HIGH/SCOPE K-3 MODEL

Evidence of positive effects on student achievement
Year introduced in schools		1967
Number of schools		27
Support developer provides schools
First-year costs      with new staff      with current staff reassigned		$130,000 No Change
= Strong	= Promising		= Marginal
= Mixed, Weak		? = No Research

OVERVIEW

The High/Scope K-3 model is based on the belief that children should be active participants in their own education and that they learn best from hands-on experiences. A primary goal is to improve children's problem-solving and independent thinking skills. Teachers are encouraged to guide learning by observing, supporting, and extending activities initiated by students, although more structured learning experiences also may be provided.

The first—and best-known—High/Scope approach, the High/Scope Perry Preschool Model, was developed in 1962 to serve disadvantaged pre-K students. The approach has since been adopted by individual schools and teachers to serve a wide range of students and communities. The K-3 model was established in 1967. (The developer is in the process of expanding the model to upper elementary and middle school students.) In its first year, High/Scope K-3 was implemented in ten schools in six states. As of summer 1998, the developer estimated that High/Scope staff provided a full range of service to 27 schools and partial services for more than 500 schools. In addition, several thousand schools use the High/Scope materials.

EVIDENCE OF POSITIVE EFFECTS ON STUDENT ACHIEVEMENT

Strength of the Research Base. Research on the effects of the High/Scope K-3 approach is marginal. Only one study examined the approach's effects on student achievement. That study was sufficiently rigorous to report the results here. In addition, two implementation studies were reviewed. To date, most studies of High/Scope have focused on the preschool model and were not considered for this report.

Effects on Students. The one rigorous study of this approach shows positive effects on student achievement. Test scores of High/Scope students were compared to scores of other students in the same school and to students at a similar, non-High/Scope school. High/Scope students scored significantly higher on various standardized tests (e.g., Comprehensive Test of Basic Skills, Iowa Test of Basic Skills, California Achievement Test, Stanford Achievement Test) than their counterparts.

CENTRAL COMPONENTS

Organizational Change, Staffing, and Administrative Support. The High/Scope K-3 model requires little organizational change within schools, nor does it require schools to hire additional staff. The developer recommends two adults for each class—a teacher and a teaching assistant—but this is not required. There are no specific requirements for the number of children per class or the ratio of students to teachers.

Curriculum and Instruction. Curriculum and instruction are based on four principles. First, the High/Scope approach believes that, from birth to adulthood, individuals develop awareness and understanding through active engagement with people, events, materials, and ideas. The developers call this process active learning. Second, individuals learn best when they are encouraged to plan, carry out, and reflect on activities. Third, intellectual development occurs in a predictable order, and many kinds of learning experiences contribute to the learner's intellectual, social, emotional, and physical development. Fourth, consistent support for children in making their own decisions helps them use more self-control and feel more competent and responsible.

These principles are supposed to be supported by a curriculum structured around a "plan-do-review" period and "key experience workshops." In the plan-do-review process, children choose, organize, and evaluate their own activities. Key experience workshops are small-group classroom activities in language, mathematics, science, movement, and music.

High/Scope classrooms should have a number of "activity centers" where students can work together in small groups. These activity areas should have materials that are accessible to children, so that students can use them independently during plan-do-review.

For reading instruction, the developer encourages a blend of phonics and whole language approaches and emphasizes writing.

Supplies and Materials. The High/Scope K-3 model is designed to be used with commercially developed materials or materials already used at the school, not materials provided by the developer. Although school staff are not required to do so, the developer notes that teachers often create their own materials. Since 1986, the developer also has supported the use of technology with the approach.

Guides developed by High/Scope provide detailed information on implementing the K-3 approach. Specific guides and materials that are available include:

• curriculum guides in movement, music, language and literacy, learning environment, mathematics, and science;

• videotapes on active learning, classroom environment, language and literacy, and mathematics;

• movement and music materials (e.g., Teaching Movement and Dance, Movement Plus Music, Rhythmically Walking); and

• related High/Scope press publications (e.g., A School Administrator's Guide to Early Childhood Programs, High/Scope Buyer's Guide to Children's Software).

Scheduling and Grouping. The High/Scope K-3 model requires grouping students three different ways during a typical school day: as an entire class, in small groups of four to six students, and individually for plan-do-review time. The developer will provide interested schools with a "typical schedule" for both a half-day and full-day kindergarten, and for grades one to three.

Monitoring Student Progress and Performance. High/Scope instructional staff are encouraged to monitor children on an ongoing basis to ensure that activities and instruction are tailored to individual needs. Teachers are encouraged to record their observations of student activities and progress, but specific forms or types of assessments are not required.

Family and Community Involvement. High/Scope recommends field trips to provide children with active experiences relating to their lives outside of school. While High/Scope does not require specific involvement with families or the community, it encourages staff to use community resources and involve parents in their children's learning.

SUPPORT THE DEVELOPER PROVIDES SCHOOLS

Professional Development and Technical Assistance. Schools may choose to implement High/Scope partially, with limited guidance from the developer, or as a schoolwide model with a full range of support including direct guidance and ongoing professional development. Among the hundreds of schools currently doing something with the approach, 27 have contracted with High/Scope for full services.

For schools contracting for full support, High/Scope staff present a week-long training session at the school during the summer, at which school staff learn the basic elements of the approach and develop plans to implement it in their own classrooms.

During the first year of implementation, High/Scope staff provide four additional training visits. Topics include such areas as the plan-do-review process; methods of evaluation; guides to educational software; and the use of technology and activities in specific subject areas, such as language arts, math, science, movement, and music. During years two and three, High/Scope staff visit schools five times a year to conduct one-day workshops, observe classrooms, and provide feedback to staff.

High/Scope schools have opportunities to learn from each other through an annual High/Scope Registry Conference each spring, regional conferences, the High/Scope newsletter called Resource, and the High/Scope Web site.

Implementation Requirements and Schools' Experiences. The developer recommends that schools interested in a schoolwide implementation of the High/Scope K-3 approach garner support by involving staff and parents in a one-week, introductory training. A formal vote by staff is not required. Space in classrooms also must be arranged for activity centers, which may require the development or purchase of new materials.

After visiting the school to provide guidance and professional development, a High/Scope trainer uses a High/Scope Elementary Program Implementation Profile to report on implementation. The Profile uses a checklist to measure changes in classroom environment, instructional methods, and adult-child interactions. Both the school and High/Scope staff receive a copy of the report to help them make improvements in the program.

According to the limited implementation research available, High/Scope can be implemented successfully when the approach receives adequate support. One implementation study found that training was considered extremely useful; however, it was noted that the distance between the implementing school and the High/Scope organization, located in Michigan, was a barrier to communication. The developer suggests that ongoing professional development, local administrative support, and required supplies, materials, and equipment can contribute to successful implementation.

COSTS

The first-year cost of implementing the approach in a school of 25 K-3 teachers is $130,000. This is based on an estimate of one year of professional development, including estimated teacher release time; materials; and consultant travel expenses. Few elementary schools have 25 K-3 teachers, so costs for the typical school would be lower. For a school of eight K-3 teachers, first-year costs would be approximately $42,000.

Costs the school pays the developer are negotiated on an individual basis and are influenced by the number of classrooms in the school and travel costs for High/Scope trainers. A typical cost for a three-year contract with High/Scope (for a school with eight K-3 classrooms and an average class size of 25) is as follows:

• consulting fee paid to High/Scope for 15 site visits: $35,700;

• curriculum guides and recordings for eight classrooms: $4,000 (first year only);

• workshop materials: $750;

• registration for six staff members to attend High/Scope Registry Conference for three years: $1,800; and

• Estimated travel, food, and lodging for consultant: $14,900.

Costs are estimated to be stable across the time period because services are consistent throughout the three-year contract. In addition to these costs, schools pay travel, release time, and other expenses for teachers to attend conferences and workshops.

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