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December 2002
E-Newsletter, December 2002
TRANSFORMING HIGH SCHOOLS On-line Public Forum, December 16–20th
An Annenberg Institute on-line forum will feature Gregory Hodge, CEO of California Tomorrow, and Leo Jones, regional site manager for Talent Development Schools at the Center for Social Organization of Schools, Johns Hopkins University. From December 16 to 20, they will respond on-line to questions and comments about high school redesign and the role of external partnerships. The forum will begin with questions submitted by participants at the Institute's Transforming High Schools conference (see below), where Mr. Hodge and Mr. Jones were guest speakers. This on-line forum is open to the public; you are invited to participate and submit questions of your own. To view the questions and join the discussion, just click on the link below. The forum will be "live" from Monday, December 16 through Friday, December 20.
Challenge Journal: Is Smaller Better?
A growing number of high schools, including many in Annenberg Challenge sites, are recognizing the limitations of the traditional comprehensive high school to prepare students in skills and knowledge demanded in today's world. In the Winter 2002/03 issue of the Challenge Journal, Annenberg Institute staff writer Robert Rothman talks about what is motivating large schools to transform themselves into smaller "learning communities" and about the implications of this change for students and faculty alike. The article features observations from Annenberg Challenge schools and a list of current resources on the topic.
> Download the Challenge Journal PDF file
Conference: Overview and Materials
The Annenberg Institute sponsored a conference for Annenberg Challenge sites in early December to share and take stock of how several large urban school districts are transforming their high schools as a way to increase achievement for all students, particularly children of color and those from low-income families. Teams of participants focused on two broad areas: 1) recognizing the academic and social needs of students and identifying the instructional and organizational strategies that would best meet those needs; and 2) utilizing the abilities of district central offices and local or national intermediary organizations to support the necessary transformation. Information on conference activities, participating sites, keynote speakers, and resource materials on this topic is available at the Institute's Web site.
WHEN RAISING ISN'T RISING: Measuring student growth over time
Dennie Palmer Wolf, the Director of the Annenberg Institute's initiative on Opportunity and Accountability, addresses a fundamental question in school improvement in the December issue of School Administrator: "Having invested heavily in 'raising' both the standards and the stakes for failing to meet them, what investment are we willing to make to support students in 'rising' to meet those standards?" The article chronicles the shortcomings of current accountability systems to show whether children are on a path to meeting high standards and explores what's needed to measure student growth over time.
> School Administrator Web Edition, December 2002
THE POWER OF 'A FEW BIG IDEAS': The Legacy of Walter Annenberg
Walter Annenberg's death in October 2002 has prompted a number of reflections on his life and legacy, particularly his half-billion-dollar challenge to improve America's public schools. One such commentary appeared in the November 6 issue of Education Week, written by Merrill Vargo and Nicolette Toussaint of the Bay Area School Reform Collaborative, one of the first Annenberg Challenge sites. Vargo and Toussaint praise one of the basic features of the Challenge: the search for ideas that make a difference. The article highlights some of the big ideas that have powered the educators and citizens who have worked in Challenge sites.
> Commentary: "Walter Annenberg's Dream," Education Week on the Web. (requires free registration)
WHAT'S NEW IN THE ANNENBERG CHALLENGE?
The Fall 2002 issue of Inside the Annenberg Challenge, published by the Annenberg Institute, highlights a $1.5 million award from the Osborne Foundation to the Chattanooga Public Education Foundation to promote advanced teacher education, a summary report by researchers on the achievements of the Bay Area School Reform Collaborative, and a Ford Foundation grant to the Rural School and Community Trust for a five-state partnership on equity in rural school financing.
> Download the PDF file
> MORE Inside the Annenberg Challenge — additional highlights available only on the Web.
THE PROMISE OF URBAN SCHOOLS: In Search of Excellence
The Annenberg Institute is issuing a print edition of an earlier Web publication prepared by its Senior Fellows in Urban Education. During their term as Fellows (1991-2000), eight scholars and practitioners collaborated on a framework to highlight five opportunities and challenges in urban education that hold out promise for educational excellence and democratic expression in all schools. This framework guided the collective work of the Fellows and continues to inform their individual work in research and practice.
> The Promise of Urban Schools (PDF file)
E-Newsletter, December 2002
TRANSFORMING HIGH SCHOOLS On-line Public Forum, December 16–20th
An Annenberg Institute on-line forum will feature Gregory Hodge, CEO of California Tomorrow, and Leo Jones, regional site manager for Talent Development Schools at the Center for Social Organization of Schools, Johns Hopkins University. From December 16 to 20, they will respond on-line to questions and comments about high school redesign and the role of external partnerships. The forum will begin with questions submitted by participants at the Institute's Transforming High Schools conference (see below), where Mr. Hodge and Mr. Jones were guest speakers. This on-line forum is open to the public; you are invited to participate and submit questions of your own. To view the questions and join the discussion, just click on the link below. The forum will be "live" from Monday, December 16 through Friday, December 20.
Challenge Journal: Is Smaller Better?
A growing number of high schools, including many in Annenberg Challenge sites, are recognizing the limitations of the traditional comprehensive high school to prepare students in skills and knowledge demanded in today's world. In the Winter 2002/03 issue of the Challenge Journal, Annenberg Institute staff writer Robert Rothman talks about what is motivating large schools to transform themselves into smaller "learning communities" and about the implications of this change for students and faculty alike. The article features observations from Annenberg Challenge schools and a list of current resources on the topic.
> Download the Challenge Journal PDF file
Conference: Overview and Materials
The Annenberg Institute sponsored a conference for Annenberg Challenge sites in early December to share and take stock of how several large urban school districts are transforming their high schools as a way to increase achievement for all students, particularly children of color and those from low-income families. Teams of participants focused on two broad areas: 1) recognizing the academic and social needs of students and identifying the instructional and organizational strategies that would best meet those needs; and 2) utilizing the abilities of district central offices and local or national intermediary organizations to support the necessary transformation. Information on conference activities, participating sites, keynote speakers, and resource materials on this topic is available at the Institute's Web site.
WHEN RAISING ISN'T RISING: Measuring student growth over time
Dennie Palmer Wolf, the Director of the Annenberg Institute's initiative on Opportunity and Accountability, addresses a fundamental question in school improvement in the December issue of School Administrator: "Having invested heavily in 'raising' both the standards and the stakes for failing to meet them, what investment are we willing to make to support students in 'rising' to meet those standards?" The article chronicles the shortcomings of current accountability systems to show whether children are on a path to meeting high standards and explores what's needed to measure student growth over time.
> School Administrator Web Edition, December 2002
THE POWER OF 'A FEW BIG IDEAS': The Legacy of Walter Annenberg
Walter Annenberg's death in October 2002 has prompted a number of reflections on his life and legacy, particularly his half-billion-dollar challenge to improve America's public schools. One such commentary appeared in the November 6 issue of Education Week, written by Merrill Vargo and Nicolette Toussaint of the Bay Area School Reform Collaborative, one of the first Annenberg Challenge sites. Vargo and Toussaint praise one of the basic features of the Challenge: the search for ideas that make a difference. The article highlights some of the big ideas that have powered the educators and citizens who have worked in Challenge sites.
> Commentary: "Walter Annenberg's Dream," Education Week on the Web. (requires free registration)
WHAT'S NEW IN THE ANNENBERG CHALLENGE?
The Fall 2002 issue of Inside the Annenberg Challenge, published by the Annenberg Institute, highlights a $1.5 million award from the Osborne Foundation to the Chattanooga Public Education Foundation to promote advanced teacher education, a summary report by researchers on the achievements of the Bay Area School Reform Collaborative, and a Ford Foundation grant to the Rural School and Community Trust for a five-state partnership on equity in rural school financing.
> Download the PDF file
> MORE Inside the Annenberg Challenge — additional highlights available only on the Web.
THE PROMISE OF URBAN SCHOOLS: In Search of Excellence
The Annenberg Institute is issuing a print edition of an earlier Web publication prepared by its Senior Fellows in Urban Education. During their term as Fellows (1991-2000), eight scholars and practitioners collaborated on a framework to highlight five opportunities and challenges in urban education that hold out promise for educational excellence and democratic expression in all schools. This framework guided the collective work of the Fellows and continues to inform their individual work in research and practice.
> The Promise of Urban Schools (PDF file)
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