The National Education Policy Center (NEPC) at the University of Colorado Boulder announced today that 17 high schools in New York and Colorado are the first to receive the 鈥淪chool of Opportunity鈥� designation. These outstanding schools demonstrated a range of practices that ensured that all students had rich opportunities to succeed. All put students, not test scores, first.
The Schools of Opportunity project, funded by the Ford Foundation and the NEA Foundation, highlights excellent practices designed to expand student opportunity and access to academic success. The program was piloted in just two states in the 2014-15 school year: Colorado and New York. Next school year, the project will include high schools nationwide.
The project is jointly led by Professor Kevin Welner of the CU-Boulder School of Education, who directs the NEPC, and Carol Burris, the principal of South Side High School in Rockville Centre, N.Y. Burris was the 2013 New York State High School Principal of the Year.
Burris, whose school has been ranked consistently high on lists of the nation鈥檚 top schools nevertheless is critical of common ratings programs.
鈥淐urrent ratings programs aimed at identifying the nation鈥檚 best high schools include many high-quality schools,鈥� she said. 鈥淏ut the approach they use tends to reward schools that are affluent or those that enroll a selective group of students. It is time we recognize schools that do outstanding work with a wider range of students.
鈥淭he schools we鈥檙e recognizing with this new project are all places you would crave to have your own children attend,鈥� Welner added.
鈥淲e hope,鈥� he said, 鈥渢hat this project will help move the nation past the constraining and wrongheaded discussion of school quality that focuses on 鈥楶roblems, Statistics and Labels鈥�. 麻豆淫院 and educators, as well as parents and researchers who spend time on our high schools, know that quality schooling comes from excellent practices.鈥�
Recognized schools received either a Gold or Silver designation. The Gold Schools of Opportunity in 2015 are, in alphabetical order:
- Centaurus High School, Lafayette, Colorado
- Fannie Lou Hamer Freedom High School, Bronx, New York
- Grand Valley High School, Garfield, Colorado
- Jefferson County Open High School, Lakewood, Colorado
- Malverne High School, Malverne, New York
The 12 high schools that earned a Silver Schools of Opportunity designation in 2015 are:
- Center High School, Center, Colorado
- Charles C. D鈥橝mico High School, Albion, New York
- Durango High School, Durango, Colorado
- Eastridge High School, Rochester, New York
- Elwood 鈥� John H. Glenn High School, Elwood, New York
- Fox Lane High School, Bedford, New York
- Long Beach High School, Long Beach, New York
- Long View High School, Lakewood, Colorado
- Mapleton Early College High School, Thornton, Colorado
- Harrison High School, Harrison, New York
- Sleepy Hollow High School, Sleepy Hollow, New York
- Sunset Park High School, Brooklyn, New York
These schools range in student-body size and include schools in rural, urban and suburban settings. They include traditional high schools as well as small schools that students choose to attend and that may be outside their neighborhood.
The recognition of these 17 schools is based on 11 specific principles identified by experts in the 2013 Oxford University Press book, Closing the Opportunity Gap, which Welner edited along with Stanford University Professor Prudence Carter. Specific practices include effective student and faculty support systems, outreach to the community, health and psychological support, judicious and fair discipline policies, little or no tracking, and high-quality teacher induction and mentoring programs. A list and description of these recognition criteria are available on the .
In order to be recognized, school applications were required to go through four levels of screening, including -based ratings by two . Evaluation teams also made in-person visits to the recognized 鈥淕old鈥� schools.
Burris and Welner stress that the opportunity gaps facing the nation鈥檚 children arise from poverty, racism and other societal ills much more than from anything taking place in schools. But schools are nonetheless important, and they can make a real difference in children鈥檚 lives, they said.
鈥淲hen schools and communities focus their resources and efforts on closing opportunity gaps, they should be recognized, supported and applauded,鈥� Burris said. 鈥淭hey should also serve as models for those who wish to engage in true school improvement.鈥�
Descriptions of Colorado鈥檚 recognized schools:
Gold designation:
- Centaurus High School, Lafayette, Colorado
Creating a school community that is welcoming and caring, as well as academically challenging and supportive, requires a broad package of policies and practices. Centaurus focuses in particular on strong supports for entering ninth graders, embracing them with a thoughtful set of social and academic supports, hands-on learning and extracurricular opportunities.
- Grand Valley High School, Garfield, Colorado
Integrating high expectations, challenging curriculum, universal access and strong supports, the school begins with an AP-for-all approach. The school also features a strong system of teacher development, collaboration and leadership, along with a focus on instruction and thoughtfully integrating the school鈥檚 response-to-intervention protocol and advisory system.
- Jefferson County Open High School, Lakewood, Colorado
Embracing an educational philosophy rooted in the belief that students are inherently curious and want to learn, educators follow the lead of each student, facilitating opportunities for students to discover, explore and master their interests and their passions. In doing so, the school has provided a vibrant and viable alternative to conventional schooling鈥攁n alternative that is particularly stark in our age of standards- and test-based accountability policies.
Silver designation:
- Center High School, Center, Colorado
Serving a rural and economically impoverished community, the district recognized that opportunities to learn for their students depended on more than conventional academic supports. Student needs are thus addressed through extra learning time and enrichment opportunities after school and during the summer, as well as during the school day; through a strong focus on healthy choices, supportive interactions and anti-bullying programs; through support staff such as a homeless coordinator, a nurse and counselors; and through partnerships with links to community health organizations.
- Durango High School, Durango, Colorado
A collaborative learning environment for staff is combined with a Small Learning Communities structure for teaching. Interdisciplinary teams of teachers meet regularly to discuss how to engage all students in the learning outcomes their departments have agreed upon. The school鈥檚 SLCs work closely with instructional coaches from Expeditionary Learning (EL) and International Baccalaureate (IB) and then develop Critical Friends groups to analyze each other鈥檚 lessons and instructional strategies.
- Long View High School, Lakewood, Colorado
Long View High School serves an 鈥渁lternative school鈥� role, in that the school is sought out by students struggling with life or academics, but the school鈥檚 approach is one of enrichment, not salvage. It engages the students with a curriculum that is rigorous, relevant, varied and enjoyable. The school鈥檚 mission is to provide a classroom-based, personalized education that takes the long view of each student鈥檚 future, stressing learning over simple credit recovery.
- Mapleton Early College High School, Thornton, Colorado
Focusing on authentic learning through internships and early college, the school has created a healthy school culture and learning environment built around project-based, individualized, authentic learning, grounded in the community.
For more information, including descriptions of all recognized schools, visit the Schools of Opportunity website at .
Contact:
Kevin Welner, CU-Boulder School of Education, 303-492-8370
kevin.welner@colorado.edu
Carol Burris, Rockville Centre, 516-993-2141
burriscarol@gmail.com
Peter Caughey, CU-Boulder media relations, 303-492-4007
caughey@colorado.edu
