Applying The Insights From Assessment Item 1 (order 365496) To Your

Applying The Insights From Assessment Item 1 (order 365496) To Your Applying The Insights From Assessment Item 1 (order 365496) To Your Own Educational Institution â€" Assignment Example > Assessing a Re-Imagined High School: The Coalition Campus Schools Project in New YorkFew socio-civic institutions carry strong impact on the quality of life for the citizens of a country than the high school. High school is an institution so essential in laying the foundation for citizen participation in a country’s economy and civil society. In a globalizing world, school reforms that make high school graduates competent in high-level skills and prepared to attain high education are gradually taking shape to meet the demands of the society (Cheng, 2003). In the U. S., however, the public schools as an institution are challenged to cope with these changing educational demands. One project â€" the Coalition Campus Schools Project (CCSP) launched in New York City during the early 1990s â€" may well be one of the answers to calls to restructure social structures of high school. Such initiative, which involves the transformation of two large, comprehensive New York high schools with eleven small schools during the early 1990s, was the subject of this paper based on a review of a development program. Following the identification of the issues relative to the leadership, educational quality and improvement measures pursued by the Coalition Campus School Project, there will be recommendations to be made based on theoretical approaches in educational leadership. This paper will then assess the different aspect of the project, first as an innovation in design initiative. Also subject of the evaluation is the outcome of abandonment of the standard class sizes for students in large, comprehensive learning facilities built like “factories. ” The paper ends with a short conclusionBackground: Advocates of the small new model schools in New York believe the project is a direct response to the mounting criticisms hurled against bigger learning environments. Darling-Hammond, Ancess, and Ort (2002) said in their papers that with “factory model” schools, students a nd teachers have little opportunity to build strong relationships, which is essential in encouraging academic success of minority and low-income students. This is coupled with other dilemmas, such as segregated curriculums and unequal program options, and slow response in meeting students’ needs. As part of a broader school restructuring initiative, the CCSP was collaboration between the New York City Board of Education and the Center for Collaborative Education (CCE). For this project, the CCSP replaced two of the city’s high schools â€" Julia Richman High School in Manhattan and James Monroe High School in the Bronx â€" which each served up to 3,000 students. The innovative restructuring model was shaped by plans provided by developers’ visions or definitions of what it means to be an effective high school. As a strategy, smaller high school model is aimed at altering the academic structure of the same to improve students’ academic rigor in the curriculum and achieve high educational achievement. Thus, when school’s capacity to change is enhanced, student’s achievement may be improved (Kyriakides and Campbell, 2004). The CCSP, on one hand, appear faithful to its goals of raising opportunities for students’ to learn in a new learning model without impeding their chances of gaining support to realize their full academic promise. On the other hand, although the transformative scheme was not geared toward increasing college-going levels and preparedness of undeserved pupils per se, it does offer the potential to do so.