
Contents
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School Setting Features that Actualize High Expectations School Setting Features that Actualize High Expectations
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Setting Features Setting Features
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Measurement of Setting Features Measurement of Setting Features
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Theory of Expectancy Change or Creation Theory of Expectancy Change or Creation
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Varied Theories of Action Varied Theories of Action
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An Ecological Theory of Action An Ecological Theory of Action
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Exemplars of Setting-Level Expectancy Interventions Exemplars of Setting-Level Expectancy Interventions
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Detracking a High School (9-12) Detracking a High School (9-12)
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Turning Around a High-Poverty Low-Performing Elementary School (K-5) Turning Around a High-Poverty Low-Performing Elementary School (K-5)
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Creating a High Expectation and “Motivating” Elementary School (K-6) Creating a High Expectation and “Motivating” Elementary School (K-6)
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Creating an “Early College” Secondary School (6-12) Creating an “Early College” Secondary School (6-12)
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Conclusion Conclusion
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References References
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15 The Co-Construction of Educational Reform: The Intersection of Federal, State, and Local Contexts
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17 The Youth Data Archive: Integrating Data to Assess Social Settings in a Societal Sector Framework
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5 Schools that Actualize High Expectations for All Youth: Theory for Setting Change and Setting Creation
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Published:June 2008
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Abstract
Despite a large literature about educational expectancy effects as well as current U.S. policy focused on raising expectations in schooling, intervention research has been relatively rare. Drawing upon an ecological perspective, this chapter describes a setting-level theory about the promotion of high expectations for diverse populations of students. Four exemplars of expectancy interventions (de-tracking a high school, turning around a low-performing elementary school, creating a high-expectation elementary school, and developing an early-college secondary school for the first in the family to attend university) illustrate the levers of change. Expectancy change rests upon the capacity to see youth in a more favorable light, as capable of learning despite difference, and upon increased individual and organizational capacity to challenge and support the talent development of a diversity of students.
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