The school developed its own credit system based on important studies but added other requirements -- a senior portfolio, and a yearlong project created by the students that’s not always linked directly to their coursework. Project topics range from writing a world-foods cookbook to the restoration of an old tractor. Graduation based just on racking up a set number of credits was no longer possible.
Other changes followed. The seven-minute daily homeroom period -- basically an attendance call -- was replaced by an hour-long advisory meeting every Wednesday morning. Each teacher advises the same 14 or 15 kids through high school. Wood, meanwhile, never lowered his strict academic standards. “Everybody here reads Shakespeare, Emerson and Thoreau,” he says, “even kids who are going to be mechanics.”
Teacher Tim Arnold says the schedule changes had an effect similar to the flipping(弹开)of a switch: “The pressure was released. Instead of looking at the clock, we could look at the students. On the first day we all went ‘Wow! That was cool.’”
Between the 1995-96 and 2003-04 school years, the percentage of the school’s ninth-graders that passed Ohio’s math proficiency test rose from 50 percent to 85 percent. Passing grades in reading shot from 69 percent to 96 percent. And honors diplomas jumped from 8 percent to 20 percent. “We don’t focus on test scores,” Wood says, “but it’s clear that if you pay attention to the overall culture of the school, the test scores will rise.”
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