4 How Listening to Students Can Help Schools to Improve hee is now a broad consensustha ar nation’shigh school are not adequately serving the needs of scadens or society and that they are in ned of substantial reform. Indicators chat many of the nation’s high schools are in woul have ben evident for some tie, sncading astonishingly high dropout rates, especially in aba areas (Harvard Civil Rights Project, 2000); widespread concerns about violence and sty (Newman, Fox, Harding, Mehta, & Roth, 2004); pervasive low achievement on most tandardized tests, bu especially in science and math (Manpower Research Development Corpor tion, 2002); and a wide and seemingly intractable achievement gap ‘hat comtesponds disturbingly and predictably tothe ace and class background of students Jencks & Philips, 1998) ‘These indicators are not new, and in fact, several eports and blue ribbon studies have pointed to such trend to support cll for systemic policy intervention and sweeping reform (Cohen, 2001) Yer despite che growing chor of alls fr change, until ecenty, the organization and structure of most high schools remained largely ‘unchanged and tapped in traditions tha had long outlived their purpose Several ertcal stuies pointed ou that many stool were characterized by pervasive ant-intellectalism: boredom and alien: ation among students (Steinberg-1996)onginizational-fagmen-comprehensive high school serving a thousand or more students Fas been accused of breeding mediocrity and inellectual eines, “Tirorlerand delinquency, andan inability provide a penonalioed Teaming environment foe students (Newman, 1992). According to these critics, the modem high school was inspired bya factory ‘mode of education, in which hierarchical management structures, ‘burdensome and inchoate bureaucratic division of labor and a contro sstem governed by ells and arcane rule and procedures prevented the rypical ig schoo! from serving asthe enlightened center of earning tha was needed (Wasly eal, 2000). In the pas few years, the problems facing high schools have sradually sen to the top f the education policy agenda. Driven by policy reports from che US. Department of Education (Lugs, 2005) and eriiques ised by varius pivae foundations and chink tanks, «anew willingness o addres the problems confronting high chooks has emerged. With this new-found sense of urgency has come a ‘wave of reform with focts onthe organisation, sz, and structure cof schools, With substantial commitments to this efor, the drive tocreate smaller high schools is sweeping the county. ‘There is some research to justify the push to create smaller schools and earning communities (Cotton, 1996; Page, 2002), yet ‘there i also good reason co be skeptical about the recent rush t0| «embrace cis efoem. Sle school have been found to offer pear safc, stones see uf souniy ad proved relationships Derween adults and saderts (Clinch, 2000). Yer the clearest evi dence that making schooler may not be enough to make them better can be seen from the face chat there are already many small schools in existence, and no al ofthese are exaroples of academic excellence (Stiefel, Beme, [ntarla, & Frochter, 2000). Moreover, the tmuch maligned Large, comprehensive high school has advan tages tha most smaller sckools will never be able to replicate, such as an ability to offer more elective courses, particularly in foreign language and Advanced Flacement; greater resources 0 serve the ‘needs of populations with special needs suchas special education and English as a Second Language students; and a wider offering of extracurricular activities, socluding sports, music, nd cheater. ‘To the advocates of small schools, arguments such asthese are easly ignored. Proponents of small schools asert tha gins in safety and student learning wll more than compensate for any losses that might occur a a resule ofthis change. Despite the fact thatthe theory of change guiding this reform is highly sespect| (chat small schools and better stadent-teacher relations wil lead to higher susdent achievement, the effor to make high schools ‘smaller has taken off and is leading to substantial changes in high schools throughout dhe United Seats. In an effort to contribute tothe ongoing discourse over what should be done to improve the nation’s high school, his chapter ‘examines how schools ar confontng the challenges that bese them rnotby seckng answers rom a wellegarded tink tank or polly cen terbut fom stadensthemelves. Drawing on research carried out at ten high schools (bth small and large) in Boston through a project ‘own as PathoaystoSadene Succes the ideas and suggestions stu dentshave forhow schools can be improved are presented ar ana- lyzed. Although no groundbreaking or previo unhean! solutions are offered, the reader may be surprised to lean that stents Jo put foeward practical, commonsense insights into why certain practices Are inflctive and why others should be considered. The gal > pe sciing dee lo are so saw Une sant anne te lems confronting our nation’ high chools may not be as ou ofeach as they have seemed, particularly ifwe have the wistom and courage rolsen to those who bear the bruntof our school falues Fin Learning from Student Experiences ‘The major themes that emerged from the 132 students across ten high schools are presented here briely asa basis for the sxgges- tions a the end ofthis chapter on how listening to studs ea be incorporated into school decision making. The themes that“ ‘merged from the students that have implications for improving high schools ate (1) relationships between stadents and teachers {and other alls) (2) the impace of high stakes testing(3)dsc- -pline and oud and (4) student motivaron and goal fo the fare: In the following sections, I analyze these themes and the lessons they provideto school reformers and practitioner [Relationships Between Students and Teachers, and Other Adults Perhaps the most significant, yec hardly surprising, diference that emerge: between stadents attending small and large schools pertained tothe isue of anonymity. Whereas only 26 percent of the students the lage school stated that their teachers knew them well and another 34 percent stated that there was an adul at School they could run to if they needed assistance with a personal problem, at tie smal schools the percentage were 92 percent and 84 percent, respectively, Opportunity for greater personalisation in the learningexperience of students has long been seen as one of the primary advantages of smal schools (Wesley et al, 2000). Can- sistondy,sudents have cited personalisation as one of the major advantages o small schools. Although pesonalizacion isa key factor, relatively few students had ideas for how relations between students and teachers could be improved though several did suggest chat if their teachers got toknow ther bette, it might help. However, at al ofthe schools in the stud students hada clear sense of how teaching could be Jmproved. When asked to describe the characteristics ofa school where they would be excited to lear, some ofthe following sug estions were offered: + Teachas shouldbe organized and well prepared for che. ctasesthey teach ‘+ Teachar should be paient and ask students fehey understand the material If they dost get the material Ho Listing 0 Sater Can Help Shoat Ingrove being taught; the teacher should explain the material inadifferene way. 1 Teacherrshould have worong command of che mate. -sialanda passion forthe subjects they teach so that ‘they can gor students te excited about learning it. ‘Teachers should show spect to students inthe same wap thar they expect tp eceive respect. ‘Teachers shouldbe fr and notallow students co get away with preventing other student from learning. ‘These examples of student voice speak volumes to school ‘reformers and practitioner in clear, seemingly simple ways. They provide evidence of the work to be done to help improve school and the cicial role of students in creating an envionment 0 for ter sound relationships as a bass for thei achievement. “High Stakes Testing [Ave te of our stay, che tenth graders were preparing for the state examination (Massachusetts Comprehensive Assessment of ‘Skill MCAS). This was theft ie chat the exam would be used todetermine which seadents would graduate, and all f the schools in che study were under considerable pressure to prepare thei tu dents: Among teachers and administrators, some regarded the tate ‘amination asa far benchmark of dent leaming; others were a ‘nantly opposed othe tea of ning asinge test to determine whether student shouldbe allowed te graduate: Inceesingly, the atid of ‘educators toward the test dd not comespond in preditable ways to seadent peformance onthe test, ‘Such sentiments about the MCAS were common among the students. Students inall ofthe schools overwhelmingly stated ‘thac they want thie schools to prepare chem to he successful in life, not merely to pas tes: Tey objected tothe notion that a single test shouldbe used to determine if they could graduate, and cTie Trou er Buck Bote several argued that not encugh had been one throughout their Years in school co ensure tha they could pass the exam. When asked to describe one aspect of thet school that they did mt ke, 56 percent of the students cited the emphasis on test preparation, «ven though the question made no reference tothe test, Yet many students acknowledged that certain aspects ofthe test were ben- ficial. For example, several seudentsexpeesed the view thatthe state examination makes schools more accountable, because ie forces them to make sue that their students are learning. Discipline and Safety Concern elated to discipline, sfey and order ae increasingly common in public schools (Newnan eta, 200), This was aso dhe case fo any of the dentin our uy bu ound notice able ferences in dhe excepeions of cents at smal esis Lge schools Saudent in the all schools were far moe ely to report that they fl safe (94 percent), a compared eo students a the fumacively to dhe question, “If fs threatened by someone at Compara o 6 percent Ado ofall school ae likely to ez on ches fd ings to spor their claim that small choos are safer and fer 2 bere dicatina experience to student Safety and ode are eet condos in any lamng environment, and appear thatthe mall schools in the Pathways study suceeded ince dings more penal environment that Conbte 1 5 den’ perceptions that their choos were safe. Ye although the small schools inthe stay wore eneally perceived ssa ste dens asome ofthe choos dd experience discipline problems inthe clamroom that were no unlke those encountered nthe Inge choos How Lineing Stents Can Hep Schock tolptone 67 (One of the questions students wore asked to address is what they thought it would take to make schools safe and orderly Fol- lowing isa lis of some of thet recommendations: ‘Make sues who cut clas attend Saturday school + Reguite wade wl dang x ans tol eae ca demic work + Have administrators observe teacher in classes wih frequent disruptions so tha they can help them to ‘become better ar managing suudents + Forkide who fight find out why they ough Before they _are punished. fsuspensionisnor necesary make the student who fought work together todo something smprove theschocl.— “Ask parents and adults fom the community to volun {eer to serve as all monitors + Require students who are nae and disrespecfl teward teachers to write apologies and do community sevice, including helping to clean the school * Create a panel of students to serve as. jury fr tue dents who brake schoo! rules Provide them wich training on how to hear discipline cares andl advise “them on the kinds of punishments thar can be anigned ‘These ideas might not seem particularly innovative or out of ‘the ordinary, but the fact char they come from students themselves is important. Students recognize the need foe safeey ard order in school, and many ofthe suadents interviewed wanted tose dsp tive stents deale with in a firm manner. However, ti rare fora66 Tre Taceme enn Bac ons school to sck sunt input on matters elated to discipline even hough thelr buy-in i esential if schools ate to wacceed in creating an environment conducive to leasing. Swudent Geals and Motivation [Research on student motivation as shown that students who pos- sess clear goals about the future and conerete plans for how they will achieve those goals are mote likely to be succesful in school (Mickelson 1990). Students who understand that the hard work ‘they engage in while in schoo! will lead to greater opportunities after graduation are more likely to complete thet assignments, ‘even if they regu them a little rore than busywork, and mote likely to tolerate teachers even if they view them as horing. Seu- dence athe Pathways study who ad clear plans about the future were also ore -likely to-attend school regularly, nore likely to become insolved in extracurricular acivitiessand fess ely trzet ‘intotrouble at school. Unlike their pects whose ideas about the future were ambiguous, the students with clea goals understood that good gades were important, and they were more likely to ‘work: hard to attain chen. ‘Yer clarity abou future goals and the mosivation to stain them rarely comes fiom a student by himself or herself particularly when ‘that student comes rom a family wire thee is history of tending college (Stenberg, 1996). We fund thatthe students who had he clearest goah were most likely to cite an adult—a teacher, a coun- seta parent, or relative—as the source of guidance related 1 future asprstions- Once again, the stents attending the smaller schools in te ud which typically provided more counseling and ‘xvisng or students, had a clear advantage over the students in ‘Te Tage schools Although high achievers at ll ren schools were ‘Benerally more Hkely co articulate clear plans afer graduation, ‘even midland Tow achievers attending the small schools were “Thely tohae developed a goal that they intended ro pursue after | = °° — low Line 0 Sans Can Hep Schoo to Ingone “How Listening to Students Can Be Incorporated into School Decision Making Students may not have all the answers tothe problems plaguing urban high schools. This does not mean that they may not have ‘ideas om improving schools on a wide variety of isues, includ- ing school safety and studene achieverent. Students may very well have ideas and insights that adults are not pivy to and could prove toe very hepfl to improving schools if adults were willing tollsten, | saw this personally while carrying out research in five high schools in the Bay Area of Northern California. I was tying to ‘understand the causes of racial violence within schools that had ‘been plagued by racial conflict, some of which posed a serious threat to the safety of adults and student. Prior to my involve iment, allie schools responded tothe problem i the sime way: calling police after a violent incident. Despite the severity of the problem —several students had been seriously injured at #0 cf the schoolsthe police publicly sated that shy could not cole the problem because ie was an issue that extended well beyond Iawenforcement,and they pointed out that it was neither cost- effective nor plausible to deploy dovens of ofcers to the campuses Unlike the police, schoo! administeators could noe dodge their ‘esponiblcy to address the problem. At los for how to proceed, the schools tuned ro me for asstance in figuring out what could ‘be done, I suggested that we start by convening small groups of su- cents from the conflicting ethnic groups to get theit sense of what vas causing the violence and to solicit their ideas for how to respond tothe problem. These meesings turned out tobe extrard nary effective. Not only dd the sudents have insights into what was causing the conficts (most incidents started outside school) thatthe adults were oblivious to, bu they also had practical ideas for addressing the problem, which included involving students in ‘the implementation of solutions (Noguera & Bis, 2001)1 Tre Trou any Back Bor Given how pootly so many past reforms in out nation’ high schools have fared with respec to delivering lasting improvements in seudent achievement and overall quality, ic certainly could not fre ro solicit student perspectives on what they believe might be one to make their schools beter from a variety of perspectives, > couse; a willingness to nen to students implies that adults facealy want to hear what students think, that they respect them ‘enough to listen ad lee, and that they wil be open to sugges tons they might mak. In schools where decison about reform ate sale in a top-down mander by aminsatrs with itl, i an, ing rom teachers, ii highly unlikely that such an approach ‘0 lsening to students woul ever be embraced. Insecure leaders are ily organ soletingstident opinions san admision hat they donot know whar they are doingr-and-being exposed in- thacway would undoubtedly be more tha they could beat Others who are more courageous and secure in their postions might recoaize thane ofthe benefits of ngazing sade in di cussions abou the state oftheir schools is together to take heir ‘own cation more seriously Tao many school operate under the {alse asumprion hat the qualigpand characte schoolscan be Iya alone. Ino doing, they assume that and.bchaviorof students ar les important han those.of dul, — ‘even though the decisions and choices students make about how _ ‘hard-to studor whether to take thei education seriou, have “considerable bearing-on the quality of their educational expert-— ‘ences Asti bod of reszel fas shown thatsdent norms ndatnudes have influence on the quality and character fschook: (Steinberg 195; Valenaucla, 1999). The question i, How ean schools influnce sent attites ad havior so chat they ren force the importance of leaning and positive social development rather than undermining it? Vow Lice to Sears Can Help Schoo imgove they can occur informally at che clasroom eve. The main thing is that they occur regulary and that adults espond respectally to what they hear Students can ell if adults re genuinely inte ‘sted in thes opinions, and ifthey dicem that noone isliening When they share thei perspectives, they wil quickly lose inter” ‘st inva meaningless exercise. Tobe effective, iis also important thar thes conversations not be limited to students who have been handpicked by adults because chey occupy a leadership role within the schoo. [es imporeant nat to omit thse who might know more because hey are better connected to heir peers, even if means including students who are not models of deal studene conduct. ‘This project illustrates thac students may sometimes have criticisms of the way things are done at thei schools and when invited to share their thoughts, they may also sa things chat may offend sone adults. This should not deter educators from listen ing to what students have to say: The best schools in this project used the ideas they received through the research to find ways to make their schools better. These schools show us chat succes is achieved not by their abiiy to implementa particular reform, but rather tothe quality control they exercised in implementing the reform. Soliciting and responding to the perspectives of students can serve as another means of ensuring quality control, and unlike so many other eform strategies, this one cost nothing. Given the importance of what i at stake in our efforts to reform the nation’s high schools, se may be time to try an approach that allows us co learn about how to improve schools without expending additional resources, ye engaging those with so much at stake: stents