A $300,000 grant from the U.S. Department of Education intended to raise the academic levels of all students.
By: Jeff Milgram
When it comes to high schools, the federal government believes smaller is better.
The government can’t shrink Princeton High School physically, or reduce its almost 1,300-student enrollment. But a three-year $300,000 Small Learning Community grant from the U.S. Department of Education will help PHS personalize the education it gives its students, raise the academic levels of all students and close the achievement gap for minorities.
In effect, the grant will turn PHS into a smaller school so no student falls between the cracks.
"A goal is to personalize the learning experience for all students and the plan is for the early work to focus on the ninth-grade transition to high school," said Lewis Goldstein, Princeton Regional School District’s assistant superintendent for human resources, public information and community outreach.
"In addition to our own professional experiences and input received locally from parents, national trends and research support the emphasis on ninth grade," Mr. Goldstein said. "Over time, the high school will explore ways to carry the concepts through to grade 12 as each grade level brings on new challenges for students. The ultimate goal is to improve student learning and student achievement," he said.
"Current research continually points to the importance of relationships teacher-student, student-student in the learning process," he said. "By breaking down the high school into smaller learning communities, giving students and teachers voice in decision-making and building positive relationships, Princeton High School hopes to have all students achieve academic excellence."
The following are ways PHS might use the grant money:
Creation of three ninth-grade academies to assist in breaking down a class of approximately 350 students into three equally-sized small learning communities.
Each academy might meet as a group, perhaps twice a month, address common academic issues, discuss school issues in a town-meeting format, or host guest speakers, Mr. Goldstein said.
Creation of an advisor-advisee program within each academy where a teacher or staff member would advise 10 to 15 students. This advisory structure might meet on a regular basis as a group and discuss relevant academic issues as ninth graders adjust to the high school.
"It doesn’t have to be a teacher, said PHS Principal Gary Snyder. "It might be a supervisor, an administrator or a librarian."
The goal is to build a connection between an adult at PHS and every student, Mr. Snyder said.
The advisor might meet individually with a particular student to discuss a specific issue, such as course selection, and make a referral to a guidance counselor or school social worker, Mr. Snyder said.
Development of a personal learning plan for each ninth grader. The plan would be individualized to allow each student to set goals and map out the necessary steps to reach their goals with the guidance of their advisor.
"Again, many of the specific plans are still being developed for the ’04-’05 school year and over the next three years additional components of implementation will evolve," Mr. Goldstein said.
The grant is a result of several years of dialogue by a number of groups, including the Achievement Committee at the high school.
"This group has carried on the conversation of having all PHS students achieve academic success and has explored various avenues and professional development activities to meet this goal," Mr. Goldstein said.
The small learning community concepts is supported by research emerging from the work done associated with the Minority Student Achievement Network as presented to the PHS faculty in June by Ron Ferguson of Harvard University, Mr. Goldstein said. Dr. Ferguson’s framework, the Tripod Project, emphasizes development of trust in student-teacher relationships, an appropriate balance of control and autonomy, goal-setting and ambitiousness, maintaining proper conditions to support industriousness of students and support to ensure mastery and consolidation of learning, Mr. Goldstein said.
During the past school year, PHS received a smaller grant for planning purposes around the topic of small learning communities and a group of about 18 teachers met regularly during the year to discuss the plans to implement their recommendations. This summer, teachers and administrators attended a conference sponsored by the Education Alliance of Brown University on the topic and a group of teachers continues to meet in August sketching out plans for implementation, Mr. Goldstein said.