ADRIA STEINBERG is a program director of Jobs for the Future, a national nonprofit organization working to strengthen the transitions and links between learning and work. She has worked in and written about high schools for over thirty years and is the author of several books, including Real Learning, Real Work (1997). For five years, she was a writer for and editor of The Harvard Education Letter. KATHLEEN CUSHMAN has written for more than a decade about education reform, describing the Coalition of Essential Schools in the journal Horace and the schools of the Annenberg Challenge in Challenge Journal. She is editor of The Collected Horace: Theory in Practice in Essential Schools, a five-volume work published in 1998. ROBERT RIORDAN is a longtime teacher, administrator, and teacher trainer. He was named National School-to-Work Practitioner of the Year in 1994. He is currently project director for Changing the Subject: The New Urban High School, a joint initiative of the Big Picture Company and the U.S. Department of Education.

"The melding of reform approaches by the Coalition of EssentialSchools and of the 'school-to-work' movement has been inevitable aswell as sensible. In Schooling for the Real World, Adria Steinberg,Kathleen Cushman, and Robert Riordan outline how these reforminitiatives have effectively coiled together and put theircollective experience into an accessible and usable form. Given itscomplexity, the practical reshaping of America's high schools willsurely be a messy business. The authors bring some order from theirexperience and thereby provide all of us a big boost ahead."(Theodore R. Sizer, chairman, Coalition of Essential Schools) "Schooling for the Real World offers many practical ways forteachers and schools to provide young people a genuine educationthat gives them experience in the world. Such experience addsconsiderable value to what is studied in school and helps youngpeople see themselves as citizens of their places, persons who arehighly valued for their seriousness of purpose and hard work byadults in their communities." (Vito Perrone, director of Programsin Teaching, Harvard Graduate School of Education) "Schooling for the Real World provides a series of snapshotsdemonstrating the progress of schools towards the genuineintegration of schooling, the work place and the larger community.It explores the myriad dimensions of program, curriculum,standards, assessment, culture, staffing, and support--all of whicha school must consider seriously as it attempts to commit to newperspectives on teaching, learning, and the larger purposes ofeducation for the twenty-first century." (Paula Evans, principal,Cambridge Rindge and Latin School, Massachusetts, and formerdirector of professional development, Annenberg Institute forSchool Reform) "Thought-provoking and practical, Schooling for the Real Worldcalls upon educators to rethink the relationship between school andother institutions in society. I highly recommAnd it!" (SheilaJordan, superintendent, Alameda County Office of Education,California)

• 1. Introduction: Initiating the Conversation. 2. Teaching and Learning in Real World Contexts Learning throughProjects Designing High-Quality Projects Kids as ConsultantsLearning through Work. 3. Changing the Whole School Small and Personal Learning, NotTraining The Tracking Trap Setting Standards Support forTeachers. 4. Creating Circles of Support Shepherds of Reform PreservingAcademic Integrity Clear Signals and Active Support Common andUncommon Measures Benchmarking School-to-Career Reforms The StateRole. 5. Conclusion: Continuing the Conversation. Resources. Organizations. Readings. Video Productions.

ADRIA STEINBERG is a program director of Jobs for the Future, a national nonprofit organization working to strengthen the transitions and links between learning and work. She has worked in and written about high schools for over thirty years and is the author of several books, including Real Learning, Real Work (1997). For five years, she was a writer for and editor of The Harvard Education Letter. KATHLEEN CUSHMAN has written for more than a decade about education reform, describing the Coalition of Essential Schools in the journal Horace and the schools of the Annenberg Challenge in Challenge Journal. She is editor of The Collected Horace: Theory in Practice in Essential Schools, a five-volume work published in 1998. ROBERT RIORDAN is a longtime teacher, administrator, and teacher trainer. He was named National School-to-Work Practitioner of the Year in 1994. He is currently project director for Changing the Subject: The New Urban High School, a joint initiative of the Big Picture Company and the U.S. Department of Education.

"The melding of reform approaches by the Coalition of EssentialSchools and of the 'school-to-work' movement has been inevitable aswell as sensible. In Schooling for the Real World, Adria Steinberg,Kathleen Cushman, and Robert Riordan outline how these reforminitiatives have effectively coiled together and put theircollective experience into an accessible and usable form. Given itscomplexity, the practical reshaping of America's high schools willsurely be a messy business. The authors bring some order from theirexperience and thereby provide all of us a big boost ahead."(Theodore R. Sizer, chairman, Coalition of Essential Schools) "Schooling for the Real World offers many practical ways forteachers and schools to provide young people a genuine educationthat gives them experience in the world. Such experience addsconsiderable value to what is studied in school and helps youngpeople see themselves as citizens of their places, persons who arehighly valued for their seriousness of purpose and hard work byadults in their communities." (Vito Perrone, director of Programsin Teaching, Harvard Graduate School of Education) "Schooling for the Real World provides a series of snapshotsdemonstrating the progress of schools towards the genuineintegration of schooling, the work place and the larger community.It explores the myriad dimensions of program, curriculum,standards, assessment, culture, staffing, and support--all of whicha school must consider seriously as it attempts to commit to newperspectives on teaching, learning, and the larger purposes ofeducation for the twenty-first century." (Paula Evans, principal,Cambridge Rindge and Latin School, Massachusetts, and formerdirector of professional development, Annenberg Institute forSchool Reform) "Thought-provoking and practical, Schooling for the Real Worldcalls upon educators to rethink the relationship between school andother institutions in society. I highly recommAnd it!" (SheilaJordan, superintendent, Alameda County Office of Education,California)

• 1. Introduction: Initiating the Conversation. 2. Teaching and Learning in Real World Contexts Learning throughProjects Designing High-Quality Projects Kids as ConsultantsLearning through Work. 3. Changing the Whole School Small and Personal Learning, NotTraining The Tracking Trap Setting Standards Support forTeachers. 4. Creating Circles of Support Shepherds of Reform PreservingAcademic Integrity Clear Signals and Active Support Common andUncommon Measures Benchmarking School-to-Career Reforms The StateRole. 5. Conclusion: Continuing the Conversation. Resources. Organizations. Readings. Video Productions.

ADRIA STEINBERG is a program director of Jobs for the Future, a national nonprofit organization working to strengthen the transitions and links between learning and work. She has worked in and written about high schools for over thirty years and is the author of several books, including Real Learning, Real Work (1997). For five years, she was a writer for and editor of The Harvard Education Letter. KATHLEEN CUSHMAN has written for more than a decade about education reform, describing the Coalition of Essential Schools in the journal Horace and the schools of the Annenberg Challenge in Challenge Journal. She is editor of The Collected Horace: Theory in Practice in Essential Schools, a five-volume work published in 1998. ROBERT RIORDAN is a longtime teacher, administrator, and teacher trainer. He was named National School-to-Work Practitioner of the Year in 1994. He is currently project director for Changing the Subject: The New Urban High School, a joint initiative of the Big Picture Company and the U.S. Department of Education.

"The melding of reform approaches by the Coalition of EssentialSchools and of the 'school-to-work' movement has been inevitable aswell as sensible. In Schooling for the Real World, Adria Steinberg,Kathleen Cushman, and Robert Riordan outline how these reforminitiatives have effectively coiled together and put theircollective experience into an accessible and usable form. Given itscomplexity, the practical reshaping of America's high schools willsurely be a messy business. The authors bring some order from theirexperience and thereby provide all of us a big boost ahead."(Theodore R. Sizer, chairman, Coalition of Essential Schools) "Schooling for the Real World offers many practical ways forteachers and schools to provide young people a genuine educationthat gives them experience in the world. Such experience addsconsiderable value to what is studied in school and helps youngpeople see themselves as citizens of their places, persons who arehighly valued for their seriousness of purpose and hard work byadults in their communities." (Vito Perrone, director of Programsin Teaching, Harvard Graduate School of Education) "Schooling for the Real World provides a series of snapshotsdemonstrating the progress of schools towards the genuineintegration of schooling, the work place and the larger community.It explores the myriad dimensions of program, curriculum,standards, assessment, culture, staffing, and support--all of whicha school must consider seriously as it attempts to commit to newperspectives on teaching, learning, and the larger purposes ofeducation for the twenty-first century." (Paula Evans, principal,Cambridge Rindge and Latin School, Massachusetts, and formerdirector of professional development, Annenberg Institute forSchool Reform) "Thought-provoking and practical, Schooling for the Real Worldcalls upon educators to rethink the relationship between school andother institutions in society. I highly recommAnd it!" (SheilaJordan, superintendent, Alameda County Office of Education,California)

• 1. Introduction: Initiating the Conversation. 2. Teaching and Learning in Real World Contexts Learning throughProjects Designing High-Quality Projects Kids as ConsultantsLearning through Work. 3. Changing the Whole School Small and Personal Learning, NotTraining The Tracking Trap Setting Standards Support forTeachers. 4. Creating Circles of Support Shepherds of Reform PreservingAcademic Integrity Clear Signals and Active Support Common andUncommon Measures Benchmarking School-to-Career Reforms The StateRole. 5. Conclusion: Continuing the Conversation. Resources. Organizations. Readings. Video Productions.