We are available through Husky gmail at Northeastern University.
Katie Jones
Kathy Rentsch
Sarah Vendetti
Reagan Urbanec
Katie Jones
Kathy Rentsch
Sarah Vendetti
Reagan Urbanec
Personal Analyses
Kathy:
High Tech High is illustrative of the promise of entrepreneurship as defined by renowned management consultant and author, Peter Drucker. He considered education entrepreneurship to be “a process of purposeful innovation directed toward improving educational productivity, efficiency, and quality” (as cited in Hess, 2006, p. 2). School founders started with a belief that all students can meet rigorous academic standards in an environment in which they are challenged to solve real-world problems by applying knowledge, skills, and abilities developed and applied through mind and hand. Through focused research and planning, the HTH education model was implemented and continues to be revised and refined based upon thoughtful and reflective consideration of student performance, student and community input, and external evaluation recommendations by teachers and administrators.
One of my favorite quotes from founder Larry Rosenstock-- “We want kids producing, not consuming” (Edutopia,2010) speaks to the distinctive approach HTH has taken to addressing perceived challenges in education. In this video interview (Edutopia, 2010), Rosenstock enumerates the five principles that make HTH work effectively. These include: 1) integration across social class, heart with hand, school with community, and secondary with postsecondary, 2) combining methodology of technology with content of academics, 3) scheduling that uses fewer blocks of time and fosters interdisciplinary teaching, 4) policies and practices that promote respect between and among teachers, students, staff, and 5) conscious consideration of how we learn by considering key characteristics of memorable learning experiences. In the segment on technology, Rosenstock flips the discussion on the value of video games and asks teachers to consider what it is about such games that keeps kids persevering, playing for hours on end, working to resolve challenges, technical glitches, and failures. He believes there is something to learn from this phenomenon. So, what is the rule about playing video games at HTH? If you produce it, you can play it!
HTH is also firmly committed to heterogeneous grouping of its students, providing honors components for students seeking additional academic challenge. Rosenstock believes that the development of special programs for non-college bound students essentially determines “at the end of the 8th grade that some kids will NOT go to college” (Edutopia, 2010), thus separating kids primarily by socioeconomic parameters. Other favorite HTH concepts and themes include: hands-on project-based learning; common planning time at start of day; nothing by the book; people are doing things; integrated pedagogy and content; and respect.
Yet, my perennial questions regarding any charter or innovation school remains unanswered. How can effective practices and policies be systematically scaled to benefit more students? If these experiments have proven both successful and sustainable, how and when will the larger public school systems be allowed to play by different rules to achieve similar results?
HTH has demonstrated that it is possible to innovate and to do it successfully in STEM. Further they have proven that all students, working together in heterogeneous groups, can achieve high standards. As a community college administrator with a current opportunity to develop and launch a new technology satellite program, I have already begun to share video clips and ideas. Imitation is the highest form of flattery!
Katie:
In Sir Ken Robinson’s book, Creative Schools: The Grassroots Revolution That’s Transforming Education, High Tech High’s founding principal Larry Rosenstock is interviewed and describes “a lot of doing going on. It’s like uncovering the subject rather than covering the subject” (p. 129). This resonates with me, because it puts students in charge of their own learning.
I initially selected High Tech High for my case study, because a friend recently began working for one of the HTH high schools. I was able to interview her for this project and, to maintain confidentiality, I will call this friend Pam. My personal analysis will include my summary of the interview; this portion will be shared on the discussion board but not this website.
Reagan:
While my knowledge of charter schools is still very limited, one thing that I really liked about High Tech High (HTH) is the admissions process. First, HTH utilizes a computerized lottery to determine admission so every student has the same chance of attending as any other student. Second, spaces are allocated accordingly in order to form a student body that reflects the demographics of the region in which the school is located. I think that it is a worthy goal for a charter school to serve a student body that mirrors the ethnic and socioeconomic diversity of the local community. There are lots of misconceptions out there surrounding charter schools and one particular misconception that I hear often quoted is that the charter school only takes the gifted students; I think that HTH is unique in that its purpose is not to take only the gifted students or only the diverse students but to actually attempt to create a student body that mirrors the demographics of the community surrounding the charter school.
I also really like that the principles of HTH are so student/learner-centered in an effort to challenge students via project/interest-based curriculum. The focus on continual reflection on growth and learning is something that I think could be included in all classrooms.
In regards to the concepts we have covered in class this summer, I think that HTH does a fantastic job of illustrating a problem and a need within education and then building something to address that need. Additionally, HTH focuses on school innovation - another theme from this course. The entire idea behind charter schools is that innovation in the classroom can reform the entire educational system (Neumann, 2008). Neumann’s (2008) study attempts to prove these innovation thesis while looking at HTH in San Diego, CA. One clear indicator of HTH’s success is within the application process; “in one recent application process, 3000 students applied for the 268 vacancies at HTH schools” (Neumann, 2008).Neumann (2008) further explains that while HTH is disguise is its grounding in progressive educational theory and practice; “the school is clearly an exemplar of John Dewey-inspired approaches to teaching and learning” (p. 62). This alignment with progressive educational theory and practice is also revealed in HTH’s organizational principles like “personalization” (which encourages the development of students’ interests) and the “adult world connection” principle (Neumann, 2008). Further, HTH’s “intellectual mission to develop ‘Habits of Mind’ is a conceptualization also derived from Dewey’s work that has been adopted by many progressive schools” (Neumann, 2008, p. 63). In these ways, HTH is an example of educational practices promoted by progressive educators. In this way, HTH’s program is not necessarily “cutting edge” in regards to innovation but because the school is willing to go against the grain, if you will, in regards to the structures and processes found in most conventional public high schools, HTH is a charter that has fulfilled the promise of innovation in education.
Sarah:
Smith and Petersen (2006) define an entrepreneur as someone who is a visionary thinker, who starts new organizations, and believes that they can change the way something is done. Further, they describe the roles of the educational entrepreneur as someone who is a change agent, someone who creates venues for new skillsets and mindsets, and as developers of learning laboratories where experimentation and ongoing learning are encouraged. After investigating the details of High Tech High, the organization and its faculty fit perfectly into Smith and Petersen’s (2006) picture of the educational entrepreneur.
I like High Tech High’s mission. As a STEM educator, I find myself drawn to schools that value the important thinking and problem solving strategies that STEM education provides. I think that their mission is clear, and that they are developing a highly skilled student body who is armed with important 21st century skills. The High Tech High student is setup to be successful in any number of professional and academic pursuits. I see High Tech High expanding, opening more schools across southern California. They are even expanding their program to elementary age students (which I think is a fascinating- and important approach, but a discussion for another time). I do wonder what of the students in the city public schools who do not have the parents’ involvement to enroll them in HTH, or did not make the cut in the lottery. In America, a student has a constitutional right to a fair, free, and equal public education. It does not seem to me that the students at a district San Diego school are receiving an equal education to a student at HTH. What are they doing to disseminate the best practices developed at HTH beyond the website to ensure that every San Diego student is able to access the education of a High Tech High student. Further, I am concerned about High Tech High’s ability to service students with special needs. In the section above, we discuss challenges to high tech high where some specific special education concerns are discussed. In addition, I echo Kathy’s sentiment, “how and when will the larger public school systems be allowed to play by different rules to achieve similar results?” I know that High Tech High cannot answer this, or any singular charter school. This is a big question that education as a system must face. We have to bring innovation and “new rules” to all schools, so all students have access to the best that education has to offer.
What I learned from exploring HTH, as well as other organizations and charter schools, is that teachers, community members, and business leaders can make a difference in education. Starting with vision, which we develop in this course, we can make a plan to perpetuate real and lasting change in our communities and organizations. In our work, we learned about the tenets of entrepreneurship, and spent time searching ourselves for the markers of an entrepreneurial spirit. Finding strength and vision in one's self is first and foremost to creating innovation in education. Learning about organizations that have grown ideas into organizations that have transformed education is inspiring for those of us whose ideas are barely glimmers of reality (right now).. It can be done!
High Tech High is illustrative of the promise of entrepreneurship as defined by renowned management consultant and author, Peter Drucker. He considered education entrepreneurship to be “a process of purposeful innovation directed toward improving educational productivity, efficiency, and quality” (as cited in Hess, 2006, p. 2). School founders started with a belief that all students can meet rigorous academic standards in an environment in which they are challenged to solve real-world problems by applying knowledge, skills, and abilities developed and applied through mind and hand. Through focused research and planning, the HTH education model was implemented and continues to be revised and refined based upon thoughtful and reflective consideration of student performance, student and community input, and external evaluation recommendations by teachers and administrators.
One of my favorite quotes from founder Larry Rosenstock-- “We want kids producing, not consuming” (Edutopia,2010) speaks to the distinctive approach HTH has taken to addressing perceived challenges in education. In this video interview (Edutopia, 2010), Rosenstock enumerates the five principles that make HTH work effectively. These include: 1) integration across social class, heart with hand, school with community, and secondary with postsecondary, 2) combining methodology of technology with content of academics, 3) scheduling that uses fewer blocks of time and fosters interdisciplinary teaching, 4) policies and practices that promote respect between and among teachers, students, staff, and 5) conscious consideration of how we learn by considering key characteristics of memorable learning experiences. In the segment on technology, Rosenstock flips the discussion on the value of video games and asks teachers to consider what it is about such games that keeps kids persevering, playing for hours on end, working to resolve challenges, technical glitches, and failures. He believes there is something to learn from this phenomenon. So, what is the rule about playing video games at HTH? If you produce it, you can play it!
HTH is also firmly committed to heterogeneous grouping of its students, providing honors components for students seeking additional academic challenge. Rosenstock believes that the development of special programs for non-college bound students essentially determines “at the end of the 8th grade that some kids will NOT go to college” (Edutopia, 2010), thus separating kids primarily by socioeconomic parameters. Other favorite HTH concepts and themes include: hands-on project-based learning; common planning time at start of day; nothing by the book; people are doing things; integrated pedagogy and content; and respect.
Yet, my perennial questions regarding any charter or innovation school remains unanswered. How can effective practices and policies be systematically scaled to benefit more students? If these experiments have proven both successful and sustainable, how and when will the larger public school systems be allowed to play by different rules to achieve similar results?
HTH has demonstrated that it is possible to innovate and to do it successfully in STEM. Further they have proven that all students, working together in heterogeneous groups, can achieve high standards. As a community college administrator with a current opportunity to develop and launch a new technology satellite program, I have already begun to share video clips and ideas. Imitation is the highest form of flattery!
Katie:
In Sir Ken Robinson’s book, Creative Schools: The Grassroots Revolution That’s Transforming Education, High Tech High’s founding principal Larry Rosenstock is interviewed and describes “a lot of doing going on. It’s like uncovering the subject rather than covering the subject” (p. 129). This resonates with me, because it puts students in charge of their own learning.
I initially selected High Tech High for my case study, because a friend recently began working for one of the HTH high schools. I was able to interview her for this project and, to maintain confidentiality, I will call this friend Pam. My personal analysis will include my summary of the interview; this portion will be shared on the discussion board but not this website.
Reagan:
While my knowledge of charter schools is still very limited, one thing that I really liked about High Tech High (HTH) is the admissions process. First, HTH utilizes a computerized lottery to determine admission so every student has the same chance of attending as any other student. Second, spaces are allocated accordingly in order to form a student body that reflects the demographics of the region in which the school is located. I think that it is a worthy goal for a charter school to serve a student body that mirrors the ethnic and socioeconomic diversity of the local community. There are lots of misconceptions out there surrounding charter schools and one particular misconception that I hear often quoted is that the charter school only takes the gifted students; I think that HTH is unique in that its purpose is not to take only the gifted students or only the diverse students but to actually attempt to create a student body that mirrors the demographics of the community surrounding the charter school.
I also really like that the principles of HTH are so student/learner-centered in an effort to challenge students via project/interest-based curriculum. The focus on continual reflection on growth and learning is something that I think could be included in all classrooms.
In regards to the concepts we have covered in class this summer, I think that HTH does a fantastic job of illustrating a problem and a need within education and then building something to address that need. Additionally, HTH focuses on school innovation - another theme from this course. The entire idea behind charter schools is that innovation in the classroom can reform the entire educational system (Neumann, 2008). Neumann’s (2008) study attempts to prove these innovation thesis while looking at HTH in San Diego, CA. One clear indicator of HTH’s success is within the application process; “in one recent application process, 3000 students applied for the 268 vacancies at HTH schools” (Neumann, 2008).Neumann (2008) further explains that while HTH is disguise is its grounding in progressive educational theory and practice; “the school is clearly an exemplar of John Dewey-inspired approaches to teaching and learning” (p. 62). This alignment with progressive educational theory and practice is also revealed in HTH’s organizational principles like “personalization” (which encourages the development of students’ interests) and the “adult world connection” principle (Neumann, 2008). Further, HTH’s “intellectual mission to develop ‘Habits of Mind’ is a conceptualization also derived from Dewey’s work that has been adopted by many progressive schools” (Neumann, 2008, p. 63). In these ways, HTH is an example of educational practices promoted by progressive educators. In this way, HTH’s program is not necessarily “cutting edge” in regards to innovation but because the school is willing to go against the grain, if you will, in regards to the structures and processes found in most conventional public high schools, HTH is a charter that has fulfilled the promise of innovation in education.
Sarah:
Smith and Petersen (2006) define an entrepreneur as someone who is a visionary thinker, who starts new organizations, and believes that they can change the way something is done. Further, they describe the roles of the educational entrepreneur as someone who is a change agent, someone who creates venues for new skillsets and mindsets, and as developers of learning laboratories where experimentation and ongoing learning are encouraged. After investigating the details of High Tech High, the organization and its faculty fit perfectly into Smith and Petersen’s (2006) picture of the educational entrepreneur.
I like High Tech High’s mission. As a STEM educator, I find myself drawn to schools that value the important thinking and problem solving strategies that STEM education provides. I think that their mission is clear, and that they are developing a highly skilled student body who is armed with important 21st century skills. The High Tech High student is setup to be successful in any number of professional and academic pursuits. I see High Tech High expanding, opening more schools across southern California. They are even expanding their program to elementary age students (which I think is a fascinating- and important approach, but a discussion for another time). I do wonder what of the students in the city public schools who do not have the parents’ involvement to enroll them in HTH, or did not make the cut in the lottery. In America, a student has a constitutional right to a fair, free, and equal public education. It does not seem to me that the students at a district San Diego school are receiving an equal education to a student at HTH. What are they doing to disseminate the best practices developed at HTH beyond the website to ensure that every San Diego student is able to access the education of a High Tech High student. Further, I am concerned about High Tech High’s ability to service students with special needs. In the section above, we discuss challenges to high tech high where some specific special education concerns are discussed. In addition, I echo Kathy’s sentiment, “how and when will the larger public school systems be allowed to play by different rules to achieve similar results?” I know that High Tech High cannot answer this, or any singular charter school. This is a big question that education as a system must face. We have to bring innovation and “new rules” to all schools, so all students have access to the best that education has to offer.
What I learned from exploring HTH, as well as other organizations and charter schools, is that teachers, community members, and business leaders can make a difference in education. Starting with vision, which we develop in this course, we can make a plan to perpetuate real and lasting change in our communities and organizations. In our work, we learned about the tenets of entrepreneurship, and spent time searching ourselves for the markers of an entrepreneurial spirit. Finding strength and vision in one's self is first and foremost to creating innovation in education. Learning about organizations that have grown ideas into organizations that have transformed education is inspiring for those of us whose ideas are barely glimmers of reality (right now).. It can be done!
References
Barkmeier, A. (2012) Special education compliance and charter schools: A study of national, state, and local policy in Denver Public Schools. Georgetown Journal on Poverty Law & Policy, 19(2), 283-308.
Behrend, T.S., Ford, M.R., Ross, K.M., Han, E.M., Peters Burton, E. and Spillane, N.K. (2014). Gary and Jerri-Ann Jacobs High Tech High: A case study of an inclusive STEM-focused high school in San Diego, California (OSPrI Report 20134-03). Retrieved from https://www.researchgate.net/profile/Erin_Peters-Burton/publication/263964845_Gary_and_Jerri-Ann_Jacobs_High_Tech_High_A_Case_Study_of_an_Inclusive_STEM-Focused_High_School_in_San_Diego_California/links/0c96053c6ad49c14db000000.pdf
California Department of Education. (2013a). Data Quest- CAASPP test results - 2014-15. Available from http://dq.cde.ca.gov/dataquest/SearchName.asp?rbTimeFrame=oneyear&rYear=2014-15&cName=High+Tech+High&Topic=CAASPP&Level=School&submit1=Submit
California Department of Education. (2013b). Data Quest. Available from http://dq.cde.ca.gov/dataquest/dataquest.asp
Edutopia. [phayman]. (2010, April 27).Interview with Larry Rosenstock. [Video File]. Retrieved from http://howtovideos.hightechhigh.org/video/3/Edutopia:+Interview+with+Larry+Rosenstock
Fullen, M. (1993). Changing forces: Probing the depths of educational reform. New York, NY: RoutledgeFalmer.
Hess, F.M. (2006). Entrepreneurship, risk and reinvention. In F.M. Hess (Ed.), Educational entrepreneurship: Realities, challenges, possibilities. (pp. 1-20). Cambridge, Massachusetts: Harvard Education Press.
High Tech High (2016). Retrieved from http://www.hightechhigh.org/
High Tech High - SARC (2016). Retrieved from http://www.hightechhigh.org/schools/SARC/
Lake, R. & Medler, A. (2013). Do charter schools serve special-needs students? Education Week, 32(27). Retrieved from http://www.edweek.org/ew/articles/2013/04/03/27lake.h32.html
Lattimer, H., & Riordan, R. (2011). Project-based learning engages students in meaningful work. Middle School Journal, 43(2), 18-23.
Neumann, R. (2008). CHARTER SCHOOLS AND INNOVATION: THE HIGH TECH HIGH MODEL. American Secondary Education,36(3), 51-69.
Robinson, K., & Aronica, L. (2015). Creative schools: The grassroots revolution that's transforming education. New York, NY: Penguin Books.
Rosenstock, L. (2007). Proceedings from Conference on Teaching ‘07: High tech high: Giving all students the same tools to succeed. Online.
Smith, K., & Petersen, J. L. (2006). What is educational entrepreneurship? In F. M. Hess (Ed.), Educational entrepreneurship: Realities, challenges, possibilities (21-44). Cambridge, MA: Harvard Education Press.
Student v. High Tech High and Desert/Mountain SELPA - Split Decision. (2012, December 17). Retrieved from http://www.californiaspecialedlaw.com/wiki/hearing-decisions/oah-2012020045/
Behrend, T.S., Ford, M.R., Ross, K.M., Han, E.M., Peters Burton, E. and Spillane, N.K. (2014). Gary and Jerri-Ann Jacobs High Tech High: A case study of an inclusive STEM-focused high school in San Diego, California (OSPrI Report 20134-03). Retrieved from https://www.researchgate.net/profile/Erin_Peters-Burton/publication/263964845_Gary_and_Jerri-Ann_Jacobs_High_Tech_High_A_Case_Study_of_an_Inclusive_STEM-Focused_High_School_in_San_Diego_California/links/0c96053c6ad49c14db000000.pdf
California Department of Education. (2013a). Data Quest- CAASPP test results - 2014-15. Available from http://dq.cde.ca.gov/dataquest/SearchName.asp?rbTimeFrame=oneyear&rYear=2014-15&cName=High+Tech+High&Topic=CAASPP&Level=School&submit1=Submit
California Department of Education. (2013b). Data Quest. Available from http://dq.cde.ca.gov/dataquest/dataquest.asp
Edutopia. [phayman]. (2010, April 27).Interview with Larry Rosenstock. [Video File]. Retrieved from http://howtovideos.hightechhigh.org/video/3/Edutopia:+Interview+with+Larry+Rosenstock
Fullen, M. (1993). Changing forces: Probing the depths of educational reform. New York, NY: RoutledgeFalmer.
Hess, F.M. (2006). Entrepreneurship, risk and reinvention. In F.M. Hess (Ed.), Educational entrepreneurship: Realities, challenges, possibilities. (pp. 1-20). Cambridge, Massachusetts: Harvard Education Press.
High Tech High (2016). Retrieved from http://www.hightechhigh.org/
High Tech High - SARC (2016). Retrieved from http://www.hightechhigh.org/schools/SARC/
Lake, R. & Medler, A. (2013). Do charter schools serve special-needs students? Education Week, 32(27). Retrieved from http://www.edweek.org/ew/articles/2013/04/03/27lake.h32.html
Lattimer, H., & Riordan, R. (2011). Project-based learning engages students in meaningful work. Middle School Journal, 43(2), 18-23.
Neumann, R. (2008). CHARTER SCHOOLS AND INNOVATION: THE HIGH TECH HIGH MODEL. American Secondary Education,36(3), 51-69.
Robinson, K., & Aronica, L. (2015). Creative schools: The grassroots revolution that's transforming education. New York, NY: Penguin Books.
Rosenstock, L. (2007). Proceedings from Conference on Teaching ‘07: High tech high: Giving all students the same tools to succeed. Online.
Smith, K., & Petersen, J. L. (2006). What is educational entrepreneurship? In F. M. Hess (Ed.), Educational entrepreneurship: Realities, challenges, possibilities (21-44). Cambridge, MA: Harvard Education Press.
Student v. High Tech High and Desert/Mountain SELPA - Split Decision. (2012, December 17). Retrieved from http://www.californiaspecialedlaw.com/wiki/hearing-decisions/oah-2012020045/