Last week I wrote about early-college high school and KIPP—both programs buck the trend exemplified by the Dallas Independent School District in lowering standards.

Another move towards greater challenge is program that allows kids to graduate high school two years early.

Dozens of public high schools in eight states will introduce a program next year allowing 10th graders who pass a battery of tests to get a diploma two years early… The new system of high school coursework with the accompanying board examinations is modeled largely on systems in high-performing nations including Denmark, England, Finland, France and Singapore. … Students who pass but aspire to attend a selective college may continue with college preparatory courses in their junior and senior years…

The program is organized by the nonprofit National Center on Education and the Economy.

“We’ve looked at schools all over the world, and if you walk into a high school in the countries that use these board exams, you’ll see kids working hard, whether they want to be a carpenter or a brain surgeon.” –Marc S. Tucker, NCEE President

Education reform has often been hung up by teachers unions; that seems to be changing, but the time and cost to fire an incompetent teacher is still disheartening.

Toughening standards, increasing challenge and meaningful rewards work in the adult space, so there is no reason they won’t work in schools.

There seems to be a lot of good stuff going on to provide us with hope for developing thinking, questioning innovative next generation, but, before you get too excited, please join me next Tuesday to see what is happening on the dark side.

Image credit: svilen001on sxc.hu

Ask any employee at any level what motivates them the most

or

and 9 out of 10 will choose the second list.

So why do school boards do the opposite?

Many school districts follow the lead of the Dallas Independent School District, which follows the first list with slavish devotion.

What happens when the second list is followed instead?

One program is called early-college high school and it mixes college level courses with the normal courses taught in junior and senior years and is offered to at-risk kids, not the over-achieving elite.

North Carolina is the leader and the results are impressive.

“Last year, half our early-college high schools had zero dropouts, and that’s just unprecedented for North Carolina, where only 62 percent of our high school students graduate after four years,” said Tony Habit, president of the North Carolina New Schools Project, the nonprofit group spearheading the state’s high school reform.

In addition, North Carolina’s early-college high school students are getting slightly better grades in their college courses than their older classmates.

Another proponent of the second list is KIPP (Knowledge Is Power Program), which runs charter schools in several states.

Started in 1994 as an experiment with 50 fifth graders in Houston’s inner city, KIPP has blossomed into the biggest U.S. charter school operator, with 82 schools for poor and minority children in 19 states.

KIPP now has an 85% college matriculation rate, compared with 40% for low-income students nationwide, according to a 2008 report card KIPP prepared and posted on its Web site. About 90% of KIPP’s 20,000 students are black or Hispanic; 80% qualify for subsidized meals.

The difference between the two lists can be summed up in one work—expectations.

The foundation of expectations is a belief that whatever it is can be accomplished.

We humans tend to strive to meet the expectations of those around us, be they bosses, friends, parents, teachers or school administrators.

Actions more than words tell us what is expected.

List 1 = low expectations and kids live up to them.

List 2 = high expectations and the kids live up to them.

Which list do you want at your work?

Which list do you support for your kids?

Image credit: bjornmeansbear on flickr