The task of the Tri-State visiting team is to look systemically at Bronxville High School, i.e., to ask what processes are in place to support the instructional program, and how well does the school community systemically improve student performance. While the quality of classroom instruction is not part of the assessment, the connection between the school's efforts and student performance results is essential to the model. . The struggle of BHS to demonstrate clearly how it achieves its excellent results is faced by all high achieving school districts, i.e., giving evidence of the direct connection between how the high school conducts its work and the performance results it yields. Put another way, it is a challenge for Bronxville High to show what contributes specifically to the results BHS students achieve. The team found that Bronxville High has a strong educational philosophy and a clearly articulated vision originating with the Superintendent, embraced by the high school principal, and understood by the high school staff.
Reflective practice characterizes the work of the high school faculty and administration.
Purposeful dialogue on critical instructional issues and quality of life concerns are part of the professional culture. The quality of student learning and the health of the students' overall school experience at Bronxville High are essential concerns of the faculty. Part of the Superintendent's vision is to use the standards of Tri-State as a vehicle for school improvement and particularly improvement in student performance results. A specific goal being pursued by the district and high school is a curriculum that is aligned with the state assessments and standards, coherent within and across grade levels, and reflective of excellence. Participatory decision-making is seen as integral to any of the school improvement efforts.