Accelerated Schools

History of the Accelerated School Project

The Accelerated School Project officially began in 1986. It was both an outgrowth of research conducted by Henry M. Levin and his colleagues and a response to the disparities in the classroom practices [Page 8]of the early 1980s. Levin observed so-called disadvantaged students—that is, students living in poverty, having little or no educational foundation, and generally being several grade levels behind their peers in academic achievement—who were situated in “at-risk” environments and subjected to remedial practices that slowed down the pace of their instruction. In sharp contrast he also observed students identified as gifted and talented who were thoroughly engaged in stimulating instructional activities. Levin posited that the only way the educationally disadvantaged students could catch up to their peers would be if they received accelerated instruction, which had up to that point been reserved for only the gifted and talented students.

Description of the Accelerated School Model

The accelerated school model is both a philosophy about sound educational practices and a systematic process for achieving them. The model supports schools as they move from conventional approaches to teaching and learning to more participatory practices. It is a whole school model that transforms not only classroom practices but also the entire school culture. It is based on three basic principles, a set of values, and a theory about learning.

The accelerated school philosophy, grounded in the work of John Dewey and other progressive educators as well as constructivist theorists, under-girds the ASP's three principles and its educational framework, called powerful learning. The three principles—unity of purpose; empowerment coupled with responsibility; and building on strengths—were developed because they were not found in most of the schools observed by Levin and his colleagues.

Unity of purpose refers to the active participation of all major stakeholders as they create a shared vision and a common set of priorities. Empowerment coupled with responsibility refers to both the engagement of school community participants in decision making and the responsibility of these individuals for the outcomes of their decisions. Building on strengths places the emphasis on strengths of all students, their families, school personnel, and the local community rather than on the deficits or weaknesses. When these principles are embraced and embedded in the work of the school, they help create the culture of an accelerated school.

Teachers working with the framework of powerful learning believe all students possess prior knowledge and experiences and are capable of learning more than they already know. Accelerated schools create powerful learning situations by employing teaching strategies that promote student discovery, thought, reflection, and mastery. Student engagement is high in these classrooms. Creating these classrooms requires intentional teacher planning, organization, and support.

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