Redesigning High Schools: Innovative State Strategies for High School Redesign

Published 2006

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Introduction

Research indicates that high school redesign—specifically designs that emphasize rigor, relevance and relationships—can reduce the achievement gap, increase graduation rates, improve access to postsecondary education and, ultimately, help students succeed as economically secure adults. Policymakers, business leaders and educators are recognizing that America’s ability to compete in today’s global economy depends upon our ability to prepare high school graduates to be successful in today’s knowledge-based economy. A 2004 study from the RAND Corporation, The 21st Century at Work: Forces Shaping the Future Workforce and Workplace in the United States, found that rapid technological change and increased international competition will require more emphasis on the skills and preparation of the work force, particularly the ability to adapt to changing technologies. The report indicates that the growing importance of knowledge-based work will require workers to demonstrate such skills as abstract reasoning, problem solving, communication and collaboration, and that continuing education and training will be necessary throughout one’s career, well past initial entry into the job market.1

National momentum continues to grow for high school redesign, in large part due to state and local government efforts to implement bold new strategies at the high school level. These strategies are intended to provide students with a range of options and resources necessary to graduate prepared for college, employment and citizenship. It is at the state level that comprehensive policies can be implemented to ensure that all high school students graduate prepared for work and college. This report examines emerging state strategies for comprehensive high school redesign, focusing on innovative state policy choices that are being implemented throughout the nation