OVERVIEW
HTH is a charter school system in San Diego, California. It was started in 2000 by a coalition of business leaders and educators. Today the integrated network of 13 schools (5000 students) includes 4 elementary, 4 middle, 5 high schools as well as a Graduate School of Education.
HISTORY: Identification of need for this enterprise
HTH was originally conceived by a group of about 40 civic and high tech industry leaders in San Diego who met regularly from 1996 - 1998 to discuss the challenge of finding qualified individuals for the high-tech workforce. In particular, members were concerned about the “digital divide” that resulted in low numbers of women and ethnic minority groups entering the fields of math, science, and engineering. In late 1998 the group voted to start a charter school. The founding group was clear about its intent: to create a school where students would be passionate about learning and would acquire the basic skills of work and citizenship.
MISSION STATEMENT: Purpose of the enterprise, Part 1
High Tech High’s mission is to develop and support innovative public schools where all students develop the academic, workplace, and citizenship skills for post-secondary success.
HTH is a charter school system in San Diego, California. It was started in 2000 by a coalition of business leaders and educators. Today the integrated network of 13 schools (5000 students) includes 4 elementary, 4 middle, 5 high schools as well as a Graduate School of Education.
HISTORY: Identification of need for this enterprise
HTH was originally conceived by a group of about 40 civic and high tech industry leaders in San Diego who met regularly from 1996 - 1998 to discuss the challenge of finding qualified individuals for the high-tech workforce. In particular, members were concerned about the “digital divide” that resulted in low numbers of women and ethnic minority groups entering the fields of math, science, and engineering. In late 1998 the group voted to start a charter school. The founding group was clear about its intent: to create a school where students would be passionate about learning and would acquire the basic skills of work and citizenship.
MISSION STATEMENT: Purpose of the enterprise, Part 1
High Tech High’s mission is to develop and support innovative public schools where all students develop the academic, workplace, and citizenship skills for post-secondary success.
HTH Design Principles
HTH ORGANIZATIONAL GOALS
THE DESIGN OF THE ENTERPRISE
- Personalization: learner-centered approach to support and challenge students. Project/interest-based curriculum where students continually reflect on growth and learning. Full inclusion, advisory system.
- Adult-world connection: connect learning to the world beyond school through community service, internships, and expert consultation. HTH facilities model workplace.
- Common intellectual mission: diverse and integrated student body achieved by the non-selective enrollment process (lottery). No tracking (level courses). Rigorous curriculum, college and work prep. Learning expectations value 21st century skills, hands-minds on, integrated academics. Performance based assessment by development of projects, problem solving, and presentation (tech design model).
- Teacher as designer: teachers design programs and curriculum working in interdisciplinary teams. Teachers participate in decision making regarding curriculum, assessment, professional development, and hiring. Team teaching and planning time supported by schedule.
HTH ORGANIZATIONAL GOALS
- Support the development of excellent schools based on the HTH design principles.
- Become a self-sustaining central organization conducting “behind the whiteboard” management practices that are as exemplary as the “in front of students” programs offered at HTH schools.
- Inspire and enable others in the public education community to adopt the HTH design principles and instructional practices.
THE DESIGN OF THE ENTERPRISE
- Emphasis on experienced leadership, reflective practice, and peer learning in the interest of an evolving sense of shared purpose.
- Certifies their own teachers in order to counter external pressures (ie. teacher training, standardized testing, community pressures) and to control the destiny of the school.
- Commitment to the development of a collective vision and school culture of professionalism, energy, and optimism.
- Adhere to 5 basic strategies for students, teachers, and leaders:
1. Enact change by directly establishing and managing excellent schools.
2. Inspire others to implement HTH design principles by encouraging outsiders to visit the schools, speak with the students and teacher, and observe its design principles in practice.
3. Enable others to establish schools based on the HTH design.
4. Develop teachers and leaders in its school network and beyond.
5. Influence policy makers and thought leaders to change (restrictive) public education policy.
|
High Tech High (2016). Retrieved from http://www.hightechhigh.org/
How did High Tech High come to be?
High Tech High was originally conceived by a group of about 40 civic and high tech industry leaders in San Diego, assembled by the Economic Development Corporation and the Business Roundtable, who met regularly from 1996 - 1998 to discuss the challenge of finding qualified individuals for the high-tech workforce. In particular, members were concerned about the “digital divide” that resulted in low numbers of women and ethnic minority groups entering the fields of math, science, and engineering. Gary Jacobs, Director of Education Programs at Qualcomm, and Kay Davis, Director of the Business Roundtable, were key participants in these discussions.
In late 1998 the group voted to start a charter school and engaged Larry Rosenstock, then President of Price Charities in San Diego, as the founding principal. The founding group was clear about its intent: to create a school where students would be passionate about learning and would acquire the basic skills of work and citizenship. Rosenstock, a former carpentry teacher, lawyer, and high school principal who had recently directed the U.S. Department of Education’s New Urban High School project, brought a vision and a sense of the design principles by which this mission might be accomplished.
Another important co- founder of HTH is Ron Riordan. Riordan has 40 years of experience as a teacher, trainer, and program developer. He earned his experience teaching at Cambridge Rindge and Latin School in Massachusetts. There, Riordan worked to innovate new and exciting programs including the Cambridge - Polaroid Technical Internship Program. Riordan also worked as a faculty member at Harvard Graduate School of Education. Later in his career, he worked for the US Department of Education where he directed and developed the New Urban High School, which was the project that lead to the development of HTH. More information about Riordan can be found in this video: https://youtu.be/fYAmZszLlYQ
HTH Graduate School of Education (2016). Retrieved from http://gse.hightechhigh.org/people/?Rob_Riordan
High Tech High was originally conceived by a group of about 40 civic and high tech industry leaders in San Diego, assembled by the Economic Development Corporation and the Business Roundtable, who met regularly from 1996 - 1998 to discuss the challenge of finding qualified individuals for the high-tech workforce. In particular, members were concerned about the “digital divide” that resulted in low numbers of women and ethnic minority groups entering the fields of math, science, and engineering. Gary Jacobs, Director of Education Programs at Qualcomm, and Kay Davis, Director of the Business Roundtable, were key participants in these discussions.
In late 1998 the group voted to start a charter school and engaged Larry Rosenstock, then President of Price Charities in San Diego, as the founding principal. The founding group was clear about its intent: to create a school where students would be passionate about learning and would acquire the basic skills of work and citizenship. Rosenstock, a former carpentry teacher, lawyer, and high school principal who had recently directed the U.S. Department of Education’s New Urban High School project, brought a vision and a sense of the design principles by which this mission might be accomplished.
Another important co- founder of HTH is Ron Riordan. Riordan has 40 years of experience as a teacher, trainer, and program developer. He earned his experience teaching at Cambridge Rindge and Latin School in Massachusetts. There, Riordan worked to innovate new and exciting programs including the Cambridge - Polaroid Technical Internship Program. Riordan also worked as a faculty member at Harvard Graduate School of Education. Later in his career, he worked for the US Department of Education where he directed and developed the New Urban High School, which was the project that lead to the development of HTH. More information about Riordan can be found in this video: https://youtu.be/fYAmZszLlYQ
HTH Graduate School of Education (2016). Retrieved from http://gse.hightechhigh.org/people/?Rob_Riordan
Timeline:
1999: Founding group submits Charter application.
2000: San Diego Unified School District approves charter. Building site secured in Liberty Station, construction begins. Gates Foundation awards replication grant in July.
The Gary and Jerri-Ann Jacobs’ High Tech High opens to 200 9th and 10th graders in September.
2003: First graduating class of 50 students. High Tech Middle opens at Liberty Station campus.
2004: High Tech High International opens at Liberty Station campus. Teacher Credentialing Program launched at High Tech High.
2005: High Tech High Media Arts and High Tech Middle Media Arts open. Explorer Elementary joins High Tech High family.
2006: Statewide Benefit Charter approved.
2007: High Tech High Graduate School of Education opens, offering M.Ed. programs in Teacher Leadership and School Leadership. High Tech High Chula Vista opens with 150 9th grade students. High Tech High North County opens with 150 9th grade students.
2008: High Tech High Chula Vista moves into their permanent site.
2009: High Tech High North County moves into their permanent site. High Tech Middle North County opens with 330 students grades 6-8. High Tech High Graduate School of Education celebrated its first graduation, awarding six Master’s degrees in Teacher Leadership. Statewide Benefit Charter expanded to K-12.
2011: High Tech elementary Chula Vista opens with 420 students in grades K-5.
High Tech Middle Chula Vista opens with 330 students in grades 6-8.
High Tech Middle North County opens with 330 students in grades 6-8.
2013: High Tech Elementary North County opens in August.
High Tech High (2016). Retrieved from http://www.hightechhigh.org/
1999: Founding group submits Charter application.
2000: San Diego Unified School District approves charter. Building site secured in Liberty Station, construction begins. Gates Foundation awards replication grant in July.
The Gary and Jerri-Ann Jacobs’ High Tech High opens to 200 9th and 10th graders in September.
2003: First graduating class of 50 students. High Tech Middle opens at Liberty Station campus.
2004: High Tech High International opens at Liberty Station campus. Teacher Credentialing Program launched at High Tech High.
2005: High Tech High Media Arts and High Tech Middle Media Arts open. Explorer Elementary joins High Tech High family.
2006: Statewide Benefit Charter approved.
2007: High Tech High Graduate School of Education opens, offering M.Ed. programs in Teacher Leadership and School Leadership. High Tech High Chula Vista opens with 150 9th grade students. High Tech High North County opens with 150 9th grade students.
2008: High Tech High Chula Vista moves into their permanent site.
2009: High Tech High North County moves into their permanent site. High Tech Middle North County opens with 330 students grades 6-8. High Tech High Graduate School of Education celebrated its first graduation, awarding six Master’s degrees in Teacher Leadership. Statewide Benefit Charter expanded to K-12.
2011: High Tech elementary Chula Vista opens with 420 students in grades K-5.
High Tech Middle Chula Vista opens with 330 students in grades 6-8.
High Tech Middle North County opens with 330 students in grades 6-8.
2013: High Tech Elementary North County opens in August.
High Tech High (2016). Retrieved from http://www.hightechhigh.org/
What has happened as a result of this enterprise?
High Tech High represents a disruptive innovation and a unique educational opportunity for students across the San Diego County school district. With emphasis on serving traditionally underrepresented students and a focus on STEM, High Tech High has broken through conventional beliefs about what is possible and with whom. Its physical design, the infusion of academic supports, technology tools and real-world connections coupled with an interdisciplinary project-based approach to learning places students at the center of the educational experience. Further its commitment to heterogeneous grouping of students reflects its larger commitment to socioeconomic integration as a strategy for “provid[ing] more diverse learning environments for all students” (Potter, 2013, p. 42).
According to the California Data Reporting Office, since the 2010-2011 academic year, High Tech High Chula Vista (HTH-CV) has graduated an average of 142 students annually. The graduation rate for each of these five cohorts ranged from 92.4% to 96.5%. This is well above the statewide average during the same five-year period which ranged from a low of 74.7% to a high of 82.3% (California Department of Education, 2013b). If the impact of innovation in education is evaluated by measures of student success beyond the high school classroom, HTH-CV has begun to demonstrate positive impact through higher SAT scores and post-secondary acceptances as well. In a case study examining elements of design, implementation, and student outcomes at HTH-CV, Behrend, Ford, Ross, Han, Burton and Spillane (2013) reported that 61.3% of the 2011-2012 cohort scored higher than the 1500 total on that SAT compared to 46.7% statewide, and 69.8% scored higher than 21 total on the ACT as compared with 57.7% statewide (p. 75). Further they reported that a full 99% of students in this cohort planned to attend college or university in the following fall semester (p. 76-77).
High Tech High represents a disruptive innovation and a unique educational opportunity for students across the San Diego County school district. With emphasis on serving traditionally underrepresented students and a focus on STEM, High Tech High has broken through conventional beliefs about what is possible and with whom. Its physical design, the infusion of academic supports, technology tools and real-world connections coupled with an interdisciplinary project-based approach to learning places students at the center of the educational experience. Further its commitment to heterogeneous grouping of students reflects its larger commitment to socioeconomic integration as a strategy for “provid[ing] more diverse learning environments for all students” (Potter, 2013, p. 42).
According to the California Data Reporting Office, since the 2010-2011 academic year, High Tech High Chula Vista (HTH-CV) has graduated an average of 142 students annually. The graduation rate for each of these five cohorts ranged from 92.4% to 96.5%. This is well above the statewide average during the same five-year period which ranged from a low of 74.7% to a high of 82.3% (California Department of Education, 2013b). If the impact of innovation in education is evaluated by measures of student success beyond the high school classroom, HTH-CV has begun to demonstrate positive impact through higher SAT scores and post-secondary acceptances as well. In a case study examining elements of design, implementation, and student outcomes at HTH-CV, Behrend, Ford, Ross, Han, Burton and Spillane (2013) reported that 61.3% of the 2011-2012 cohort scored higher than the 1500 total on that SAT compared to 46.7% statewide, and 69.8% scored higher than 21 total on the ACT as compared with 57.7% statewide (p. 75). Further they reported that a full 99% of students in this cohort planned to attend college or university in the following fall semester (p. 76-77).
RESULTS & ACHIEVEMENTS
Achievement is due to the HTH design, with its emphasis on creating the conditions where students and teachers can work and learn effectively. The school's personalized, hands-on approach to learning, along with its emphasis on connecting to the adult world through internships, has afforded traditionally under-served students access to college and other post-secondary options.
High Tech High (2016). Retrieved from http://www.hightechhigh.org
Achievement is due to the HTH design, with its emphasis on creating the conditions where students and teachers can work and learn effectively. The school's personalized, hands-on approach to learning, along with its emphasis on connecting to the adult world through internships, has afforded traditionally under-served students access to college and other post-secondary options.
- 98% of HTH's graduates have gone on to college, with approximately 75% attending four-year programs
- 86% of High Tech graduates are either still in or have graduated from college
- Over 30% of HTH alumni enter math or science field
- About 35% of HTH graduates are first-generation college students.
- African-American students outperform district and statewide peers by a wide margin vis-à-vis test scores, percentage who take chemistry, physics, and advanced math (100%), and college entry (100%).
- Students have completed more than 1000 internships in over 300 community businesses and agencies
- First California public school organization authorized to operate its own teacher-credentialing program and opened its Graduate School of Education in 2007, the first graduate school of education to open in California in over 20 years and the only one located within a K-12 learning community.
- Partnered with the University of California, Santa Cruz New Teacher Center and the University of San Diego to offer a Beginning Support and Assessment (BTSA) Induction Program to support new teachers.
- Facilities have received numerous design awards
- First charter management organization to be awarded a California Statewide Benefit Charter and opened its first two statewide benefit charter schools (like the MA equivalent of a commonwealth charter).
*See projects http://www.hightechhigh.org/about/results.php#top, http://www.hightechhigh.org/projects/, http://videos.hightechhigh.org/
High Tech High (2016). Retrieved from http://www.hightechhigh.org
Challenges to Growth
High Tech High has faced some challenges as it grows and develops its organization. Our group did some investigating to uncover some of these challenges. Like many charter schools, High Tech High seems to struggle with special education. These challenges to the ability of a charter to deliver fair access to curriculum to all student, including those with special needs was highlighted in a court case that we uncovered.
According to the website for Adams and Associates Law Corporation, High Tech High was sued by a student on the basis of the denial of a free and appropriate public education (FAPE); a constitutional right of the student. This complaint was based on the school not fulfilling special needs requirements outlined in her IEP. Further, the student complained that the school did not refer her for a mental health and speech and language assessment.The court came to a split decision, ruling in favor of the student on the major claims, but not on every issue argued, largely due to burden of proof by the claimant. Overall, the court found that the school denied the student FAPE, and was subsequently ordered to pay the student’s family $25,537, to compensate the parents for the cost of tuition and transportation at another school. Although this case may be an anomaly, it may be an indication of a larger challenge that the school is facing in regards to special education.
Charter schools can have difficulty serving special needs students. Many charter districts serve fewer special needs students than their public district counterparts (Lake & Meddler, 2013) . Barkmeier (2012) posits that charter school provide limited access for students with disabilities, because they are costly to educate, and charters operate on a limited budget, and have limited personnel. Rosenstock (2007) claims that High Tech High has higher special education percentages higher than the anywhere in the district, county, or state, and these students receive an individualized education. According to the 2014-15 academic year Student Accountability Report Card published by High Tech High, the four high schools host a student body between zero and 13 percent with special needs. Of the schools with special needs students, between 50 and 60 percent are found to be “not proficient” on the California High School Exit Examination prescribed for tenth grade students. This data points to some deficiency in special education services at High Tech High. Overall, a special review of special education practices may be warranted, as it is in many charter public schools across the country.
HTH-CV has also been challenged, particularly in mathematics, by student performance on the new California Assessment of Student Performance & Progress (CASPP), the statewide standardized achievement examination. For example, in 2015, a full 64% of all students in the 11th grade nearly met or did not meet the overall mathematics achievement standards necessary to be successful in entry-level, credit-bearing college coursework. A breakdown by economic status and ethnicity revealed even more troubling results with 72% of economically disadvantaged and 74% of Hispanic or Latino students performing at the nearly met or did not meet level (California Department of Education, 2013b). Earlier results from the previous statewide assessments—the California Standard Tests (CST)—were equally troubling (as cited in Behrend et al., 2014, pp. 70-74).
Behrend et al. (2013) conjectured that this may reflect an intentional “under-prioritization of these results as student outcomes” (p. 73). Problem-based learning advocates acknowledged that the PBL methodology can be unsuccessful if too much stress is placed upon the problem and not enough on mastery of the embedded skills in mathematics, language arts and other content areas (Lattimer and Riordan, 2011, pp. 18-23). Regardless of root cause, these results represent a significant dilemma for teachers and administrators committed to the HTH mission of preparing all students for postsecondary success. Further, consistently poor performance on mandated standardized assessments, may serve as prompts for charter school opponents to question the value, role and funding of these schools as part of the education reform movement.
Additionally, Katie's interview of a High Tech High teacher will address some additional challenges. For confidentiality reasons, this portion will be included on the discussion board posting but not this website.
According to the website for Adams and Associates Law Corporation, High Tech High was sued by a student on the basis of the denial of a free and appropriate public education (FAPE); a constitutional right of the student. This complaint was based on the school not fulfilling special needs requirements outlined in her IEP. Further, the student complained that the school did not refer her for a mental health and speech and language assessment.The court came to a split decision, ruling in favor of the student on the major claims, but not on every issue argued, largely due to burden of proof by the claimant. Overall, the court found that the school denied the student FAPE, and was subsequently ordered to pay the student’s family $25,537, to compensate the parents for the cost of tuition and transportation at another school. Although this case may be an anomaly, it may be an indication of a larger challenge that the school is facing in regards to special education.
Charter schools can have difficulty serving special needs students. Many charter districts serve fewer special needs students than their public district counterparts (Lake & Meddler, 2013) . Barkmeier (2012) posits that charter school provide limited access for students with disabilities, because they are costly to educate, and charters operate on a limited budget, and have limited personnel. Rosenstock (2007) claims that High Tech High has higher special education percentages higher than the anywhere in the district, county, or state, and these students receive an individualized education. According to the 2014-15 academic year Student Accountability Report Card published by High Tech High, the four high schools host a student body between zero and 13 percent with special needs. Of the schools with special needs students, between 50 and 60 percent are found to be “not proficient” on the California High School Exit Examination prescribed for tenth grade students. This data points to some deficiency in special education services at High Tech High. Overall, a special review of special education practices may be warranted, as it is in many charter public schools across the country.
HTH-CV has also been challenged, particularly in mathematics, by student performance on the new California Assessment of Student Performance & Progress (CASPP), the statewide standardized achievement examination. For example, in 2015, a full 64% of all students in the 11th grade nearly met or did not meet the overall mathematics achievement standards necessary to be successful in entry-level, credit-bearing college coursework. A breakdown by economic status and ethnicity revealed even more troubling results with 72% of economically disadvantaged and 74% of Hispanic or Latino students performing at the nearly met or did not meet level (California Department of Education, 2013b). Earlier results from the previous statewide assessments—the California Standard Tests (CST)—were equally troubling (as cited in Behrend et al., 2014, pp. 70-74).
Behrend et al. (2013) conjectured that this may reflect an intentional “under-prioritization of these results as student outcomes” (p. 73). Problem-based learning advocates acknowledged that the PBL methodology can be unsuccessful if too much stress is placed upon the problem and not enough on mastery of the embedded skills in mathematics, language arts and other content areas (Lattimer and Riordan, 2011, pp. 18-23). Regardless of root cause, these results represent a significant dilemma for teachers and administrators committed to the HTH mission of preparing all students for postsecondary success. Further, consistently poor performance on mandated standardized assessments, may serve as prompts for charter school opponents to question the value, role and funding of these schools as part of the education reform movement.
Additionally, Katie's interview of a High Tech High teacher will address some additional challenges. For confidentiality reasons, this portion will be included on the discussion board posting but not this website.