Wigfield evaluate the success of the PASS (Promoting Achievement in School through Sport) program in creating content-rich classrooms that promote high school students' achievement and resilience. They also identify factors that make these classrooms more engaging for students and that may account for the documented improvements in participating students' achievement.
Legters, in "Small learning communities meet school-to-work: Whole school restructuring for urban comprehensive high schools", describes how some high schools are pulling together specific reform practices in a schoolwide attempt to improve student outcomes. After describing the origins of these reform practices, Legters discusses their implementation in several schools that she and colleagues have worked with as part of the talent development high schools project. Legters concludes the chapter with insights into the challenges and possibilities of high school reform.
The last chapter in the section is titled, "Building school-family-community partnerships in middle and high schools." In this chapter, Sanders and Epstein discuss how secondary schools can work with students' families and communities to develop comprehensive partnership programs that focus on students' success. This chapter describes the framework of six types of involvement and the action team approach used by schools in the study to develop their partnership programs. It also discusses challenges the schools face in implementing their programs. This chapter concludes with a discussion of the ingredients necessary for the successful implementation of programs of school-family-community partnerships.
Schools in the United States must provide poor and minority students with educational opportunities that ensure that they have the tools necessary to become full and productive citizens. Meeting this challenge requires continued commitment and effort from all involved in the educational process. The chapters included in this book do not necessarily provide definitive answers on how to meet this challenge. They do, however, offer suggestions about, identify obstacles to, and provide examples of educational practices and reforms that can make a difference in the schooling and life chances of poor and minority adolescents.
I would like to acknowledge the individuals who helped in so many ways to bring this book to completion. Thanks are due to the contributing authors, whose thoughtful chapters have expanded my thinking on the education of