New American Schools Designs
The ATLAS design centers on pathways--groups of schools made up of a high school and the elementary and middle schools that feed into it. Teams of teachers from each pathway work together to design curriculum and assessments based on locally defined standards. The teachers collaborate with parents and administrators to form a learning community that works together to set and maintain sound management policies.
Number of schools: 56 (10 pathways).
Locations: Gorham, Maine; Memphis, Tenn.; Norfolk, Va.; Philadelphia; Prince George's County, Md.; Seattle.
Revenue: Unavailable for 1996; $900,000 from New American Schools for July 1, 1996-June 30, 1997.
Contact: Cindy Orrell, director of communications, atlas Communities, Education Development Center, 55 Chapel St., Newton, Mass. 02158; (617) 969-7100; e-mail: Atlas@edc.org.
Audrey Cohen College
The Audrey Cohen College system of education focuses student learning on the study and achievement of meaningful "purposes" for each semester's academic goals. In 4th grade, for example, one purpose is "we work for good health." Students achieve their purpose by planning, carrying out, and evaluating a constructive action by using their knowledge and skills to benefit the community and the larger world. Leadership is emphasized, and all of the students are expected to meet high academic standards.
Number of schools: 20.
Locations: Dade County, Fla.; Hollandale, Miss.; Memphis, Tenn.; Phoenix; San Diego; Seattle.
Revenue: Unavailable for 1996; about $1 million for July 1, 1996-June 30, 1997 from New American Schools.
Contact: Janith Jordan, vice president, Audrey Cohen College, 75 Varick St., New York, N.Y. 10013-1919; (212) 343-1234; e-mail: JanithJ@aol.com.
Assisting schools in creating and managing their own high-tech equipment and network, Co-NECT uses technology to enhance every aspect of teaching, learning, professional development, and school management. Co-NECT schools are organized around small clusters of students who are taught by a cross-disciplinary team. Most students stay in the same cluster with the same teachers for at least two years. Teaching and learning center on interdisciplinary projects that promote critical skills and academic understanding. A team of educators and parents sets goals.
Number of schools: 36.
Locations: Cincinnati; Dade County, Fla.; Juneau, Alaska; Memphis, Tenn.; Philadelphia; San Antonio; Worcester, Mass.
Revenue: About $3 million in 1996; $1 million from New American Schools for July 1, 1996-June 30, 1997.
Contact: Bruce Goldberg, project director, Co-nect Schools, bbn Corp., 70 Fawcett St., Cambridge, Mass. 02138; (617) 873-2683; e-mail: firstname.lastname@example.org.
Expeditionary Learning Outward Bound
Built on 10 design principles, Expeditionary Learning Outward Bound operates on the belief that learning is an expedition into the unknown. Expeditionary Learning draws on the power of purposeful, intellectual investigations--called learning expeditions--to improve student achievement and build character. Learning expeditions are long-term, academically rigorous, interdisciplinary studies that require students to work inside and outside the classroom. In Expeditionary Learning schools, students and teachers stay together for more than one year, teachers work collaboratively through team teaching and shared planning, and tracking is eliminated.
Number of schools: 39.
Locations: Baltimore County, Md.; Boston; Cincinnati; Dade County, Fla.; Decatur, Ga.; Denver; Dubuque, Iowa; Maine; Memphis, Tenn.; New York City; Portland; San Antonio.
Revenue: $1.575 million for 1995-1996; $1.16 million of it from New American Schools.
Contact: Margaret M. Campbell, executive director, Expeditionary Learning Outward Bound, 122 Mount Auburn St., Cambridge, Mass. 02138; (617) 576-1260; e-mail: email@example.com.
Modern Red Schoolhouse
This design strives to help all students achieve high standards through the construction of a standards-driven curriculum; employment of traditional and performance-based assessments; effective organizational patterns and professional-development programs; and implementation of effective community-involvement strategies. Students master a rigorous curriculum that is designed to transmit common culture, develop character, and promote the principles of democratic government.
Number of schools: 40.
Locations: Columbus, Beech Grove, and Greentown, Ind.; Dade County, Fla.; Franklin and Lawrence, Mass.; Illinois; Indianapolis; Kayenta, Ariz.; Memphis, Tenn.; New York City; Philadelphia; San Antonio.
Revenue: $2.5 million is projected for the year ending June 30; $1.3 million of it from New American Schools since July 1, 1996. The $1.2 million balance will be derived from fees.
Contact: Sally B. Kilgore, director, Modern Red Schoolhouse, Hudson Institute, 5395 Emerson Way, Indianapolis, Ind. 46226; (317) 549-4162; e-mail: firstname.lastname@example.org.
National Alliance for Restructuring Education
The alliance is a partnership of schools, districts, states, and leading national organizations that works to change the education system from classroom to statehouse through a five-point set of priorities known as design tasks. The tasks are: standards and assessments, learning environments, high-performance management, community services and supports, and public engagement.
Number of schools: 155.
Locations: Arkansas; Chicago; Kentucky; Pittsburgh and the Milton Hershey School, Hershey, Pa; Rochester and White Plains, N.Y.; San Diego; Washington State.
Revenue: About $7.5 million in 1996, $1.5 million of it from New American Schools for July 1, 1996-June 30, 1997.
Contact: Mary Anne Mays, chief of staff, National Alliance for Restructuring Education, 700 11th St., N.W., Suite 750, Washington, D.C. 20001; (202) 783-3668; e-mail: email@example.com.
Roots and Wings
This elementary school design builds on the widely used Success for All reading program and incorporates science, history, and mathematics to achieve a comprehensive academic program. The premise of the design is that schools must do whatever it takes to make sure all students succeed. To this end, Roots and Wings schools provide at-risk students with tutors, family support, and a variety of other services aimed at eliminating obstacles to success.
Number of schools: 150.
Locations: Anson County, N.C.; Asbury Park, N.J.; Cincinnati, Elyria, and Dawson-Bryant, Ohio; Columbus, Ind.; Dade County, Palm Beach County, and Putnam County, Fla.; Everett, Wash.; Flint, Mich.; Henry County and Memphis, Tenn.; Houston, Aldine, Morton, Muleshoe, San Antonio North East, San Antonio North Side, and San Antonio, Texas; Mesa and Lueppe, Ariz.; Modesto, Pasadena, and Riverside, Calif.; the New York City borough of Brooklyn; Philadelphia and Johnstown, Pa.; Rockford, Ill.; St. Mary's County and Baltimore County, Md.
Revenues: In 1996, about $8 million from schools for dissemination and $1.4 million from New American Schools for July 1, 1996-June 30, 1997.
Contact: Barbara Haxby, director of training, Roots and Wings, Elementary School Program, Center for Research on Effective Schooling for Students Placed at Risk, Johns Hopkins University, 3505 North Charles St., Baltimore, Md. 21218; (410) 516-0274; e-mail: firstname.lastname@example.org.
Source: New American Schools. Revenue information was based on design teams' rough estimates.