A Redesigned American High School
Raising expectations for students is an empty action if schools do not also adapt a variety of models and teaching methods to meet the needs of a diverse student body with a range of learning styles and support needs. To be effective, instruction must meet students where they are, and thus states and districts should be afforded the flexibility to explore and implement new strategies.
Policy Recommendations
To serve the needs of America’s diverse learners, the Campaign for High School Equity recommends that high schools be redesigned so that they:
- implement a variety of models that support different learning styles and student situations;
- provide student supports that combine in-school and community-based services;
- promote strategies and interventions that improve student math and reading skills;
- promote instructional practices designed to meet the needs of diverse learners;
- ensure that valid criteria are used to inform decisions about student eligibility for services in special education, services for English language learners, college preparatory curricula, and gifted and talented programs;
- develop consistent standards and practices to facilitate English language learners’ integration into the American public education system; and
- provide access to computers and other learning technologies that can be used to complement in-class instruction and tutoring.