As a school leader deeply rooted in the educational landscape, I've seen firsthand the consequences of failing to connect with students. It's disheartening to realize that many students are disengaged and unmotivated, often leading to poor academic outcomes.
In 2017, my team and I delved into the challenges our alternative high school faced, specifically why so many students were struggling to complete their education or engage in further learning. What we uncovered wasn't a deficiency in our students, but rather, a systemic failure in our educational approaches.
Rather than being at fault, our students expressed a desire for more relevant and challenging lessons. We made a pivotal decision to listen and pivot our teaching methods towards project-based, real-world learning experiences that resonated with them. This shift transformed their relationship with learning from a passive quest for answers to an active pursuit of knowledge.
The transformation we instituted at Evolve Academy, located in southeastern Massachusetts, can potentially serve as a model for similar schools grappling with low engagement and high dropout rates. Our goal was not just to help students graduate, but to inspire them to view education as a pathway to future opportunities.
We introduced a new instructional model centered around what we call Transformative Learning Experiences (TLEs). These curriculum units are based on authentic, real-world scenarios, compelling students to ponder the importance of their education. This approach naturally fosters engagement, as students grapple with critical questions relevant to their lives.
With guidance from our partner, the nonprofit Springpoint, we rolled out 25 TLE units. One standout project, "Does College Make Cents?" encourages students to utilize mathematics to assess various post-secondary pathways based on their personal aspirations. Many students who had previously felt that graduation was unattainable now see a clearer route forward.
Several students discovered interests in vocational training or technical apprenticeships, which aligned with their skills and aspirations. The new curriculum helped reshape their educational beliefs and aspirations, instilling renewed hope and clarity about their futures.
After nearly a decade of implementing this redefined curriculum, we can confidently assert that this strategy not only alters the conventional high school experience but also cultivates a more engaging and purposeful educational environment for all students, especially those at risk of falling off track.
Our internal metrics reflect this progress: attendance skyrocketed from 50% to 85%, and our graduation rate improved from 60% to 84%. In feedback sessions, students who were once disengaged began expressing enthusiasm about their classes, highlighting their strong bonds with teachers and the sense of purpose they found through their learning experiences. It mirrored their excitement about learning earlier in their academic careers.
Data collected by Springpoint across its network indicates that an impressive 92% of students can connect what they learn in TLEs to their life experiences. This connection is essential; when students can relate classroom activities to their own aspirations, it fosters a deeper commitment to their education.
Offering students autonomy in their learning, along with platforms for critical thinking, is key to reshaping their educational journey. We're intentionally seeking out educators who prioritize student voices and are ready to guide multifaceted academic discussions.
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The TLE framework not only transforms the classroom narrative but establishes a mindset of lifelong learning among students. For this method to be effective, it's imperative that technical partnerships alongside educators support the curriculum development and provide momentum in the early stages.
If school leaders and policymakers genuinely desire impactful changes, they must prioritize student-centric policy reforms. The efforts we invest signal our values and beliefs about student potential.
It's vital to create opportunities that respect students' abilities, paving the way for their highest potential and post-secondary ambitions. The curriculum should empower and engage them, fostering an environment that allows exploration and critical engagement with their local communities.
There's no denying that many high school students currently view graduation merely as a finish line. It's crucial that we redefine this narrative—encouraging students to see it as just the starting point for lasting educational pursuits and fulfilling careers.
To implement meaningful change, begin with small steps, nurture early successes, and coordinate wider reforms through transformative learning experiences. From what I've seen, the strategies employed in Massachusetts can and should be replicated elsewhere.
Janet Schweizer is the director of Evolve Academy in Fall River, Massachusetts.
Contact the opinion editor at [email protected].
This piece on project-based learning was produced by The Hechinger Report, an independent news organization focused on education equality and innovation. Subscribe to Hechinger’s weekly newsletter.
The post Transforming At-Risk High School Education through Hands-On Learning appeared first on The Hechinger Report.
