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Landmark Brief: National Replication Models

Landmark Brief: National Replication Models

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Published by Ted Fujimoto
ISSUES BRIEF
How the U.S. can leverage the network of national replication school models to bring transformed public school experiences to enough communities—cutting the dropout in half rate and doubling the number of students entering STEM fields.

Leveraging National Replication School Models to Deliver Results at Scale
June 17, 2012

Authors: Ted Fujimoto & Kyle Miller

Issue Brief: Leveraging National School Models to Deliver Results at Scale June 17, 2012

Need for Scalable Solutions in Ed
ISSUES BRIEF
How the U.S. can leverage the network of national replication school models to bring transformed public school experiences to enough communities—cutting the dropout in half rate and doubling the number of students entering STEM fields.

Leveraging National Replication School Models to Deliver Results at Scale
June 17, 2012

Authors: Ted Fujimoto & Kyle Miller

Issue Brief: Leveraging National School Models to Deliver Results at Scale June 17, 2012

Need for Scalable Solutions in Ed

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Categories:Types, Research
Published by: Ted Fujimoto on Aug 05, 2012
Copyright:Attribution Non-commercial

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01/15/2015

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ISSUES BRIEF
How the U.S. can leverage the nationalreplication school models to bringtransformed public school experiences tocommunities and students while cutting thedropout rate in half and doubling thenumber of students entering STEM fields.
Leveraging NationalReplication School Modelsto Deliver Results at Scale
September 30, 2012
 
 Authors: Ted Fujimoto & Kyle Miller 
 
Issue Brief: Leveraging National School Models to Deliver Results at ScaleSeptember 30, 2012
Copyright© 2012 by Landmark Consulting Group, Inc. All rights reserved. 1 |Page 
Need for Scalable Solutions in Education
Over the past decade, policy makers, educators, business and civic leaders, and parents have been
looking for the “magic” that will transform the country’s public school system. The stream of reform
efforts have included the implementation of small learning communities, small schools, literacyprograms, credit recovery, smaller class sizes, longer school days, use of data to inform instruction,
teacher evaluation…and the list goes on and on.
Although some of these approaches produced incremental gains in student achievement early on, manyof the gains flattened out or were lost over time and none produced the double digit growth that ourcountry needs in student achievement. Tacking on a program here or there to a 20
th
century schooldesign in the hopes that it will transform the school into a 21
st
century model represents flawedthinking. We are still losing as many kids today to academic failure, disengagement and poverty as wewere a decade ago (Economic Policy Institute 2006).
We cannot afford ano
ther decade of hoping that “one offs” like a good teacher or a promising practice
or even a single school success will remedy the low student achievement and completion ratesproduced by our education system.
It is vital for our country to cut the dropout rate in half. To do so,the bottom 5% or about 5,000 schools need to be transformed and/or replaced.If the average size of these schools is 1,500 students and the average size of most high performingschools is less than 500 students, then 15,000 small school equivalents will need to be created. Theschools that need transformation and/or replacement have extremely high dropout rates of 30-50%. If high performing schools were to fix the dropout rate in the bottom 5% of schools, 20,000-30,000 smallschool equivalents would need to be created (Landmark Consulting Group, July 2011).More effective options are needed now. A recent survey by the National Alliance for Public Charter
Schools states that “more c
hildren than ever before are waitlisted to attend public charterschools.
Losers in the lottery system, more than 600,000 students are waitlisted across the nation…The
survey showed a 67 percent growth in waiting lists since the 2008-09 school year--which outpaced theincrease of 650,000 additional seats added in charter schools during the same period. More than 60percent of charter schools reported having children on a waitlist, with longer-running charter schoolsaveraging a 239-student waitlist. Twelve charter schools reported lists of more than 2,000 students.These results demonstrate the national cry for real educational options. Parents want school choiceoutside of an arbitrarily-
assigned (and often underperforming) public school.”
 (School Choice Now!,June 14, 2012)Charters schools cannot be the only answer. Our country needs to build a national capacity (includingcharters) at scale to transform at least a third of our schools.
We are out of time to base our nationalstrategy on only piloting new best-practice examples whose results will not truly be known for years.We need to shift our focus to the innovation of replication and scaling what works and deliversresults
.
 
Issue Brief: Leveraging National School Models to Deliver Results at ScaleSeptember 30, 2012
Copyright© 2012 by Landmark Consulting Group, Inc. All rights reserved. 2 |Page 
Today the National Replication School Models represent over 500 schools and we believe that manycan be taken to the next level of scaling to significantly address the public education crisis andtransform communities.
The National Replication School Models meeting will host effective high performing deeper learningschool models that work on any platform
non-charter or charter. They are able to launch much neededpersonalized, supportive schools swiftly.
To ensure America stays competitive we must significantlyshift our approach in education reform from interesting one-off experiments to scaling provencoherent, integrated design components that deliver student achievement
and are positioned to adaptquickly to the Common Core Standards and Next Generation assessments and can develop schools inmore communities faster.All of the National Replication School Models that are meeting in Washington, DC on October 2
nd
and 3
rd
 meet the following criteria of strong whole school models and have the potential to scale widely andquickly.

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