereotypically attached to a wide support. Then, in a big high One thing they©ve learned is that high-tuition private country day school, it usually starts with a school- planning requires a major investment school. Public and private schools of time: the time needed to think one of within-a-school; or it starts with a se aren©t all that different. Indeed, ries of well-planned and carefully through these matters carefully must the embarrassments of American edu staged changes in the overall school. not be underestimated. Another tru cation is how similar alt our schools ism: everything important in a school private and public are, given our So the general pattern is to start affects everything else that©s important. rhetoric about local control and the small and grow. For example, if you want to rearrange need for professional freedom. Yes. And it takes time. your program to make the kids more Do you see indications that these active, to let them derive answers rath Can you say more about exactly schools are in fact bringing more er than simply memorize them, that how the schools are undertaking people in? Are they making head obviously affects not only the speed the changes you are talking way on changing the whole with which you move over the subject about? I can hear a high school school rather than remaining a matter, but also the blocks of time principal saying, "Sounds good, small, relatively separate unit? necessary for the kids to engage in it. but I don't see how they do it. This Yes. One example, where the whole The teachers and principals will tell ts a complex institution, and peo school is involved, is in a city with five you this can©t be done piecemeal. That ple are very busy just getting by. high schools where there©s open en means that planning must be compre How do I get teachers to read rollment: most students go to their hensive indeed.D about these ideas; how do I get neighborhood school, but they can go them to even consider the to another school if they have a partic Ted Sizer is Professor and Chair, Depart possibility?" ular reason. And at the end of its ment of Education, Brown University, Box There are as many approaches as second year the Essential High School 1938, Providence, RI 02912. Ron Branch is there are schools in the Coalition, but is outdrawing the competing schools. ASCD©s Executive Editor. EDUCATIONAL LEADERSHIP

Copyright © 1988 by the Association for Supervision and Curriculum Development. All rights reserved.