Systemic school change as a comprehensive approach to dropout prevention: Examining Cambridge's Hooking Kids on School program

• Main Author: French, Daniel V
• Language: ENG
• Published: ScholarWorks@UMass Amherst 1991
• Subjects: School administration|Curricula|Teaching|Secondary education|Academic guidance counseling
• Online Access: https://scholarworks.umass.edu/dissertations/AAI9120881

Dropout rates are of increasing concern because of issues of equity, the social and economic consequences of dropping out, and changing demographics which are bringing increasing numbers of poor, immigrant and minority students into our schools. A growing body of research suggests that schools, as currently structured, do not address the needs of today's students. Alternative programs have had little if any impact in changing the institutions that cause the students they serve to become at risk. Systemic school changes are needed to create learning environments that meet the developmental needs of all students. The seventh and eighth grade restructuring efforts of the Cambridge Public Schools were examined in three schools--representing first, second and third tier schools in the implementation phase. Students, staff and parents were surveyed in each school; oral interviews were conducted; team meetings were observed; and materials were reviewed. The study documents the impact of a systemic change effort, and to determine enhancing and impeding factors to change. Data indicated that substantial activities have been implemented in all three schools, with positive impacts around teaming, student support, school climate, and bilingual and special education integration. There was a varying degree of implementation and integration between schools, reflecting differing amounts of staff development and common planning time each school received. The project had lesser impact in addressing more complex areas of middle grades reform--that of changing how and what we teach; of exploring strategies to raise the achievement and self-esteem of minority students; of transitioning to shared governance; and of increasing parental involvement. Enhancing factors of change included a commitment by central office administration to the change process; creating a shared governance body at the district level; increasing collaboration with community institutions; giving teacher teams common planning time; and empowering key school staff to act as change agents. Impeding factors included the lack of a written mission statement and school plans, adequate orientation and planning time for third tier schools, a staff development plan, and training for key administrators. The study confirms, though, that a systemic school change approach can significantly improve middle grades education.