Restructuring high-poverty elementary schools for success: A description of the Hi-perform school design

Phi Delta Kappan

Volumn 88, Issue 3, 2006, Pages 223-229

  Pogrow, Stanley ^a,b  

^a SAN FRANCISCO STATE UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33751227829     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170608800323     Document Type: Review

References (9)

1. Schools that fail to make AYP for three consecutive years go into the restructuring phase. NCLB offers districts the following options for restructuring such schools: 1) reopen the school as a charter, 2) replace all or most of the staff, including the principal, 3) contract with an outside entity to manage the school, 4) face state takeover, or 5) undergo other major restructuring. This article refers to districts that choose to retain control of failed schools under option 1, 2, or 5.
2. The Hi-Perform School is a trademark of Thinking with Computers, Inc.
3. Each teacher is responsible for teaching several modules at several different grade levels. The overall responsibility in terms of the number of topics will be the equivalent of a whole years worth of content.
4. The MCP approach is unique in that it successfully combines elements of both progressive (child-centered) and traditional (a systematic, linear, basic-skills curriculum) goals.
5. James Catterall, Richard Chapleau, and John Iwanaga, "Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts," in Edward B. Fiske, ed., Champions of Change: The Impact of the Arts on Learning (Washington, D.C.: Arts Education Partnership, President's Committee on the Arts and the Humanities, 1999), pp. 1-18.
6. Shirley B. Heath and Adelma Roach, "Imaginative Actuality: Learning in the Arts During the Nonschool Hours," in Fiske, pp. 19-34.
7. The findings of the conditions needed to develop a sense of under-standing and to produce transfer from thinking development to increased academic achievement are contained in Stanley Pogrow, "HOTS Revisited: A Thinking Development Approach to Reducing the Learning Gap After Grade 3," Phi Delta Kappan, September 2005, pp. 64-75. This article can be obtained through Phi Delta Kappa or by contacting the author.
8. Stanley Pogrow, "Supermath: An Alternative Approach to Using Technology to Teach Math," Phi Delta Kappan, December 2004, pp. 297-303.
9. This synergy is a subtle departure from conventional progressive ideology, which seeks to have all basic skills learned in context. In this design, basic skills are learned in a highly efficient manner and applied in a motivational context in a separate process. This respects the progressive instinct, but it does so in a more practical and powerful way. It also provides greater freedom for the child to construct his or her own context of understanding and pursue deeper learning.