[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584041-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-584041-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-future-of-high-school-how-districts-can-organize-high-schools-toward-a-new-vision-for-student-learning","THE FUTURE OF HIGH SCHOOL - How Districts Can Organize High Schools Toward a New Vision for Student Learning","","THE FUTURE OF HIGH SCHOOL examines why high school reform must go beyond adding isolated courses or staff and instead redesign the organization of resources. It links post-pandemic challenges—credit recovery, learning disparities, chronic absenteeism, and teen mental health—to rising community expectations for graduates. The brief proposes six organization “shifts,” including targeted time, student-centered curricula, partnerships and technology, advising support, collaborative teacher teams, and transformational leadership, and outlines how districts can fund and sustain change.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-future-of-high-school-how-districts-can-organize-high-schools-toward-a-new-vision-for-student-learning/584041/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-future-of-high-school-how-districts-can-organize-high-schools-toward-a-new-vision-for-student-learning/584041.png","ImageObject",300,407,{"name":42,"@type":43},"\tCallum ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the document argue that high school redesign is urgent now?","Question",{"text":63,"@type":64},"It cites a post-pandemic inflection point marked by higher expectations for graduates and worsening challenges such as off-track students, learning disparities, chronic absenteeism, and teen mental health concerns.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the six shifts for organizing high schools toward a new vision?",{"text":68,"@type":64},"The brief highlights targeted and flexible time and attention; 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For decades, reformers have been proclaiming that America’s industrial model of high schools is defunct. They argue that it’s not working to have schools organized to sort students through grades, courses and lock-step schedules, where individual attention and support comes mostly through extra-curricular activities. i, ii, iii Though these reformers’ efforts have created boutique high school models, like Big Picture across the U.S., and some notably high performing and small high schools in New York City, high school structures generally remain frustratingly unchanged.iv Post-pandemic, however, the nation has reached a now or never inflection point, in which the need for change is urgent. It’s an opportune time, since advances in the field now give us all the puzzle pieces that must come together for lasting redesign that will truly enable the outcomes and experiences that all high school students need to thrive  \nin the future.  \nThe pandemic brought new attention to the challenges our high schools face, and, concurrently, communities are raising their expectations for graduates. More students are off-track to reach the number of credits they need to graduate, and districts report increasing disparity in learning outcomes.v, vi, vii At the same time, we’ve seen an increase in chronic absenteeism and growing alarm over the mental health of teenagers.viii, ix, x In this challenging context, districts across the country are defining ambitious goals that include higher standards for their high school graduates and an expanded vision for the knowledge and skills the high school experience should support. Common goals include critical thinking, creativity, citizenship, collaboration, literacy, flexibility and the skills and passion to become lifelong learners.xi, xii, xiii, xiv, xv, xvi Communities are demanding that high schools set students up to succeed and persist with college and career. A growing number of states are holding high schools accountable for postsecondary outcomes, such as college persistence.xvii, xviii, xix  \nWe see districts across the country trying to deliver against these challenges by adding courses, programs, and staff; but they’re operating in an antiquated highschool structure, and leaders are changing very little about the instruction and/or curricula through which students engage. Further impediments to success, students’ learning is still measured through courses completed, teachers are still responsible for more than 100 students’ success in core subjects, and extra time and attention to help students stay on track usually only comes after failure. And, because the efforts layered on top of existing structures address the challenges in piece-meal ways, the solutions sometimes conflict with  \neach other and have unintended consequences that make the overarching goals harder to accomplish. For example, we are finding that the way schools are typically adding career-course pathways often crowds out time and instructional resources for students to build foundational skills, access advising and mentorship, catch up when they fall behind, and/or take advanced course-work in core subject areas.  \nWhile districts are creating inspiring visions for high school graduates and aspirational descriptions of the experiences they want their students to have, they’re not identifying a coherent set of strategies to reach these goals or addressing the changes in  \nhigh school organization that must accompany them. In this brief, we explore the six shifts in the organization of resources necessary to achieve these ambitious objectives and to build toward an integrated vision of high schools, actually organized in ways that enable the strategies required to reach it. We also share how school systems can pay for these shifts and how they can structure the broader ","cbCaifexQzU7NPlf","https://ap.wps.com/l/cbCaifexQzU7NPlf","pdf",889154,15,"English","# A New Vision for High Schools\n## Six shifts in high school organization\n## Funding and sustaining district change","[{\"question\":\"Why does the document argue that high school redesign is urgent now?\",\"answer\":\"It cites a post-pandemic inflection point marked by higher expectations for graduates and worsening challenges such as off-track students, learning disparities, chronic absenteeism, and teen mental health concerns.\"},{\"question\":\"What are the six shifts for organizing high schools toward a new vision?\",\"answer\":\"The brief highlights targeted and flexible time and attention; high-quality student-centered curricula and learning sequences; partnerships and technology for expanded learning and wellness; relationship building and advising support; diverse collaborative supported teacher teams; and transformational school leadership.\"},{\"question\":\"What problem does the document identify with adding programs on top of existing structures?\",\"answer\":\"It explains that piece-meal efforts can conflict, crowd out time for foundational skills and advising, and create unintended consequences that make overarching goals harder to achieve.\"}]","THE FUTURE OF HIGH SCHOOL - How Districts Can Organize High Schools Toward a New Vision for Student Learning | PDF",1792049597,38]