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In these pages, the staff at CES National has collaborated to examine the opportunities to focus on student learning and achievement that arise when large high schools convert to small, autonomous schools. Laura Flaxman, Co-Director of the Small Schools Project, shares her experience as a principal of one such small high school, Oakland, California’s Life Academy, analyzing the variables that affect student learning in the conversion process. Jay Feldman and Lisette López, CES National’s research team, take a broader view, looking at ways that converting schools identify opportunities for professional development that leads to improved teaching and learning. Emphasizing the need for a focus on academic improvement even as schools and communities take on the challenges of structural change, both articles demonstrate the contributions of CES schools to what we’re learning about the relatively nascent process of high school conversion.
This issue of Horace also debuts CES National’s new advocacy effort, “CES Takes a Stand: The Coalition of Essential Schools Opposes High-Stakes Standardized Tests.” We are proud to support the groundbreaking work that CES schools have done to develop methods of performance-based assessment, and we want to lead the way to promote the widespread adoption of multiple measures and performance-based assessments as more challenging and accurate demonstrations of student achievement. High-stakes standardized tests do not do justice to students who are striving to learn to use their minds well, flexibly, collaboratively, and creatively. Please join us in taking a stand against high-stakes standardized testing and supporting better alternatives by reading the statement here. Sign our online petition, and explore other tools and resources that will help you take a stand along with CES.
I thank all of the teachers, school leaders, CES regional center staffers, researchers, and others who contributed to this issue. Many are quoted here; others lent their wisdom behind the scenes. We appreciate all of the help we get as we make sense of the challenges CES schools face and celebrate their successes.
I also want to thank Carol Anna Lind, on staff at CES National. Most of the time, as our staff accountant, Carol watches our numbers. But when each issue of Horace emerges, she watches these words—she’s an ace proofreader, and has saved these pages from many an error. Thank you, Carol!
A note to Horace subscribers: the final issue of Volume 20 will be published in early September to greet you at the start of the school year. If you don’t already subscribe, please join us. Subscription rates are $35.00 per four-issue year, with discounts for multi-year subscriptions. Call us toll-free at 1.800.62HORACE, or go to our subcription page to subscribe online. Another way to receive Horace is to affiliate with CES. The connection with CES is well worth it. Read more information about affiliation online or call us at 510/433-1451.
Jill Davidson
Editor, Horace