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FFF„Ъ FFFЪ FFF222222џџџџ Teaching Notes Making the High School Diploma Mean Something Issues/Topics case includes: Politics and Education reform Testing and alternative forms of assessment Legislative policy making and implementation Diversity and cultural difference Quantitative analysis Case Objectives: To introduce students to state and tribal reform efforts in K-12 education To understand the process of implementing policy To explore the impact of policy on diverse populations Intended Audience: Depending upon the issues emphasized, this case is suitable for use in courses in education, public policy and political science, economics and sociology, Native American studies, and quantitative reasoning. Related Cases: “Whose History Should be Taught” and “Waiting Patiently-500 Years.” Field Test Results: This case has been field tested twice -- in both cases with Native students. The first field test was a small class of five students and the second field test was a class of about 35 students with the students divided into groups of 8. In both field tests the task at hand was to suggest the main elements of Joan’s plan to raise WASL scores and make the high school diploma mean something. In the large group, students worked through a SWOT framework to arrive at their recommended plan. This involved first articulating the benefits of education and then looking at how to improve educational performance by looking at the strengths, weaknesses, opportunities and threats (SWOT) facing the tribe as they tried to do this. This methodology helped the students map the community’s assets and practices. Each group then presented their plan to the tribal council which was played by three faculty members. The plans the groups produced were excellent. This was a very successful case which the students found very engaging. It was unusually rich in terms of personal relevance since many of the students had an immediate connection to the story through their children or their own experience on school improvement committees. The overall conclusion was that they needed to be the change agents to make this happen in their communities. Implementation and use: This case can be taught in a 50 minute class or in a longer class if time is available. In terms of pedagogy the case could be taught as a role play in which Joan makes a presentation of her plan to the tribal council and/or the school board. It could also be taught as a straight forward discussion in which the class is divided into small groups focusing on answering some or all of the discussion questions. The case analysis can also be structured to include follow-up research work where the students gather additional information to answer the questions in more depth. Research might focus on what specific tribes and school districts are doing with regard to the WASL, on a comparative analysis of testing in different states, or on more specific aspects of the case such as the link with House Bill 1495, or the impact of alternative assessment procedures, or the relationship between the WASL and the Federal No Child Left Behind Act. Discussion Questions: See end of case. The questions are divided into two levels of complexity. 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