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"he vision of ISB's 21st century literacy curriculum seeks to enable and complement the transportable gifts of intellectual development, meta-cognition and cross-cultural understanding. This achieved through the authentic application and use of 21st century literacy skills embedded throughout core curriculum. Each aspect of the 21st century vision for our learners supports these transportable gifts, through our definition of the 21st Century Learner"

Superficially, the Brooklyn Generation School, here in the Flatbush area, looks a lot like the other six small public high schools that share space in this tall building, the former South Shore High School. What's noticeably different about it, though, is the strength of the relationships among staff members and students.

"Detroit Public Schools is set to open its first school without a principal -- teachers will be running the day-to-day operations and making all pertinent decisions. They won't have to wait for the central office's OK to purchase needed items or increase their emphasis on fractions or writing, for instance. "

"A network devoted to the idea that we can't prepare students for the 21st century in a system that was structured for the 1900's. "

As an organization, Communities for Learning reflects the diversity that is key to its work: Governed by a board of directors whose values, interests and roles provide various educational perspectives that are invaluable in decision and policy making, the organization is further supported by an advisory council with varying skills and points of view, as well as by an experienced, thoughtful and committed staff.

"Overview: The 3 R's TEP is designed and structured around the belief that teachers are the key personnel in achieving educational success for its students. In singling out teacher quality as the essential lever in educational reform-as opposed to other reforms such as class size reduction or pre-packaged curricular models-TEP builds on an extensive body of research that shows that "teacher quality is the most important educational input predicting student achievement." [i] The effects of highly-effective teachers are profound for students at all ability levels, but they are particularly striking for low-achieving students. Studies demonstrate that, when learning from the most effective teachers, high achieving students improve by 25 percentile points (as compared to a 2 point gain with the least effective teachers), while low achieving students improve by more than 50 percentile points (as compared to a 14 point gain with the least effective teachers). [ii]"

"This is the main report of the Committee of Ten, according to Richard Mitchell in his book The Graves of Academe: The Seven Deadly Principles, "an...NEA task force that had been made up largely of scholars called together in 1892 and chaired by Charles W. Eliot, then president of Harvard University. That committee had come out in favor of traditional academic study in the public schools, which they fancied should be devoted to the pursuit of knowledge and the training of the intellect. "