Future RHS Charter

1. A Need to Know

2. A Driving Question

3. Student Voice and Choice

Research suggests that, when each student is well-known by at least one adult, they are more likely to achieve. Having smaller teaching loads allows teachers to focus on both the academic and social development of students and allows students to demonstrate their knowledge to adults in a personalized structure. When teachers and students are able to build relationships, both are motivated to make the high school environment successful.

Requirement that all students complete a college- or work-ready curriculum to graduate from high school Studies show that aligning high school standards to college and workplace expectations is a critical step toward giving students a solid foundation in the academic, social and workplace skills needed for success in postsecondary education or a career. Students who are adequately prepared for postsecondary education are unlikely to require remedial classes in college, a key indicator for college success. Although approximately 45 percent of all students who enroll in postsecondary education will ultimately earn a bachelor’s degree, only 17 percent to 39 percent of students who take remedial courses will successfully earn that degree, depending on the number and type of remedial courses taken. Among students who take no remedial courses, 58 percent will earn a bachelor’s degree. The American Diploma Project has found that there is a common core of knowledge and skills—particularly in English and math—that students must master to be prepared for both postsecondary education and well-paying jobs.  The research shows that there is a strong correlation between scores in high school math and English and wages earned once in the workplace.  Students who are taking below-average or functional/basic English increase their likelihood of being employed in a low-paid or low-skill job.  Students in the top quartile of mathematics scores earn significantly more in the decade following high school than do students in the lower quartiles.

The overall message of this synthesis is that structural changes to improve personalization and instructional improvement are the twin pillars of high school reform. Small learning communities and faculty advisory systems can increase students’ feelings of connectedness to their teachers. Especially in interaction with one another, extended class periods, special catch-up courses, high-quality curricula, training on these curricula, and efforts to create professional learning communities can improve student achievement.