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A mixed-methods convergent parallel design gathered data from school leadership teams and assessed evidence related to student learning impact. Qualitative and quantitative findings were analyzed concurrently, then merged to support integrated interpretation. Results show that removing the Carnegie Unit acted as a catalyst for redesign and learning improvements, enabled by five constitutive factors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-school-redesign-carnegie-unit-as-a-catalyst-for-change/596848/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-school-redesign-carnegie-unit-as-a-catalyst-for-change/596848.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was the Carnegie Unit removed in the high school redesign?","Question",{"text":112,"@type":113},"The study centers on redesign efforts that included removing the Carnegie Unit, described as a time-based metric for awarding course credits.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers evaluate the impact on student learning?",{"text":117,"@type":113},"They used a mixed-methods convergent parallel design, collecting data from leadership teams and analyzing qualitative and quantitative evidence concurrently before merging results.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors supported effective high school redesign according to the findings?",{"text":121,"@type":113},"The study identifies five constitutive factors: a collective disposition as a learning community, focus on relationship building, student input, collaboration, and changes to learning tasks and assessment practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596848,1792210268,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","High School Redesign: Carnegie Unit as a Catalyst for Change  \nBarbara Brown, Gabriela Alonso-Yanez, Sharon Friesen,& Michele Jacobsen University of Calgary  \nAbstract  \nResearchers examined seven schools in Alberta undergoing high school redesign, including the removal of the Carnegie Unit, a time-based metric for awarding course credits. A mixed methods convergent parallel design was used to gather data from leadership teams in the schools and to examine evidence of the impact on student learning. Qualitative and quantitative data were analyzed concurrently and then merged for the analysis. Findings illustrate that the removal of the Carnegie Unit was a catalyst for redesign and learning improvements. Five constitutive factors enable high school redesign, including:  \n(1) a collective disposition as a learning community; (2) a focus on relationship building; (3) student input; (4) collaboration; (5) and changes to learning tasks and assessment practices. The findings provide insight into the ways in which leadership teams formed complex adaptive systems to enable change and may serve to inform practitioners and school leaders, schools and systems, and those who study policy changes in schools.  \nKeywords: school reform, high school, redesign, Carnegie Unit, collaborative inquiry  \nIntroduction  \nHigh school redesign initiatives are less about architectural changes and more about improving student achievement, engagement, well-being, curriculum, and graduation rates. As such, high school redesign is not new. Sizer’s research (1984, 1996, 2013) contributed to shaping high school reform efforts for over 40 years. In many ways, the problems Sizer identified in 1984 are still as relevant today; in fact, it appears that efforts at high school reform may only have served to make matters worse (Willms, Friesen,& Milton, 2009; Evan et al., 2006; Yonezawa, Jones, & Joselowsky, 2009). Those involved in high school redesign initiatives continue to argue that standardized high school models, with routine curriculum and structures, are not meeting the needs of today’s students and result in low performing schools where students are underachieving and fail to master sufficient requisite knowledge and skills (Farrington, 2014; Kutash, Nico, Gorin, Rahmatullah, & Tallent, 2010).  \nDespite many failed attempts at high school reform, efforts continue in many parts of the world and with encouraging results. Curriculum reform in secondary schools in China, the world’s largest education system, termed “quality-oriented education,” involved numerous changes to educational paradigmsand practices including a shift from traditional practice to learner-centered, inquiry-oriented approaches (Tan & Hairon, 2016; Yan, 2012). Promising findings from a study in the United States (U.S.) involving eleven high schools in a large urban district show a strong positive relationship between the high school redesign project and teacher grading practices, classroom impact, and student achievement of students at-risk of dropping out (Baete, Burks, Pollio, & Hochbein, 2015; Baete & Hochbein, 2014). Strategies for improving high school achievement at a system level vary across the globe; common aims are to increase  \ncompetencies through flexibility and autonomy, and to support all students to complete high school and prepare for life beyond secondary school.  \nLed by the Ministry of Education and local educational authorities, Alberta is considered a global leader in education when compared with other high performing school systems, such as Ontario, Singapore, and Finland (Hargreaves & Shirley, 2012). Reports often highlight the Alberta Initiative for School Improvement (AISI) initiative to demonstrate success from projects occurring over a decade ago (Hargreaves et al., 2009; Parsons, McRae, & Taylor, 2006). Similar to other high performing countries, Alberta’s education system continues to adapt to meet the challenges of complexity and change occurring at a global ","cbCaiuvxzcQXouqK","https://ap.wps.com/l/cbCaiuvxzcQXouqK","pdf",395941,18,"English","# Abstract\n## Introduction\n## Research in Canadian Context Demonstrates High Schools Need to Change","[{\"question\":\"Why was the Carnegie Unit removed in the high school redesign?\",\"answer\":\"The study centers on redesign efforts that included removing the Carnegie Unit, described as a time-based metric for awarding course credits.\"},{\"question\":\"How did the researchers evaluate the impact on student learning?\",\"answer\":\"They used a mixed-methods convergent parallel design, collecting data from leadership teams and analyzing qualitative and quantitative evidence concurrently before merging results.\"},{\"question\":\"What factors supported effective high school redesign according to the findings?\",\"answer\":\"The study identifies five constitutive factors: a collective disposition as a learning community, focus on relationship building, student input, collaboration, and changes to learning tasks and assessment practices.\"}]","High School Redesign - Carnegie Unit as a Catalyst for Change | PDF",1792083852,45]