EXPLORING EXISTING INNOVATIVE EDUCATION MODELS A Best Practice Guide for a New School design in Lewiston, Maine Katie Bosse May 2018 A Master’s Paper Submitted to the faculty of Clark
Detail School information
Fenway High School is an autonomous, public school located in Boston, Massachusetts that serves grades 9-12 The school emerged in 1983 and became one of six of the city’s original pilot schools Pilot schools are a creation of the Boston Public School system to allow the development of public schools that have the freedom to determine their own curriculum, budgets, and hiring process (BPS 2017) This type of school was design to be models of educational innovation - to test best practices in education design that challenge traditional methods of urban public education (BPS 2017) I visited and interviewed a representative from the school to learn more about their methods, impact, and challenges as a model of an innovative public school
The opportunity to attend Fenway High School is based on an application lottery, not merit Fenway High School strives to be reflective of the entire Boston area they serve and have every neighborhood represented in their school In the student body, 52% identify Latino, 36% identify as black, 6% as Asian, Pacific Islander, Native, or other, and 6% identify as white (Fenway High School Annual Report 2018) In addition, 75% of the students live below the poverty line, 50% report coming from homes where English is not the first language, and 21% have learning disabilities (Fenway High School Annual Report 2018) This dynamism is viewed by the school as a success and challenge A success because it means they are reaching many kinds of students with different narratives, struggles, and values However, this also means that there is a continuing concern with having the capacity to be all things to all people
Francis W Parker Charter Essential School
Francis W Parker Charter Essential School, serving grades 7–12 in Devens, Massachusetts, stands out as an innovative charter school founded by renowned education reformer Ted Sizer, former Dean at Harvard's School of Education Known for its progressive approach, Parker operates with semi-autonomous governance similar to Fenway High School, and admits students through a regional lottery system The school is recognized for embracing students who have struggled in traditional public schools, fostering a diverse and inclusive environment with significant representation from low-income and LGBTQ communities While all CES schools are rooted in Sizer’s educational philosophy, Parker exemplifies his vision most faithfully, with its curriculum and structure deeply influenced by his seminal work, *Horace’s Compromise*.
"Compromise: The Dilemma of the American High School" (1992) serves as a foundational text influencing how U.S high schools structure grade divisions, design assessments, define the role of teachers, establish core values, and implement a streamlined curriculum This influential work continues to shape educational policy and practice, offering a critical lens on the compromises embedded within the American secondary school system.
The Met is a pioneering network of six semi-autonomous public schools located in Providence, Rhode Island, co-founded by education reform leaders Dennis Littky and Elliot Washor Alongside launching The Met, they established Big Picture Learning, a globally recognized non-profit organization that promotes an innovative school design model focused on personalized, real-world learning This educational philosophy aligns closely with Ted Sizer’s Coalition of Essential Schools (CES) principles, emphasizing experiential learning beyond traditional classroom boundaries.
In 1996, the Met School was founded by co-creators who, driven by evidence-based research, envisioned a radically different public education model Their approach emphasized smaller school sizes, increased parental involvement, personalized curricula, and real-world learning through hands-on projects rather than standardized tests Drawing insights from gang research and developmental psychology, they recognized the importance of fostering a strong school culture and mentoring relationships Just three years after its launch, the Bill and Melinda Gates Foundation awarded $4 million to expand the model, followed by additional funding to scale further With this support, the Met School became a pioneering blueprint for innovative education reform, influencing districts across the U.S and globally.
The Met School is a public institution that mirrors the diverse demographics of Rhode Island's urban communities, with a notably higher representation of African American and Latino students than the state average Open to all applicants, the school follows a standard lottery-based admission process, ensuring equal opportunity for enrollment.
Casco Bay High School, located in Portland, Maine, is a small, independent public high school renowned for its focus on expeditionary learning As a proud member of the national Expeditionary Learning education network, the school embraces ten core design principles inspired by Outward Bound’s experiential and outdoor education philosophy These principles guide Casco Bay’s innovative approach to teaching, fostering academic excellence, character development, and real-world engagement.
2 The Having of Wonderful Ideas
Casco Bay High School redefines traditional education by embracing an open-concept building design inspired by expeditionary learning principles, where students engage in collaborative work beyond the classroom The school features shared spaces filled with quotes from revolutionaries and social justice leaders, fostering an environment of public and peer-reviewed learning With a strong emphasis on group projects and presentations in common areas, the model promotes authentic assessment and encourages students to strive for excellence through community-driven education.
Margarita Muñiz Academy, located in the Jamaica Plain neighborhood of Boston, Massachusetts, stands out as an expeditionary high school that also operates as a full dual language institution This innovative model addresses the growing need to support bilingual and bi-illiterate students by embracing inclusive pedagogy that celebrates cultural and linguistic diversity With a significant Spanish-speaking population in Boston, the academy’s dual language approach fosters stronger community ties and enhances family engagement in education Implementing dual language learning at the high school level is considered both controversial and groundbreaking, positioning Margarita Muñiz Academy as a unique and forward-thinking case study in modern education.
My personal research supported this notion as most of the research on dual language learning pertains to elementary level education
Margarita Muủiz Academy embraces bilingualism by viewing language as an asset rather than a barrier, offering an inclusive educational model through Boston's choice school lottery with no language prerequisites Students begin their academic journey in their dominant language—English or Spanish—and over four years, they acquire proficiency in the other, promoting equity and cultural exchange The curriculum includes English humanities, Spanish humanities, math/technology/science, and art, with all students participating in each subject annually Humanities instruction integrates both languages, highlighting Spanish and Latin American culture in Spanish humanities and U.S history in English humanities Math and science classes alternate instructional language, fostering a dynamic bilingual environment where fluid language exchange is common, enhancing communication and comprehension across linguistic backgrounds.
The bilingual education program at Margarita Muủiz Academy has proven highly effective, particularly for Spanish-dominant students who might otherwise struggle in English-only environments By offering instruction in core subjects like science, technology, and math in students' dominant language, the school fosters academic success and inclusion Additionally, English-dominant students benefit by becoming bilingual and gaining exposure to diverse cultures This innovative structure challenges traditional norms by de-centering English as the default language of instruction and dispelling myths about the capabilities of bilingual learners.
Following the enactment of Massachusetts legislation in November 2017 granting schools the autonomy to choose their approach to teaching language learners, the Hechinger Report spotlighted Margarita Muñiz Academy for its pioneering role in dual language education Established in Boston in 2012, the academy was founded to combat the high dropout rates among Hispanic students—who were statistically the most likely to leave school and the least likely to pursue college compared to other ethnic groups With 39% of Boston’s English Language Learners at risk due to a lack of cultural and linguistic support in traditional schools, Margarita Muñiz Academy emerged as a transformative model, integrating bilingual instruction to empower students and preserve their cultural identity.
In 2016, five years after its launch, Margarita Muñiz Academy achieved a 75% graduation rate among English Language Learners—14 percentage points above the district average and surpassing Boston Public Schools' overall rate The school's dropout rate stood at just 2.5%, significantly lower than the district's 10% This success is rooted in a dual language learning model backed by decades of research on cultural affirmation and its positive impact on student engagement and performance As a result, the academy's innovative approach is gaining momentum and support throughout the Greater Boston area.
Audre Lorde Transformative Arts School
Audre Lorde Transformative Art School (ATLAS) is an innovation school that intends to serve grade 1-12 in Worcester, Massachusetts The school has yet to open the doors but has the fundamental outline and structure of the school established The school is being created for students where traditional, progressive education is not working The vision for the new school is focused on addressing the fact that our youth today are facing and will soon inherit catastrophic global warming, incredible wealth inequality, relentless international conflict, and complications from the greatest global migration caused by the aforementioned issues and will need to be armed with the ethics and creativity to inflict change In light of this reality, the new ALTAS schools intend "to prepare ALTAS students to embrace these national and global challenges as opportunities for a radical envisioning and re-creation of our world In order to turn these challenges into opportunities, our educational vision prepares our new century youth to be national and global changemakers by equipping them with the values, perspectives, and disposition of the artist (ALTAS Brochure 2018)" The creators of this new school, therefore, would like to be one of the few schools in the country that is now practically implementing the social Reconstructionist philosophy in progressive education (ALTAS 2018)
Student Centered Learning Definition
Student-centered learning, closely aligned with project-based learning, represents a modern educational approach that challenges outdated, traditional schooling methods This twenty-first-century theory emphasizes student autonomy and lifelong learning by empowering learners to take control of their educational journey Rooted in critical pedagogy—a philosophy pioneered by Paulo Freire—this method promotes an anti-authoritarian, interactive, and reflective learning environment that encourages critical analysis of everyday life.
Critical pedagogy encourages deep thinking, reading, writing, and speaking that challenge surface-level interpretations, dominant narratives, and conventional wisdom to uncover root causes, social contexts, ideologies, and personal impacts Its ultimate aim is social transformation through education In alignment with this philosophy, the six schools examined in the study were committed not only to improving their learning environments but also to reforming traditional public education methods and processes.
Fenway High School and Francis W Parker Charter Essential School implement student-centered learning strategies inspired by the Coalition of Essential Schools (CES), a national network dedicated to advancing innovative educational practices in public schools Rooted in the philosophy of renowned 20th-century school reformer Ted Sizer, CES promotes personalized, student-focused education that empowers learners and enhances academic outcomes.
Expeditionary Learning Definition
Expeditionary Learning is a progressive education model rooted in constructivist discovery learning, championed by John Dewey and Jean Piaget, emphasizing "learning by doing." Developed as a response to traditional banking-style education criticized by Paulo Freire, this approach has gained strong endorsements from influential figures like the Obamas and the Bill and Melinda Gates Foundation With over 125 schools nationwide, the Expeditionary Learning model has demonstrated success across various demographics and school types, including charter, district, and private institutions Initially popularized in elementary settings like Montessori schools, this hands-on learning method is now increasingly adopted in high schools, reflecting its growing impact on modern education.
Social Reconstructionist Education
As stated previously, the social Reconstructionist education movement manifested in the mid-20th century due to concerns over the social goals of progressive education (Sutinen
Social reconstructionist education, pioneered by philosopher George Counts, emphasizes two core objectives: fostering socially conscious students through collaborative learning and encouraging critical awareness of social realities This educational approach promotes solidarity as a key virtue in democratic societies, urging students to evaluate and reform social practices While strategies like experimentalism and indoctrination are employed to achieve these goals, critics argue that experimentalism lacks a definitive social mission and fails to guarantee transformative outcomes.
This educational theory is designed to empower students with critical awareness of contemporary social, political, and economic conditions, encouraging active engagement in transformative social change By advancing progressive education, its core mission is to cultivate informed, socially conscious individuals who are equipped to become proactive advocates for justice and reform.
ACLU Maine (2017, September) We Belong Here Retrieved January 20, 2018, from https://www.aclumaine.org/sites/default/files/webelonghere_report.pdf
Advisory Committee (2018, January) Advisory Committee Report, Lewiston Maine accessed through school design team
Audre Lorde Transformative Arts School (2018) Personal communication with school design team representative
ALTAS Brochure (2018) Accessed at interview
Besteman, C (2016) Making refuge: Somali Bantu refugees and Lewiston, Maine North Carolina: Duke University Press
Boston Public Schools (2018) School Types https://www.bostonpublicschools.org/Page/941
Casco Bay High School (2018) Personal communication and observation with a confidential school professional
High-stakes testing and teacher evaluation have converged into a “perfect storm” of education reform, reshaping classroom dynamics and professional accountability Croft, Roberts, and Stennhouse (2015) argue that these reforms disproportionately impact marginalized communities, narrowing curricula and intensifying pressure on educators The authors highlight how policy-driven assessments undermine holistic learning and reduce teaching to test preparation, eroding teacher autonomy and student engagement This systemic shift reflects broader neoliberal agendas that prioritize quantifiable outcomes over equitable education, raising urgent questions about justice, pedagogy, and the future of public schooling.
Counts, G (1932) Dare Progressive Education be Progressive Education? http://courses.wccnet.edu/~palay/cls2002/counts.htm
Family Guide (2018) Casco Bay High School
Fenway High School (2018) Personal communication and observation with a confidential school professional
Focus Group (2018) Observations as Bates College focus group with Lewiston High School Students at Tree Street Youth in March
Ghiso, M (2013) Every Language is Special: Promoting Dual Language in Multicultural Primary Schools ERIC Journal
Giroux, H (2013) America's Education Deficit and the War on Youth New York: Monthly Review Press
The Lewiston School District faced scrutiny for its discriminatory practices against students with disabilities, particularly the use of shortened school days that failed to address individual needs, as highlighted by the ACLU of Maine and Disability Rights Maine [[0]](https://mainelaw.maine.edu/news/u-s-department-of-justice-reaches-settlement-with-lewiston-public-schools-to-end-discriminatory-use-of-shortened-school-days/) This systemic exclusion prompted a Department of Justice settlement mandating equitable educational access for disabled and English learner students [[0]](https://mainelaw.maine.edu/news/u-s-department-of-justice-reaches-settlement-with-lewiston-public-schools-to-end-discriminatory-use-of-shortened-school-days/) In parallel, bell hooks’ seminal work *Teaching to Transgress: Education as the Practice of Freedom* advocates for an inclusive, liberatory pedagogy that challenges racial, sexual, and class boundaries, urging educators to foster critical thinking and cultural connection in the classroom [[1]](https://www.taylorfrancis.com/books/mono/10.4324/9780203700280/teaching-transgress-bell-hooks) Together, these sources underscore the urgent need for educational reform rooted in equity, accessibility, and transformative teaching.> [0] [U.S Department of Justice reaches settlement with Lewiston Public ](https://mainelaw.maine.edu/news/u-s-department-of-justice-reaches-settlement-with-lewiston-public-schools-to-end-discriminatory-use-of-shortened-school-days/)>> [1] [Teaching To Transgress | Bell Hooks - Taylor & Francis eBooks ](https://www.taylorfrancis.com/books/mono/10.4324/9780203700280/teaching-transgress-bell-hooks)
Iorio, S (2001) School Reform: Past Present Future
Kholi, R., Pizarro, M., & Nevarez, A (2017) The "New Racism" of K-12 Schools: Centering Critical Research on Racism Review of Research in Education, 41 Retrieved January 20, 2018
Klein, E., Riordan, M (2011) Wearing the “Student Hat”: Experiential Professional Development in
Expeditionary Learning Schools Journal of Experiential Education
Margarita Muniz Academy (2018) Personal communication and observation with a confidential school professional
Mathewson, T (2017) A Spanish-English High School Proves that Learning in Two Languages Can Boost
Mathewson, T (2017) With No Silver Bullet, Innovation Abounds at this Bilingual School Hechinger Report
Met School (2018) Personal communication and observation with a confidential school professional
Murphy, E (2014) “Lewiston students try to raise their voices, but protest interrupted” Portland Press Herald
Overby, K (2011) "Student-Centered Learning" ESSAI: Vol 9, Article 33
Parker School (2018) Personal communication and observation with a confidential school professional
Perez, H., Johnson, R., & Kholi, R (2006, January 1) Naming Racism: A Conceptual Look at internalized Racism in U.S Schools Retrieved December 12, 2017
Ravitch, D (2010) The death and life of the great American school system: how testing and choice are undermining education New York: Basic Books
Sizer, T (1992) Horace’s Compromise: The Dilemma of the American High School New York, NY Mariner Books
Sutinen, A (2014) Social Reconstructionist Philosophy of Education and George S Counts - observations on the ideology of indoctrination in socio-critical educational thinking International Journal of Progressive