Our Thinking Differently About series focuses on learning about the policies and practices of systems with strong student outcomes and encourages outside-the-box thinking about a range of issues. This brief is Part 2 of a two-part series on time. The first brief focused on grades 1–9, the comprehensive school grades that historically marked the end of required education in many countries. Here, we focus on upper secondary school: similar to high school grades 10–12 in the United States, this includes school for students who are about age 16–19 or 20.
In these upper secondary systems, we look at time in years, not just in days and hours. The number of years students spend in school is highly variable, as it depends on the requirements of varied program options students choose among and the time they need to be successful.
In this brief, we look at how leading systems think differently about time in upper secondary in five areas:
- Thinking differently about options: What kind of programs are offered to high school students? How do they vary in terms of length, focus, credentials and approach to learning? Can students change their minds?
- Thinking differently about choice: How are students supported to make informed choices?
- Thinking differently about flexibility: How is time used to personalize programs and pathways for students?
- Thinking differently about partnerships: How do high schools partner with other agencies and institutions to design and deliver programs?
- Thinking differently about teachers: How do profiles of teachers vary across programs? How does time spent preparing and teaching differ?
For each topic in this series, we:
- Surface thought-provoking observations about ways these systems approach things differently.
- Offer interesting examples of what global leaders do differently and how states and districts here at home are implementing similar strategies.
- Ask probing questions about the potential for thinking differently and what the policy implications might be.
Case Study: Student Journeys
For an in-depth look at how the policies in this brief come to life, explore our case study of high school programs in Solothurn, Switzerland featuring four student journeys.
