Who:
The Center for Social Organization of Schools, an educational research and development center at Johns Hopkins University in Baltimore. The model is being implemented in about a dozen schools in Detroit, Memphis, Tenn., and Philadelphia. Schools applying to the program must gain the approval of at least 80 percent of their teaching staffs.
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Contact: Center for Social Organization of Schools
3003 N. Charles St., Suite 300
Baltimore, MD 21218-3888
(410) 516- 8829
Key Principles:
- A rigorous, standards-based curriculum that calls for every student to study algebra, read and analyze great literature, perform hands-on science experiments, and interpret original historical documents by 8th grade.
- Phase-in over three years.
- Intensive teacher professional development in content areas.
- Strong relationships between teachers and students.
- Empowerment of students to make a difference in their communities.
- Curriculum materials, particularly literature selections, that reflect diversity of students.
- Flexible model that incorporates existing improvement plans, district academic requirements, or district-required texts.
- Supplementary program providing 10 to 12 weeks of remedial instruction in mathematics and reading for students who need it.
Key Practices:
- Up to 38 hours of teacher professional development in specific subjects, as well as weekly sessions with instructional coaches.
- Additional training for exemplary teachers within the school so they can demonstrate lessons and help colleagues devise teaching strategies.
- Mathematics curricula sponsored by the University of Chicago and the National Science Foundation, as well as a variety of science programs that meet national standards.
- English/language arts curriculum based on a program called Student Team Literature, which encourages students to work in groups to read and analyze recommended books that are considered high-quality, age- appropriate, and culturally diverse.
- Social studies curriculum based on Joy Hakim’s A History of US textbook series.
