If the theme is sufficiently linked to the content of the various disciplines, it may also serve to motivate student interest in work that might otherwise seem unpalatable. Second, in a system permitting choice, a theme, and perhaps even a focus that is not an announced theme, can attract a group of people who are like-minded in some educationally important and directive ways. A science and math high school would presumably attract a group, teachers and students, that finds these two disciplines particularly meaningful and engaging. An aviation high school should attract youngsters and teachers who share an interest in the aviation industry. A Catholic school might attract youngsters and families for whom college attendance is a prominent goal.
Shared interests inspire motivational strategies and directions as well as content.
But the RAND study suggested additional reasons for establishing focus schools, beyond program coherence and a constituency in significant agreement. For all these reasons, then, focus schools are in a far better position than comprehensive high schools to attract, retain, and positively affect students. A typical focus school annually graduates about two-thirds of its seniors, while comprehensive high schools graduate only slightly more than half. In New York, only 20 percent of comprehensive school students graduate with a Regents Diploma, while more than 50 percent of the students in the non-selective focus schools do so. Return to home page.