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It explains terminology and contrasts upper secondary structures with U.S. high school, then presents examples such as program pathways in Ireland and Singapore.",{"@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 & 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Part 2: High School” brief?","Question",{"text":63,"@type":64},"It studies how education systems organize upper secondary time, how leaders think about high school, and what innovations can be learned from both global and domestic examples.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the brief define “upper secondary” in relation to high school?",{"text":68,"@type":64},"It describes upper secondary as schooling after grade 9 for roughly ages 16–19 or 20, which in the U.S. is most similar to grades 10–12.",{"name":70,"@type":61,"acceptedAnswer":71},"Which five areas does the brief use to examine how leading systems think differently about upper secondary time?",{"text":72,"@type":64},"Options, choice support, flexibility in using time, partnerships for program design and delivery, and teacher profiles and preparation 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withstrong student performance acrossthe globe tounderstand what they do,how they do it,and the context andchallenges that they face.This brief shares what we have learned abouthowglobal leaders think about high school and how they organize time inschool during these criticalyears.We also look here at home to learnfromschools and districts that arerethinkinghigh school in innovative ways.  \nIn this brief,we look at how leading systems think differently about uppersecondarytime in five areas:  \nThinking differently about options:What kind of programs areoffered tohigh schoolstudents?How do they vary in terms oflength,focus,credentials and approach tolearning?Can studentschange their minds?  \nThinking differently about choice:How are students supported tomake informed choices?  \n?Thinking differently about flexibility:Howis time used topersonalize programs and pathwaysfor students?  \nThinking differently about partnerships:How do high schoolspartner with other agencies and institutions todesign and deliverprograms?  \nThinking differently about teachers:How do profiles of teachersvary acrossprograms?How does time spent preparing and teachingdiffer?  \n# Some terminology\n\nWeuse upper secondary throughout the brief to describe school thatfollowsgrade 9or for students who are about age 16-19or 20.Inthe United States,this would be most similar to high school grades10-12.In these upper secondary systems,we look at time in years,not just in days and hours.The number of years students spend inschool is highly variable,as it depends on the requirements ofvariedprogram options students choose among and the time they need tobe successful.  \nThinking Differently About Time Part 2:High School  \nSurface thought-provokingobservations about waysthese systems approach timedifferently.  \nOffer interesting examples ofwhat global leaders do differentlyand how states and districts areimplementing similar strategies.  \nAsk probing questions aboutthe potential for using timedifferently and what the policyimplications might be.  \nOur Thinking Differently About series focuses onlearning about the policies and practices of systemswith strong studentoutcomes and encouragesoutside-the-boxthinking about a range of issues.Our goal is to offer examples and raise questionsto initiate powerful conversations,to set the stagefor educators across the United States to explorefurther and share lessons learned,and to informimprovements in our schools.Please approach thebrief in that spirit and consider what is different,whatmight be useful in your context,what that wouldmean for rethinking policy and for school design,andwhat more there is to learn.1000  \nCase Study:Student Journeys  \nFor an in-depth look at how the policies in this brief come to life,explore our case study of high school programs in Solothurn,Switzerland featuring four studentjourneys.  \nTime Continued...  \nThis brief is Part 2ofa two-part series on time.The frst brief focusedongrades 1-9,the comprehensive school grades that historicallymarked the end of required education in many countries.  \nLet's think differently!Together.  \nThinking Differently About Time Part 2:High School  \nTHINKING DIFFERENTLY ABOUT  \n# Options\n\nIt's hard to imagine how different many upper secondary systems are fromU.S.high schools.The United States has begun to reimagine highschool,expandingstudent choice by offering early college credit opportunities,linking careerpreparationprogramstonew and emerging industries,and mapping pathwaysthat connect highschool to post-high school programs.But our high schoolinnovations occur with well-established boundaries:students spend four years inhigh school with the majority of time in general education classes,and they endtheir K-12 journey with ahigh school diploma.  \nWhat choices do students in other highperforming countries have?At the age of15 or 16,students are able to choose what they want tolearn,h","cbCaioSPT1ov8Erq","https://ap.wps.com/l/cbCaioSPT1ov8Erq","pdf",1857962,31,"English","# Introduction\n## Some terminology\n## Options\n## Examples","[{\"question\":\"What is the purpose of NCEE’s “Thinking Differently About Time Part 2: High School” brief?\",\"answer\":\"It studies how education systems organize upper secondary time, how leaders think about high school, and what innovations can be learned from both global and domestic examples.\"},{\"question\":\"How does the brief define “upper secondary” in relation to high school?\",\"answer\":\"It describes upper secondary as schooling after grade 9 for roughly ages 16–19 or 20, which in the U.S. is most similar to grades 10–12.\"},{\"question\":\"Which five areas does the brief use to examine how leading systems think differently about upper secondary time?\",\"answer\":\"Options, choice support, flexibility in using time, partnerships for program design and delivery, and teacher profiles and preparation time.\"}]","Thinking Differently About Time Part 2 - High School | PDF",1792056706,78]