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    College Acceleration: Innovating Through the New American Research High School
    Unavailable
    College Acceleration: Innovating Through the New American Research High School
    Unavailable
    College Acceleration: Innovating Through the New American Research High School
    Ebook185 pages2 hours

    College Acceleration: Innovating Through the New American Research High School

    By Eric J. Ban

    3/5

    ()

    Currently unavailable

    Currently unavailable

    About this ebook

    A first in its field, this guide draws a new conceptualization for high schools from the powerful nexus of research and practice found in the best research hospitals in the country. This original idea is applied to a new set of expectations for the 21st-century high school where all students are prepared for college and careers. Detailed are key insights, such as how to develop a system of innovations and build state university relationships for college programming that is affordable and accountable, and offers a pragmatic approach to high school strategic planning. This book will inspire business, policy, and education leaders to act with a common focus—college acceleration that transforms high schools to improve state and regional economies.

    LanguageEnglish
    PublisherElephant Rock Productions, Inc.
    Release dateMar 12, 2012
    ISBN9780975374634
    Unavailable
    College Acceleration: Innovating Through the New American Research High School

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    Reviews for College Acceleration

    3/5

    12 ratings5 reviews

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    Review must be at least 10 words

    • 3/5
      Eric Ban's book is an interesting framework for how to plan any school, and how to improve any school to become a research-based, consistent and successful machine. I think it is a wonderful guide to educational leaders and teachers. Teachers do want to change their system, but rarely know how to make changes. Ban's approach to education is fresh, and comes from his track record of success. One downside to this book is specifically that of Mr. Ban's positive attitude. It is difficult for most teachers to relate to his mindset. Teachers must find a connection to his "Can do!" attitude, and not begrudge that he is not, and has not been, a classroom teacher. He is an innovator, a leader, but has never experienced the difficulties within the classroom that make teachers pessimistic or just realistic. I find very little connection to the process of scaffolding for teachers who really don't know where to begin professionally developing. It's difficult not to feel inferior to Mr. Ban. He begins his book with a preface, documenting his extremely successful professional life. This put me off, because I would like to understand the purpose of this book before I begin reading it. Though I admire his thought and experiences, his achievements seem to isolate, not connect, to a teacher's life.
    • 4/5
      Eric J. Ban approaches the restructuring of America's High School system in much the same way as many others have before him, namely Laurence Steinberg and his book Beyond the Classroom.* Both authors put major responsibility upon the parent's shoulders. Unlike Steinberg however, Ban does not bring race or ethnicity into the equation, which was a major focus of Steinberg's argument. The fact that Ban is dealing with suburban, middle-class school system's may have something to do with this. That said, the first two chapters read more like Ban's resume than a treatise on the American school system. He spends the first portion of the book going over his experience and accomplishments within the corporate world. This somewhat irked me at first, but soon I understood his aim, as he explained his transition from a business executive to a high school principle. Ban makes some powerful assertions concerning the decline of the American high school, and many of his points were quite salient. Prominent among them is the astute judgment that high schools were once geared towards preparing the top percentage of students for college, the average level students for mid-management and the rest for labor and manufacturing. What he points out is that the United States manufacturing and labor industry is a shadow of it's 1970s self, and that most High School student today need to attend some form of higher education institute in order to thrive in today's digital world. He suggests that schools should focus their curriculum towards their respective region's industry, and prepare students accordingly. He suggests new innovations in the structure of High Schools, a new paradigm if you will, which transforms schools into college preparatory institutions, stressing a strategy which concentrates on research skills, sciences and a more rigorous learning curve. Above all, Ban also stresses the utmost importance of engagement at every level, particularly parents. If you are an educator, or a school system administrator, I would suggest reading this book, there are many excellent ideas. Whether they are feasible or not, only time will tell.* Steinberg, Laurence. "Beyond the Classroom-Why School Reform has failed and What Parents Need to Do." Touchstone.1996
    • 2/5
      As a high school teacher, I looked forward to reading this book as the presume, high schools students doing college level work for college credit, sound great. Unfortunately, the book fell way short of my expectations.The big problem is what the point of the book is. It claimed to be a documented account of a high school who went from someplace in the educational spectra (never told whether it was good or bad school to begin with) to stunning results, but it also said the book would not be a how to guide. There are no footnotes, not facts and figures, to document this turn around. On page 24, the author states, "by no means is this book an implementation guide for American high schools."So why write the book? Well, the first half of the book is a sales pitch, pure and simple. He uses all kinds of emotionally charged phrases -- hunters vs. gatherers, high schools are irrelevant, etc., to amp up his message. At some point, I am willing to bet this author will give up being a principal and start consulting with out high schools. Hopefully his presentations will be better than his writing because not only is there a different analogy in every paragraph, he would fail any high school writing class for is incomplete sentences and lack of subject/verb agreement. Had I not felt obligated to read the entire book, I would have stopped after chapter 2 of this sales pitch.The book does have some interesting ideas towards the end. He shows in the most general diagrams how students are transitioned from middle to high school His outline of the school's changes would be a start for a discussion. There is still no practical advice and the reliance on ACT seems a bit too cozy. I also found his modeling of creating a research high school based on research hospitals to be interesting, since American medicine is as dysfunctional as American education. This is a book that should have been edited both for grammar and for content. Read with caution!
    • 5/5
      College Acceleration is a first hand account of the state of high school education today. The book doesn't just discuss the problem with the US education system but outlines what can be done to fix the problems. Eric's writing is thoughtful and relatable. He is clearly passionate about the Research High School concept and being able to serve all kids. I recommend this book to anyone concerned about education.
    • 1/5
      Purpose: A self-promotional high school principal and former for-profit college salesperson writes about his approach to improving student achievement through a "research high school" approach.Strengths: The author seems to have achieved some measure of success in some areas. Limited data are provided as evidence of these successes (fewer students flunk courses in their first year at his high school, for instance).Weaknesses: However, several key problems should encourage readers to question the value of this text:1) This text lacks a bibliography, despite the author's statement that we need to move from "I Feel" to "The Research Says."2) The author provides only very limited data to show that his plans have been successful. It is possible, for instance, that he is a dynamic leader who has inspired better work -- but that his concept of the Research High School is not transferable.3) The data provided are not part of any rigorous study whose methods could be critiqued, or findings replicated.4) There were three significant editing mistakes in the preface alone, suggesting that the publishing house does not uphold rigorous standards, which calls into question the process by which this text was selected (and revised) to fit appropriate professional standards.5)The author suggests that schools should spend less (or no?) money on textbooks, arguing that "content is free online . . . from the great libraries and universities from around the world. There are lectures, simulations, primary source documents that have defined the history of mankind, and I can go on and on" (p. 35). He does so, and then later adds, "[e]very original historical document in the world is available online for free" (p. 36), a patently false claim. Moreover, it should be noted that most students are unable to /start/ their research with a primary source document, and that some other sort of "digested" text is typically needed to introduce them to basic concepts in the field. Finally, content is /not/ free online; most scholarly content lives behind a pay-wall. This pay-wall is often invisible to individuals with a university library card (or, in many states, a public library card).These stylistic and intellectual failures call into question the author's willingness to speak about things he does not understand, and forces the reader to question other claims which the author makes solely on the basis of personal experience.Audiences for this book: I do not recommend this book for any audiences.