Hopkins-affiliated high school snubbed
The first Talent Development High School was created when Johns Hopkins' Center for Research on the Education of Students Placed At Risk, a division of the Hopkins Center for Social Organization of Schools (CSOS), and Baltimore's Patterson High School collaborated to radically change the curriculum for students in need of remedial education. The original purpose was realized when the Center "formed a partnership to go into [Patterson High School] to improve it - that was the immediate impetus," said Mary Maushard, Communications Administrator for the Center for Social Organization of Schools.
The Center for Research on the Education of Students Placed At Risk provided a significant part of the initial push, recognizing the need for a specialized curriculum, but with the current program underway and evolving the majority of control has been moved under the umbrella of the Center for Social Organization of Schools.
The major initiative of the program is to re-write the high school curriculum for freshmen while creating supplemental programs for 10-12 graders. What Works Clearing House refers to the participating high schools as "small learning communities" aiming to "reduce student isolation and anonymity" within schools, while preparing such students for college level work or careers.
Talent Development High Schools also provide additional support for teachers and administrators, assisting them in both setting and reaching goals for their students, as well as policy development and staff relations. The overarching goal of the programs is to help students who are significantly behind their peers catch up to the accepted level of achievement in their district.
Since the program's inception in 1994, more than 100 schools in 15 states are using the curriculum and support systems. Significant emphasis is placed on developing new skill sets for teachers and administrators. Once a school enrolls in the Talent Development program, there is a year long training period for teachers, staff and principals.
The Center for Research on the Education of Students Placed At Risk provided a significant part of the initial push, recognizing the need for a specialized curriculum, but with the current program underway and evolving the majority of control has been moved under the umbrella of the Center for Social Organization of Schools.
The major initiative of the program is to re-write the high school curriculum for freshmen while creating supplemental programs for 10-12 graders. What Works Clearing House refers to the participating high schools as "small learning communities" aiming to "reduce student isolation and anonymity" within schools, while preparing such students for college level work or careers.
Talent Development High Schools also provide additional support for teachers and administrators, assisting them in both setting and reaching goals for their students, as well as policy development and staff relations. The overarching goal of the programs is to help students who are significantly behind their peers catch up to the accepted level of achievement in their district.
Since the program's inception in 1994, more than 100 schools in 15 states are using the curriculum and support systems. Significant emphasis is placed on developing new skill sets for teachers and administrators. Once a school enrolls in the Talent Development program, there is a year long training period for teachers, staff and principals.
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