It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical
studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to
meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «
academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a
high premium is placed on the school being a residential community.
A US
study titled Schoolwide intervention to reduce chronic tardiness at the middle and
high school levels found that «instructional time lost to widespread tardiness is likely to significantly affect the capacity of the entire student population to
meet rigorous
academic standards».
Programs such as Linked Learning, which according to its website, «integrates rigorous
academics that
meet college - ready
standards with sequenced,
high - quality career - technical education, work - based learning, and supports to help students stay on track,» have seen positive outcomes for students.51 A seven - year longitudinal
study comparing students who participated in Linked Learning to those who did not showed that the program completers were less likely to drop out and more likely to graduate from
high school.