In Data - Driven High School
Reform, Lachat writes, «Putting student learning at the center of school accountability requires the capacity to assess and use data to monitor student performance and to
evaluate the extent to which new structures and approaches to
curriculum, instruction and assessment result in higher levels of achievement» (2001).
(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective
curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and
evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school
reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.