case study for high school

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Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

• How can we limit food waste in the cafeteria?
• How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
• How can we improve school attendance?
• How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

• The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
• Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
• The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
• The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, how to write a case study: the basics.

The purpose of a case study is to walk the reader through a situation where a problem is presented, background information provided and a description of the solution given, along with how it was derived. A case study can be written to encourage the reader to come up with his or her own solution or to review the solution that was already implemented. The goal of the writer is to give the reader experiences similar to those the writer had as he or she researched the situation presented.

Several steps must be taken before actually writing anything:

• Choose the situation on which to write
• Gather as much information as possible about the situation
• Analyze all of the elements surrounding the situation
• Determine the final solution implemented
• Gather information about why the solution worked or did not work

From these steps you will create the content of your case study.

Describe the situation/problem

The reader needs to have a clear understanding of the situation for which a solution is sought. You can explicitly state the problem posed in the study. You can begin by sharing quotes from someone intimate with the situation. Or you can present a question:

• ABC Hospital has a higher post-surgical infection rate than other health care facilities in the area.
• The Director of Nursing at ABC Hospital stated that “In spite of following rigid standards, we continue to experience high post-surgical infection rates”
• Why is it that the post-surgical infection rate at ABC Hospital  higher than any other health center in the area?

This sets the tone for the reader to think of the problem while he or she read the rest of the case study. This also sets the expectation that you will be presenting information the reader can use to further understand the situation.

Give background

Background is the information you discovered that describes why there is a problem. This will consist of facts and figures from authoritative sources. Graphs, charts, tables, photos, videos, audio files, and anything that points to the problem is useful here. Quotes from interviews are also good. You might include anecdotal information as well:

“According to previous employees of this facility, this has been a problem for several years”

What is not included in this section is the author’s opinion:

“I don’t think the infection review procedures are followed very closely”

In this section you give the reader information that they can use to come to their own conclusion. Like writing a mystery, you are giving clues from which the reader can decide how to solve the puzzle. From all of this evidence, how did the problem become a problem? How can the trend be reversed so the problem goes away?

A good case study doesn’t tell the readers what to think. It guides the reader through the thought process used to create the final conclusion. The readers may come to their own conclusion or find fault in the logic being presented. That’s okay because there may be more than one solution to the problem. The readers will have their own perspective and background as they read the case study.

Describe the solution

This section discusses the solution and the thought processes that lead up to it. It guides the reader through the information to the solution that was implemented. This section may contain the author’s opinions and speculations.

Facts will be involved in the decision, but there can be subjective thinking as well:

“Taking into account A, B and C, the committee suggested solution X. In lieu of the current budget situation, the committee felt this was the most prudent approach”

Briefly present the key elements used to derive the solution. Be clear about the goal of the solution. Was it to slow down, reduce or eliminate the problem?

Evaluate the response to the solution

If the case study is for a recent situation, there may not have been enough time to determine the overall effect of the solution:

“New infection standards were adopted in the first quarter and the center hopes to have enough information by the year’s end to judge their effectiveness”

If the solution has been in place for some time, then an opportunity to gather and review facts and impressions exists. A summary of how well the solution is working would be included here.

Tell the whole story

Case study-writing is about telling the story of a problem that has been fixed. The focus is on the evidence for the problem and the approach used to create a solution. The writing style guides the readers through the problem analysis as if they were part of the project. The result is a case study that can be both entertaining and educational.

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Enrich your students’ educational experience with case-based teaching

The NCCSTS Case Collection, created and curated by the National Center for Case Study Teaching in Science, on behalf of the University at Buffalo, contains over a thousand peer-reviewed case studies on a variety of topics in all areas of science.

Cases (only) are freely accessible; subscription is required for access to teaching notes and answer keys.

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Development of the NCCSTS Case Collection was originally funded by major grants to the University at Buffalo from the National Science Foundation , The Pew Charitable Trusts , and the U.S. Department of Education .

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Innovation spotlights: Case studies in high school redesign

• Covid-19 , Equity in Education , Innovation and the Future of Learning
• September 2023

Educators nationwide are forging their way in a landscape rocked by pandemic-induced disruptions. Training resources designed to spark new thinking among school staff often feel outdated—especially if they were published before 2020. To address this need, the Center on Reinventing Public Education at Arizona State University and the Center for Public Research and Leadership (CPRL) at Columbia University have have crafted a set of dynamic new training materials. These teaching cases highlight high schools that have distinguished themselves  though boldly redesigning and improving the student experience.

Our case studies invite participants to consider authentic dilemmas at innovative high schools where we’ve conducted on-the-ground research and interviews. The narratives of each school and accompanying questions are designed to generate grounded, in-depth discussions of key issues related to innovation and equity in high school education. Each teaching case is intended for groups of leaders and design teams who are learning about or engaged in high school reinvention.

Teachers, school staff, and design teams can work through the following cases. Use the links to download each case, or click the button below to download all five.

• Grades as a lever to support student learning: One school’s attempt to rethink traditional grading . This case study describes East Hartford High School’s (Hartford, CT) Grading for Equity implementation, including educators’ focus on maintaining high standards and ensuring students graduate career- and college-ready. It concludes with important questions for those seeking to test out innovative approaches to grading.
• Should daily attendance be a measure of success? Prioritizing community building and student engagement . This case from  Nowell Academy in Providence, RI  prompts high school leaders to wrestle with how to balance working to boost students’ engagement and ownership of their educational journeys while also working to increase attendance.
• Different choices, equal chances: Helping high school students achieve success on their own terms . This case, from Nokomis Regional High School in rural Newport, ME, wrestles with how high schools can expand students’ postsecondary horizons while remaining responsive to their values and interests–especially if those values differ significantly from those of the adults who support them.
• From enrollment to completion: Supporting equitable outcomes in challenging coursework . This case describes Maloney High School’s (Meriden, CT) outreach and support strategies for increasing underrepresented students’ access to challenging courses, and concludes with important questions for those focused on ensuring that equitable access results in equitable outcomes.
• Is a diploma enough? Setting ambitious visions for success in high schools . This case from Opportunity Academy, which operates as a “school within a school” at Holyoke High School in Holyoke, MA, grapples with what’s needed to achieve a higher bar for students who often just want to get high school over with—but whose success beyond the K-12 system depends on life skills, supportive relationships, and concrete postsecondary plans in addition to a diploma.
• A new normal: Maintaining high expectations and flexibility for high school students .  KIPP Academy Lynn Collegiate has come a long way from its roots as a “no excuses” charter school by introducing more flexibility, relationship-rich support services, and opportunities for students to influence decisions at school and define postsecondary success for themselves. However, the pandemic and related challenges of recent years have caused KALC leadership to reexamine the optimal balance between holding students accountable to high expectations and allowing them flexibility in when and how to meet those expectations.

These case studies are part of  Think Forward   New England , a project launched in 2020 to study and support pandemic-era innovations that deliver what students and families need and want from high school. Look for three additional teaching cases coming later this year.

Chelsea Waite

Cara Pangelinan

Research analyst.

Center for Public Research and Leadership

Naureen Madhani

Director of research strategy and consulting, cprl.

Heather Casimere

Research assistant.

Julia Skwarczynski

Guest author.

Joanna Pisacone

Related publications, a “good life” after high school: how schools can help students prepare, a “good life” for every student: high schools embrace many pathways to success, for these six schools, pandemic-era innovation demanded “know thyself”, new england profiles of innovation | great oaks charter school bridgeport, emnet shibre, katrina woodworth, new england profiles of innovation | holyoke high school, new england profiles of innovation | margarita muñiz academy, caroline e. parker, new england profiles of innovation | nokomis regional high school, sarah mccann, new england profiles of innovation | map academy, new england profiles of innovation | common ground high school.

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Case Method Project

• Harvard Business School →
• Case Method Project →

Bringing case method teaching to high schools & colleges: U.S. History, Government, Civics & Democracy

About the project  .

The Case Method Project is an initiative formed to achieve two goals:

• Bring case method teaching to high schools and colleges
• Use this methodology to deepen students’ understanding of American democracy

Based on the highly successful experience of Harvard Business School and other graduate and professional programs that use case-based teaching, we believe the case method can be employed to strengthen high school and college education as well, ensuring a more exciting, relevant, and effective experience for students and teachers across a range of subjects. We also believe the case method can be especially effective at engaging students with topics in history and democracy and that it presents a unique opportunity to help reverse the broad decline in civic education – and civic engagement – in the United States.

Curriculum  

For current partners  .

Already working with the Case Method Project?

Connect to other educators in our network and download case materials via ShareVault .

For Prospective Partners  

Interested in learning more about the Case Method Project?

Find out how to bring the case method to your school.

Eleanor Cannon Houston, TX Eleanor Cannon Houston, TX

Maureen O’Hern Dorchester, MA Maureen O’Hern Dorchester, MA

Michael Gordon Munster, IN Michael Gordon Munster, IN

“ I have had few weeks in teaching that I enjoyed as much as doing this case....My biggest dilemma now is how many cases I want to fit into the year. ”

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A Better Way to Teach History

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Rewriting History

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Teaching With Cases

Included here are resources to learn more about case method and teaching with cases.

What Is A Teaching Case?

This video explores the definition of a teaching case and introduces the rationale for using case method.

Narrated by Carolyn Wood, former director of the HKS Case Program

Learning by the Case Method

Questions for class discussion, common case teaching challenges and possible solutions, teaching with cases tip sheet, teaching ethics by the case method.

The case method is an effective way to increase student engagement and challenge students to integrate and apply skills to real-world problems. In these videos,  Using the Case Method to Teach Public Policy , you'll find invaluable insights into the art of case teaching from one of HKS’s most respected professors, Jose A. Gomez-Ibanez.

Chapter 1: Preparing for Class (2:29)

Chapter 2: How to begin the class and structure the discussion blocks (1:37)

Chapter 3: How to launch the discussion (1:36)

Chapter 4: Tools to manage the class discussion (2:23)

Chapter 5: Encouraging participation and acknowledging students' comments (1:52)

Chapter 6: Transitioning from one block to the next / Importance of body (2:05)

Chapter 7: Using the board plan to feed the discussion (3:33)

Chapter 8: Exploring the richness of the case (1:42)

Chapter 9: The wrap-up. Why teach cases? (2:49)

4 Case Studies: Schools Use Connections to Give Every Student a Reason to Attend

• Share article

Students who feel connected to school are more likely to attend and perform well, and less likely to misbehave and feel sad and hopeless. There are even health benefits well into adulthood linked to a strong connection to school as an adolescent.

But schools are confronting a range of problems that stem at least in part from a lack of connection—perhaps most visibly: stubborn, nationwide increases in chronic absenteeism .

As they try to boost attendance and keep students engaged, some schools are turning to strategies built around the idea of connectedness. They’ve taken steps to more deliberately cultivate trusting relationships among students and adults in the building. They’ve tried to boost students’ participation in extracurricular activities to ensure they have a place at school where they feel as if they belong. And they’ve collected student feedback on what they’re learning and responded accordingly.

The work lines up with school connectedness strategies the U.S. Centers for Disease Control and Prevention has said are effective at reducing unhealthy behaviors and strengthening students’ engagement.

Here’s how two high schools and two school districts are putting student connectedness at the center of their improvement efforts.

Dive into each case study:

• Making 9th graders feel seen and heard
• Probing why some students feel they don’t belong
• Making relationships part of an early-warning system
• Using connections to battle chronic absenteeism

A Chicago school wants 9th graders to feel seen and heard

Thomas Kelly College Preparatory, Chicago

Educators at Thomas Kelly College Preparatory have homed in on freshman year as a key time to make sure students have a strong connection to the Chicago high school.

“If you’re a 9th grader, nothing is more important to you than belonging,” said Grace Gunderson, a counselor at the 1,700-student school who leads its newly formed freshman success team. “If we can get those kids involved in band or, ‘Hey, I play on the soccer team,’ or, ‘Hey, I always eat lunch in Ms. Gunderson’s office,’ now they have a connection. They have a reason to keep coming to school.”

Kelly’s efforts began with hearing from students. In the first iteration of a survey called Elevate that the school now administers to all students quarterly, students said they didn’t think teachers cared about them, they thought classes were boring, and they didn’t think what they were learning was relevant to what they wanted to do in life, Principal Raul Magdaleno said.

With that insight, school staff—led by the five-member freshman success team—deployed a range of initiatives, both large and small, to foster belonging. They worked on making sure students had a relationship with a trusted adult, that more were participating in extracurricular activities, that the school building was inviting, and that students knew their opinions mattered.

One effort was a “Freshman Cafe,” a spring event last year where nearly all the school’s 500 freshmen sat down one-on-one with an adult for five to 10 minutes and discussed how the school year had gone, asked questions about sophomore year, reviewed attendance and grades and set goals for the remainder of the year, and talked about clubs they could join. Staff members ranging from the dean to security guards participated.

Before the current freshman class arrived at Kelly last summer, the school started sending regular communications to incoming 9th graders introducing them to the school and staff members, held community-building activities for incoming freshmen run by college mentors through a “Freshman Connection” program, and hosted an outdoor “Freshman Fiesta” with snacks and swag, where students had the chance to meet teachers.

It’s definitely still a work in progress. But I think the students understand now that we want their feedback, we genuinely want to know what they think, and they feel as if their opinions are valued.

And once the school year began, the freshman success team made sure an adult would regularly check in with students flagged as high risk in the Chicago schools’ “Risk and Opportunity” framework, which uses 8th grade attendance and grades to predict students’ likelihood of success in high school.

The school relied on teachers and other staff members in the building who volunteered to do these check-ins as well as college-age mentors working through a community group, the Brighton Park Neighborhood Council, “just so they have somebody else aside from their teachers that’s talking to them, that shows them that they care, that they’re interested in their experience,” said Griselda Esparza, an assistant principal at Kelly.

In classrooms, after students said they thought classes were boring and disconnected, Kelly made this year the year of “meaningful work,” with teachers starting to rethink their instruction to make it more “culturally relevant and rigorous,” Magdaleno said.

Teachers have started working in their professional learning communities to examine whether what they’re teaching is personally relevant to students and connected to life outside the classroom. They’re also focused on whether students have opportunities to make choices about what they’re learning.

“It’s definitely still a work in progress,” Gunderson said. “But I think the students understand now that we want their feedback, we genuinely want to know what they think, and they feel as if their opinions are valued.”

A New York district probes why some students feel they don’t belong

Arlington Central School District, New York

When the Arlington Central school district in New York surveyed students after their return to campus from pandemic closures, staff discovered that older students, students of color, and students in special education felt a weaker sense of belonging at school.

So, staff from the 7,800-student district started speaking with students from those populations to get to the bottom of the problem.

In focus groups, students told staff that books they read in class weren’t relevant and that they weren’t hearing enough viewpoints in history classes. Students who weren’t athletes or musicians said they had no way to connect to their school community.

“We learned a lot, and that helped us prioritize,” said Daisy Rodriguez, the district’s assistant superintendent for curriculum, instruction, and assessment.

A first response was holding high school activity fairs, bringing information to students about clubs they could join rather than having them seek it out on their own. More informally, administrators sat with kids in the cafeteria to talk to them about their interests and potential clubs to add to the school’s roster.

Working with department coordinators, the district conducted curriculum audits, looking at the texts students were assigned and exploring whether they could swap in more relevant and current selections. And the high school added career and technical education offerings.

High school students also sit on curriculum teams, Rodriguez said. “They give us immediate feedback on programs and resources that we’re thinking about and if it makes sense to them,” she said.

At the district’s middle schools, Arlington last year established regular advisory periods, with groups of students assigned to the same adviser all three years so they can form stronger connections and don’t have to hit reset every fall. The time is set aside for regular check-ins and social-emotional learning.

We know that when kids feel like they belong in school, they have better attendance, they have better academic achievement, and just greater social-emotional support.

“Students have reported that they do feel that it’s helpful for them because they actually have a space that they can go to and talk about things that they can’t talk about necessarily in other settings,” Rodriguez said.

The district wants older students to lead more of these sessions in coming years, and it would ultimately like to bring advisory periods to the high school.

At the elementary level, students now have daily morning meetings, a time set aside for social-emotional learning and work on communication skills.

So far, the district has seen some positive results—a reduction in chronic absenteeism that Rodriguez attributes at least in part to the district’s work on connectedness.

“We know that when kids feel like they belong in school, they have better attendance, they have better academic achievement, and just greater social-emotional support,” she said.

A New Mexico high school makes relationships part of its early-warning system

Manzano High School, Albuquerque, N.M.

Manzano High School in Albuquerque, N.M., relies on a dedicated advisory time so students build strong connections with staff who can then spot warning signs that a student might be falling behind.

The 30-minute advisory period that happens every Monday isn’t new to the 1,300-student high school. What’s new about it is that, over the past couple of years, advisers have been expected to check in with their advisees and, using the school’s student-information system, review their grades, attendance, and behavior over the prior week.

If a student is struggling, the adviser fills out a referral form and sends it to one of the school’s five student-success teams, each of which includes an academic counselor. That team starts working with the student to identify a root cause of their challenges and potential solutions.

The advisory period’s conversion to a key component of Manzano’s early warning, or student success, system has involved training for staff members on becoming deliberate listeners and lunch-and-learn sessions on building relationships with students, said Jeanie Stark, the school’s student-success systems coordinator.

“When you’re listening to the students, it’s listening to what they’re saying and maybe even listening to a little bit beyond that to get to that root cause,” she said. “And you may or may not respond right away.”

It’s still a work in progress. The school has work to do to ensure all advisers are using the student-success system as the framework for conversations with students, Principal Rachel Vigil said.

Attendance has improved this year, and the number of students requiring student-success-team referrals has been dropping, Stark said. But a more immediate sign that the check-ins and related work have been successful is feedback from students.

Last spring, Manzano staff interviewed students whom advisers had referred to a student-success team. Of all the help they’d received, the regular check-ins were the most meaningful and helpful, the students said.

“Students were saying, ‘We do better when we have people doing those one-on-one check-ins,’” Vigil said. “Just, ‘Hey, how are you doing?’ It doesn’t even have to be academic.”

Grades and attendance data are readily available through the student-information system, Stark said, but students “want a lot of communication. They want that teacher to talk to them, and they want them to tell them how they’re doing.”

Now, the Albuquerque district wants to spread Manzano’s work. It’s working with other high schools in the city to craft their own student-success systems, and some of Albuquerque’s middle schools are figuring out what a student-success system looks like for younger students, said Sheri Jett, Albuquerque’s associate superintendent for school climate and supports, a new position.

Working with the student-survey company Panorama, Albuquerque has also begun conducting regular student surveys on students’ skills, habits, and mindset. Manzano staff hope these surveys will provide them with even more student feedback they can use to tailor their student-success system.

In Washington state, a district uses connections to battle chronic absenteeism

Tacoma Public Schools, Washington state

The Tacoma, Wash., school district’s work over the past two years to cut chronic absenteeism has revolved around strategies to strengthen students’ bonds to peers and trusted adults while using student and family feedback as a guide.

“We believe the relationship is the intervention,” said Laura Allen, the director of the 28,000-student district’s whole-child department , the hub for much of the school system’s student-wellness work.

With a grant from Washington’s state education agency, Tacoma two years ago hired a district attendance and engagement counselor to lead work on boosting attendance. As part of that work, the district surveyed students and families to find out why kids attend school and why they miss it.

“The No. 1 reason why kids said they come to school was to see their friends,” Allen said. “It doesn’t mean that they don’t want to do well academically, but that friendship connection was first and foremost.”

With that knowledge in hand, schools worked on creating new clubs that could provide more students opportunities to spend time with friends and foster a sense of belonging.

District data showed that Indigenous and LGBTQ+ students were more likely to attend school irregularly, so staff helped create new affinity groups aimed at giving students from those populations a place to “feel seen and heard,” said Jimmy Gere, the attendance and engagement counselor.

Some schools formed attendance clubs to build connections with students at risk of being chronically absent and work through problems that could keep them from coming to school.

Newly formed building attendance teams—sometimes existing teams that expanded their focus to include attendance—took inventories of their schools’ existing interventions for at-risk students, held listening sessions with students and staff, and took school-specific steps to address attendance challenges.

Tacoma also began working with two community organizations that provide mentors who regularly meet with students during school hours, checking in with them and working with them on social-emotional skills.

These experiences show students that “good things happen at school, whether it’s with your teachers or staff that are there every day or community partners that are set up to deliver their services within the school,” Gere said.

And one new initiative provides younger students with a safe way to get to school while giving older students a paid internship and course credit.

The Walking School Bus is an organized group of students who walk to school together each day, led by a high school student route leader or Tacoma educator, stopping at established points to pick up more students. It was a response to feedback from parents who said their kids didn’t have a safe way to get to school, presenting a barrier to attendance.

Younger students build relationships with high school students, and high school students gain a service-learning opportunity—one of the CDC’s identified strategies for building school connectedness.

“There’s an element of mentorship because elementary kids love high school kids,” Gere said.

Tacoma has seen attendance inch up since it started these initiatives. Average daily attendance has been 88.3 percent so far this year, up from 85.6 percent in 2021-22, before these initiatives began, district data show. But it’s still early, and future funding for some of the work is uncertain as the state attendance grant comes to a close alongside other federal COVID-relief money.

Still, Tacoma will be able to carry on much of the work based on building connections, Allen said. For students, she said, “it is all about making sure that they know that they’re seen and that they’re loved.”

VIDEO: How Schools Can Harness the Power of Relationships

Coverage of whole-child approaches to learning is supported in part by a grant from the Chan Zuckerberg Initiative, at www.chanzuckerberg.com . Education Week retains sole editorial control over the content of this coverage. A version of this article appeared in the April 24, 2024 edition of Education Week as 4 Case Studies: Schools Use Connections to Give Every Student a Reason to Attend

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Cultural Connections for Younger Students: A Party for a Japanese Refugee

On Friday, March 11, 2011 an earthquake hit Japan and caused a series of Tsunami waves. It was the largest earthquake in the history of Japan and it caused a lot of damage.  Homes were lost, people were hurt, and many had to find other places to stay since the places where they lived were no longer safe. Some Japanese families even had to move to other countries, at least temporarily.  Your teacher has just told you that a little girl from Japan will be coming soon to join your class at your school.  Her name is Bachiko, which means “happy child” in Japanese.  She is moving to State College with her parents and younger brother.

Your teacher tells you that the first day she will be in class will be May 5. In Japan May 5 is children’s day and the whole country celebrates children and their mothers. But for Bachiko May 5 is even more special since it is also her birthday. Since she will be here the class thinks that you should all plan a celebration for her. She won’t know anyone here yet.  She won’t have any friends yet. And, even though she speaks some English, she is more comfortable speaking Japanese.  You want to help her celebrate Children’s Day and her birthday and you also want to help her feel welcome since she will probably be missing her home very much. You want to make sure that the party includes some of the sorts of things that kids do in Japan. How can you plan the party? How can you help her celebrate her special day?

Global Knowledge/Global Empathy:

Asking the right questions:.

Begin by asking questions that help your students connect with Bachiko’s story. Ask them to think of holidays they celebrate that they would miss if they had to go to a different country during that time of year.

Ask them to think of how they would feel if they had to be far from home for their birthday. What sorts of things would they miss? What sorts of things would they be able to do in a new place?

Adjusting the conversation based on the maturity of the class, talk about the challenges to Bachiko of having to move to a new place. Ask them about what they think of moving and what sorts of challenges moving brings—compare moving to another place in the country where you currently live to moving to a new country.

Talk about natural disasters. Ask them if there are times when they feel scared of them and discuss ways for them to reduce their fears. Talk about how they happen all over the globe. Make sure not to let them think that they only happen in places like Japan.

Gathering information:

Brainstorm with the class the sort of information they need in order to plan the party (solve the problem). Create a list of things that the class needs to learn to be able to do this.

Create a list of things that the kids need to learn about Japanese culture.  Ask the kids to think of any Japanese culture that they already know of (sushi, animation, pokemon, origami, etc.). Ask them to consider whether their experience of these cultural items might be different from how Bachiko and her friends experience them.

Depending on the class—consider teaching more about earthquakes, tsunamis, and other natural disasters. Use this as a chance to balance learning about sciences with learning compassion for those that are affected by these events. Consider talking about Katrina or other US natural disasters (tornadoes) so that they don’t think these things only happen to others.

Imagining a way to address the problem:

Once you have begun to gather materials and information that can help the class imagine the party that they would like to throw, have them begin to describe what they want to do for the party. Do they need to make origami, kites, etc? What foods?   Music? What other activities? Help them imagine all of these things.

Then ask them to imagine the party and think of how they would like to tell a story about it. Asking them to be the storytellers of this will help encourage their imagination and empathy. (While possibly throwing the party would be a fun idea—it might not be the best learning activity and could be difficult to do).  Do they want to write a story about Bachiko and the party? Do they want to create a cartoon/animated version? Do they want to make a series of pictures? Consider whether you want them to work in groups or individually or in some combination. Group work is generally helpful for these types of projects. Maybe you make a few groups and let each one decide between a story, pictures, an origami play, etc… There are lots of options.

When the students have their projects complete have them present them to the class. Then have the whole class talk about the strengths and weaknesses of their projects. What do they think Bachiko would have liked most? What might have been hard for her? What parts were fun for them to plan? What parts were hard? The idea here is to make it clear that they have done good work, that they imagined a way to help someone else, but that it would not be possible to “fix” the situation. Bachiko would surely be a bit sad—but their party would also surely really help. And the more the party made her feel welcome, the more of a success it would be.

Next ask the class to engage in some sort of fundraising or other project to help the kids in Japan. Now, when they do this, they will feel much more connected to the communities they are trying to help.

Assessment:

There should always be some assessment with these projects.  It is possible to determine how well students gathered information, whether they asked good questions, and whether they could appreciate the limits to their work as well as its strengths.

Asks students to imagine a direct connection with a young Japanese earthquake victim—which creates a greater link.  Makes the crisis in Japan more real.

Asks them to imagine themselves in a similar situation—this will deter othering (the idea that this situation would only happen to others).

Gives them an opportunity to learn more about Japan through their own interest in solving a problem.

Risks making them feel sorry for Bachiko in a way that might make her seem helpless. You can teach in ways that confront this tendency.

Risks developing a negative stereotype of Japan—since it could seem like a country that suffers disasters and needs our help. You can teach in ways that confront this tendency by not allowing them to describe Japan in negative terms.

Adaptations:

This case study could be adjusted to describe a child from almost any other nation that had to suddenly move to your school district. The possibilities are limitless.

Web resources:

• Teaching Kids About Earthquakes, Tsunamis, and Japan Through Online Resources
• Talking to kids about the Earthquake
• The Science of Earthquakes (for kids)
• Kids web Japan
• Japan for kids

Case Study #2

Environmental connections for middle school age students: global sustainability and the brazilian amazon.

Your name is Jorge, you are 13, and you are from Brazil. You live in the Amazon in a community of Seringueiros— Seringueiro   is the Portuguese word for “rubber tapper.” Rubber tapping has been a traditional way of life for many people living in the Amazon forest since the start of the century.  A cut is made in the side of a rubber tree then the rubber is harvested. Later the tree heals and the rubber tapper sells the rubber to buy things they need. Life as a  seringueiro   is not easy. It is difficult to make money selling the rubber and many in these communities struggle to make a good life. Lately, though, it has gotten worse.

Jorge’s family and his community have just learned that a logging company plans to cut down the trees that they use to get rubber. Jorge’s parents are tired of fighting the logging company and they are thinking of moving to the city. But Jorge has heard stories that life in the city would be even harder for them and he doesn’t want to leave the forest. Instead, he wants to think of a way to protect the trees that his family needs for rubber. He wants to work to find a way to allow his community to continue living in harmony with nature. He thinks that he will hate living in the city and he wants to continue living in the ways that his community has for decades.

Jorge realizes that saving the trees for rubber tappers probably won’t convince the Brazilian government to protect them.  Native Americans throughout the hemisphere have seen their lands taken away and their way of life threatened for centuries—and very few people have come to their defense. But he thinks that maybe he can get attention to saving his community’s trees if he reminds the public of the importance of the plant life in the Amazon. He also thinks that he has a greater chance of getting attention to his community’s problem if he links with other kids his age from other parts of the world.

He thinks that if they work together they can make a difference. He thinks that if kids from various places draw attention to this problem, and if he gets help from environmentalists, he can convince the Brazilian government to protect the lands.

The Amazon rainforest is one of the world’s greatest natural resources. Its many plants recycle carbon dioxide into oxygen, and some call it “Lungs of our Planet” since 20% of earth oxygen is produced by the Amazon rainforest. Even though environmentalists and government policies forced the world to give more attention to the rain forest, deforestation continues to be a major problem. Predications show that if nothing is done to stop the destruction of rainforest that half our remaining rain forests will be gone by the year 2025 and by 2060 there will be no rain forests remaining.

Not only does the Amazon provide oxygen, it is the home to a great variety of plant life that holds the potential to help solve many medical problems. Protecting this biodiversity is also of great importance. The plants in the Amazon could help us discover the next cure for cancer or for other diseases. The oxygen produced in the Amazon helps people all over the world to breathe.

Put yourself in the place of Jorge and imagine how he might solve this problem. How can he get help protecting the trees his family needs? Should he start an environmental activism campaign? How could

he do that? He will need to connect with others outside his community. Could you imagine ways that your own school might help him?  Design a strategy to help Jorge protect the rainforest.

Begin by asking questions that help your students connect with Jorge’s story. Ask them to think of what they would do if a company was taking over the lands they lived on.

Ask them to think about the value of protecting traditional ways of life. Does their family have traditions that sometimes seem threatened based on the way that society has changed? And how are their experiences related to those of Jorge, whose community has a very traditional way of living? Does Jorge have a right to have that way of life protected? Do we have an obligation to help protect it?

Ask them to think about how hard it will be for Jorge to get attention to his cause. What are the challenges he faces? How can Jorge connect his cause to the lives of people living outside the rain forest? The rainforest is important to everyone’s heath—but few people know that or care. How can that change?

Talk about environmental issues. Ask them about what they do to help conserve the planet’s resources. Ask them to think about how environmental issues link people across the globe.   Ask them to think about the sorts of communities that tend to be most threatened by things like deforestation.  Are their problems exacerbated by having a less publicly recognized voice? Also ask them to think about how hard it is to get people to change the way that they live—even when they know that some of their habits are bad for the planet.

Talk about sustainability. Jorge’s community as a sustainable connection to the land. It does not take in a way that causes damage or limits regeneration. What are some ways that our students can live a sustainable life? How can we learn from communities like Jorge’s? What gets lost if those communities cease to exist?

Brainstorm with the class the sort of information they need in order to help Jorge. They need to learn about rubber tapping, the Amazon, deforestation, environmental activism, sustainability. Create a list of things that the class needs to learn to be able to do this.

Create a list of things that the kids need to learn about Brazilian Native American culture.  Ask them to think of things that they know about Native Americans in the United States and then ask them to think of way that these communities face similar challenges across the Americas.

Ask them to think about how the crisis in the Amazon links to environmental crises in the United States. Do they know about the Marellus Shale story? How might that story be similar to that of Jorge’s?

Once you have begun to gather materials and information that can help the class imagine  Jorge’s situation, have them begin to describe a plan for Jorge.  How can Jorge gain support? He can’t do it alone—so who would be good to help him?  What sorts of information does he need to present to get supporters for this? How can he best connect with people outside of his community? Help them imagine all of these things.

Next have them implement a campaign to save the rainforest where Jorge lives. Consider whether you want them to work in groups or individually or in some combination. Group work is generally helpful for these types of projects. Do they want to do posters, hold events, make a movie, write a book, get articles in newspapers, host a website, etc….? How can they best get attention for the cause? There are lots of options.

When the students have their project concepts complete have them present them to the class. They do not need to actually make the posters, websites, etc…they just need to describe them and create an example. Then have the whole class talk about the strengths and weaknesses of their projects. What parts of Jorge’s action plan were fun for them to work on? What parts were hard? The idea here is to make it clear that they have done good work, that they imagined          a way to help someone else, but that it would not be possible to “fix” the situation.

The class should then discuss the merits of each of the ideas that the teams came up with –and they could follow through on creating some resources that exemplified some of the approaches the class thought worked best.

Next ask the class to engage in some sort of project to raise awareness for an environmental issue—especially one linked to protecting forests. Ask them to consider a project to advance sustainable living.

Asks students to imagine a direct connection with a Brazilian Native American—which creates a greater link.   Makes the social and environmental crisis more real.

Asks them to imagine themselves in a similar situation—this will deter othering.

Gives them an opportunity to learn more about the Amazon and Brazilians through their own interest in solving a problem.

Risks making them feel sorry for Jorge in a way that might make him seem helpless. You can teach in ways that confront this tendency.

Risks developing a negative stereotype of Brazil—since it could seem like the Brazilian government doesn’t care about the Amazon or the rubber tappers. You can teach in ways that confront this tendency by not allowing them to describe Brazil in negative terms and by reminding them of how this problem has global examples.

This case study could be adjusted to describe an environmental conflict from another region. The possibilities are limitless.

• Amazon rubber tappers news
• Amazon rainforest

Case Study #3

The impact of war on children for high school age students: landmines in angola.

Mia is 16 years old and she is from Angola. Last week her brother, Nelson, was playing soccer with friends when he chased after the ball and went on lands that they are warned never to step on. He was too busy chasing the ball to pay attention to the rule. As he crossed over into the dangerous territory he heard a click, then an explosion. He had stepped on a land mine. He was rushed to a hospital where Mia and her family went to see him.  Once they arrived they learned that Nelson had lost both legs in the explosion. Nelson is now one of the more than 100,000 Angolans who have lost a limb to landmines.

Angola suffered a civil war that ended in 1994, but, even though the war ended that year, the effects of it are still in place. There are estimates of between 10 and 20 landmines in Angola which is equal to approximately 1-2 landmines per inhabitant. As mentioned, over 100,000 Angolans have lost a limb due to a landmine and 120 Angolans die from a landmine explosion every month. But the negative effects of landmines on the population go beyond injuries: the threat of landmines restricts the ability of people to move about their country, to farm, to find clean water, to go to school, and –as in Nelson’s case—to play games like soccer. Women and children are most threatened by landmines and children represent 49% of the landmine injuries in Angola. During the Soviet war in Afghanistan during the 1980s the Soviets used landmines that looked to children like toys. Many were killed trying to pick them up. Even though the UN passed a moratorium on landmines in 1993, there is still no international consensus on banning the use of landmines. Currently there are 20 mines laid for each one removed.

Landmines only cost about $3 to make, but they cost about $1,000 each to remove. Mia has watched her community suffer life with landmines for too long. She wants to work to change this problem, but she realizes that the cost of removing landmines is very high. She knows that anti-landmine groups help to de-mine areas, but she doesn’t want to wait for help from others, she thinks her community needs to learn more about how to de-mine. She has another problem, too, she has learned that landmines continue to be used and she wants to work to stop the use of landmines in other countries. There are over 110 million landmines (and millions of other explosive devices) in 68 nations today. She wants to work to stop the future placement of more mines.

Put yourself in the place of Mia and imagine how she might solve this problem. How can she get help de-mining her community? Should she attempt to get de-miners to her area or she should work to see if some of the members of her community could learn de-mining techniques?  How could she do that? She also wants to raise awareness about landmines globally so that this practice can stop. Can you imagine a project with your school that could help her in that goal? Design a strategy to help Mia stop landmine damage.

Begin by asking questions that help students connect with Mia’s story. Ask them to think of what they would do if a sibling or cousin or friend was hurt in this way.

Ask them to think about the impact of war on children. The case of landmines is a clear example of how current military techniques often target civilian populations and they do so through devices that can be left and that do not require military personnel to maintain. How has that changed the nature of war?  Should there be a ban on landmines? What would be some good ways to advance this cause?  It might be useful to review the Geneva Conventions with students since they are war guidelines that create protections for civilians.

A further issue is the way that the landmines cause Mia’s community to depend on others. De- mining is complex work and it takes a lot of training. Most of the time de-mining crews will come to a community, work, then leave. What are the challenges to changing that process and giving more local communities these skills and the equipment needed to perform them safely? Similarly some believe that the 12 nations that participated in Angola’s Civil War by providing the mines should also be responsible for getting rid of them. Who should get rid of the mines? What are some ways that the community can be an active part of this process?

Ask students to think about how hard it will be for Mia to get attention to her cause. What are the challenges she faces? How can Mia connect her cause to the lives of people living outside of Angola or Africa? What would it take to get people living in the United States to care about Mia’s situation? The US is home to more than 15 landmine producers. Should efforts be made to shut down their operations?

Ask them to think about the long term effects of war on communities.  A number of nations in the world have been engaged in long term conflicts, with children that have lived their whole lives during military conflict. How does that influence the lives of children?  How does that affect a community’s ability to prosper? What will happen to kids like Nelson as they grow up?

Brainstorm with the class the sort of information they need in order to help Mia. They need to learn about landmines, the politics of de-mining, the current efforts to ban landmines, and the human rights of children in a time of war. Create a list of things that the class needs to learn to be able to do this.

Create a list of things that the students need to learn about Angolan society and history.  In order to appreciate Mia’s situation it is important that students empathize with her without seeing her as a helpless victim. What happened during the Civil War? Why did the United States and the Soviet Union get involved?  How was their involvement a result of Cold War dynamics? Teach students about the idea of proxy wars and ask them to think about the political implications such wars have on the nations where the wars are waged.

Ask them to think about how the landmine crisis is a geopolitical problem that is not just limited to Angola. Have the class learn about the use of landmines in other countries and ask them to think about how landmines play a role in contemporary military conflicts.

Once you have begun to gather materials and information that can help the class imagine Mia’s situation, have them begin to describe a plan for Mia. How can Mia gain support?  How can Mia

help her community and get help? She can’t do it alone—so who would be good to help her? What sorts of information does she need to present to get supporters for her cause? How can she best connect with people outside of her community? Help them imagine all of these things.

Next have them implement a campaign to get resources to de-mine the area where Mia lives and/or to assist the international anti-landmine project. Consider whether you want them to work in groups or individually or in some combination. Group work is generally helpful for these types of projects. Do they want to do posters, hold events, make a movie, write a book, get articles in newspapers, host a website, etc….?  How can they best get attention for the cause?

There are lots of options.

When the students have their project concepts complete have them present them to the class. They do not need to actually make the posters, websites, etc…they just need to describe them, include examples, and possibly write up a report. The amount of actual materials they provide can be adjusted based on time and resources.

Then have the whole class talk about the strengths and weaknesses of their projects. What parts of Mia’s action plan were easier to solve? What parts were harder? The idea here is to make it clear that they have done good work, that they imagined a way to help someone else, but that it would not be possible to “fix” the situation. Nelson won’t get his legs back, but possibly this project could save another boy.

The class should then discuss the merits of each of the ideas that the teams came up with –and they could follow through on creating some resources that exemplified some of the approaches the class thought worked best.  Having open conversations with the class about the pros and cons of each project teaches students to appreciate that complex problems require complex solutions.

Next ask the class to engage in some sort of project to raise awareness of the damages caused by landmines. Ask them to consider a project to advance efforts to ban landmines and/or to support de-mining in Angola.

Asks students to imagine a direct connection with an Angolan—which creates a greater link.  Makes the social and political crisis more real.

Gives them an opportunity to learn more about landmines, the effects of war on children, and Angola through their own interest in solving a problem.

Teaches them to appreciate the complexity of these types of problems and the fact that they do not have easy solutions. Teaches them that it is important to work to solve problems even when these can’t be easily fixed.

Risks making them feel sorry for Mia and Nelson in a way that might make them seem helpless. You can teach in ways that confront this tendency.

Risks developing a negative stereotype of Angola—since the history of the prolonged Civil War could make it seem like Angola is not capable of peaceful rule. You can teach in ways that confront this tendency by not allowing them to describe Angola in negative terms and by reminding them of how the Civil War was not simply fought by Angolans: it was indicative of Cold War struggles and the legacy of Angola’s history as a colony of Portugal.

This case study could be adjusted to describe a military conflict from another region—the key is to focus on the effects to children of war, since that link is likely to draw more empathy. There are many possibilities.

• Angola’s landmines
• Landmines a deadly inheritance
• BBC: Angola’s Landmine legacy
• International Campaign to Ban Landmines
• Effects on Children of Landmines

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Gibbons v. Ogden (1824) -iCivics

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U.S. v. Nixon (1974) -iCivics

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Yes! to Violent Video Games? Exploring Brown v. Entertainment Merchants Assn.

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3 Umbrellas and 4th Amendment Search Protection

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The Scopes Trial – A Mini-Unit

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Making An Appeal

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Serving on a Jury

Students role-play a court room trial based on scenarios involving juvenile offenders.

Crimes and Consequences

Students identify and rank crimes as juvenile status offenses, misdemeanors, petty offenses and felonies.

Freedom of Speech and Automatic Language

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Trying Teens – Development of the Juvenile Justice System

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In re Gault (1967) -iCivics

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Expanding Voting Rights

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When should increased security measures outweigh your privacy rights in school?

Through the use of cases and school policy, students will be able to define student privacy rights and then evaluate the necessity and constitutionality of increased security measures in schools, such as cell phone content searches. Cases: New Jersey v. T.L.O. (1985); Board of Education of Independent School District #92 of Pottawatomie County v. Earls (2002); Safford Unified School District v. Redding (2009)

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The ideas shared in this article provide a range of classroom activities that can add interest, variety, and depth to middle and high school social studies classrooms.

With Liberty and Justice for All

Students will reflect on their own ideas of liberty, and learn how to define and identify civil liberties. Through a historic case study involving the Pledge of Allegiance, they will analyze First Amendment rights in light of laws passed to increase citizenship, knowledge of our country, and patriotism.

The Power and Importance of Precedent in the Decisions of the Supreme Court

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Justice For All in the Classroom

In this lesson, students analyze the interplay of processes and procedures that courts use to seat an impartial jury and gain appreciation for the essential role of juries in the justice system.

Students and the Supreme Court: A Lexicon of Laws

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The Making of a Law

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Jury Selection on Trial

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Equal Justice Under Law

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Issues of Evidence – Sheppard Murder Trial

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This highly interactive program combines the vampire craze and social media to give high school students the opportunity to wrestle with a current issue by participating in a trial and jury deliberations.

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Materials for a mock trial based on the sinking of the Titanic. The site includes information regarding the case of the Estate of Hans Jensen v. White Star Line.

Getting Involved: Making a Difference – What Level of Government do you work with?

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In this lesson from the LegalWays curriculum, certification(the process of moving a juvenile from juvenile court to adult court) is described, including presumptive and non-presumptive certification. The activity “You Decide” asks students to decide whether cases would be presumptive or non-presumptive and to identify the factors that would be considered in the certification process. The “Case Study” asks them to determine whether a juvenile should be certified and to explain the reasons for the decision. In the final “You Decide” activity the students analyze four cases and decide if the juvenile stays in juvenile court, becomes an EJJ, or is certified to adult court. The students are asked to provide their reasons. This activity requires that the other lessons in the unit be completed first. Although the lesson is based on Minnesota law and procedure, most states have similar processes. The lesson can be adapted to the law of other states.

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Fourth Amendment’s Protections in the Home

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Juvenile Justice Introduction

This lesson aims to introduce students to the history of juvenile law in the United States, the differences between Juvenile and Criminal Law, and the different ways in which courts treat juvenile delinquency cases. The second day focuses on the Minnesota Juvenile Justice system. The lessons uses case studies of actual cases and student written reflections.

Understanding the Minnesota Judiciary: Impartiality and Elections

Abstract: Students will learn about judicial elections and impartiality through case studies on the exercise of First Amendment rights in judicial elections, limitations on corporate contributions, and procedures to protect impartiality. Strategies used include jigsaw of case studies and deliberation on proposed change to the Minnesota Constitution regarding judicial elections.

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Critical Literacies pp 59–77 Cite as

Case Studies in the High School Classroom

• Bogum Yoon 2  
• First Online: 11 December 2015

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In this chapter, I introduce the practice of two high school teachers who describe themselves as “critical educators.” My purpose is to show how critical theory gets implemented in the classroom. I extensively cite these two teachers and the descriptions of their own instructional practices. I intentionally reserve generous space for reporting interview data in this chapter. My idea here is to help the reader to better hear the voices of the educators, and also start offering a rich description of their practices. After presenting the findings, I provide my analysis from the framework of critical global literacies at the end of the chapter. Forthcoming are two case studies of Ms. Smith and of Mr. Bean, and the former opens this chapter’s discussions.

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Goal: Prevention of Substance Use Disorder (SUD) and STD/HIV infections in teens and young adults. Funding: SAMHSA Prevention Navigator Setting: High Schools Curriculum: Love Notes

Goal: Positive Youth Development Funding: PREP Funding Setting: School, AVID Curriculum: Love Notes

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Goal: Prevent Domestic Violence Funding: Private Donations/Grants Setting: Middle and High School Classrooms Curriculum: Love Notes 3.0

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Goal: Gain knowledge about healthy relationships Funding: Runaway Homeless Youth + The Children Trust Setting: Alternative high schools, community college, homeless shelter Curriculum: Love Notes

Curriculum for High School

LOVE NOTES 4.0 Ages: 14-24 Topics: Knowing Myself, Expectations, Attraction, Healthy and Unhealthy Relationships, Decision-making, Communication, Pressure Situations, Sexual Decision-Making, Unplanned Pregnancy Through the Eyes of a Child.

RELATIONSHIP SMARTS PLUS 5.0 Ages: 12-16 Topics: Knowing Myself, Expectations, Attraction, Healthy and Unhealthy Relationships, Breaking Up, Decision-making, Communication, Sexual Decision-Making, Pregnancy, STDs and HIV, Technology and Social Media

MIND MATTERS Ages: 12+ Topics: Self-Soothing and Regulating Emotions, Managing Stress Effectively, Developing Empathy, Developing a life of intention, and Building and Using a Support System

Building a New Foundation with High-Quality Instructional Materials

Passaic public schools and tntp partner to uplevel the curriculum, ensuring every student has access to complex, grade-appropriate, and equity-focused assignments., the challenge, insight + courage + action, an assessment audit uncovers a deeper challenge.

In early 2021, TNTP worked with Passaic Public Schools, a district in northern New Jersey, about 10 miles from New York City, to conduct an assessment audit. District stakeholders worried they were over-testing and that exams were either too easy or difficult. In addition, district leadership wanted to determine whether assessment materials aligned with the New Jersey Student Learning Standards.   

The findings uncovered a more foundational issue—the curriculum itself, particularly the instructional materials such as textbooks and worksheets. In many cases, students were being taught from materials that were below grade level or lacking complexity.  Since educators weren’t working from high-level texts, classroom instruction was not rigorous enough.   

High-quality instructional materials are fundamental for student achievement, one of the four criteria TNTP’s The Opportunity Myth deems essential to a successful educational experience.   

Swift , Thorough Action to Reimagine the Curriculum

Passaic leadership immediately extended its partnership with TNTP to conduct a complete curricular audit and classroom-level diagnostic, released in the fall of 2021. The findings showed that only 45% of the students’ assignments were grade appropriate. The lack of high-quality materials was also impacting the other three pillars of high-quality instruction: a mere 23% of lessons were rooted in strong instruction, in which students were asked to do intellectually heavy lifting. Only 50% of students were deeply engaged in the content, while only 37% of students had teachers with high expectations for them. Yet, the review also uncovered a promising fact: when students were given the chance to engage in standards-aligned grade-appropriate assignments, they rose to the occasion, and the percentage of students able to meet the target standards doubled.   

Instructional staff understood that access to high-quality instructional materials is, at its heart, an equity issue. The Opportunity Myth shows that classrooms that serve predominantly students from higher-income backgrounds spent twice as much time on grade-appropriate assignments than did classrooms with students from low-income backgrounds, and this seemed to be playing out in Passaic, where 86% of the district’s 15,000 students qualified for free or reduced lunch. Educators were determined to interrupt the opportunity gap.

A Materials Review That Centers Equity for Multi l ingual Learners

Harnessing TNTP’s Curriculum Implementation Framework, Passaic leaders began by convening a task force to design a vision for standout ELA and math education that would guide the selection of new instructional materials. Then, content specialists began reviewing materials for ELA for grades K through 8 and math for grades 3 through 12.    

Central to Passaic’s efforts was an unwavering commitment to finding vendors that offered the same curriculum in both English and Spanish, since 93% of Passaic’s families identify as Latinx. Leaders also wanted to ensure continuity across schools, since students often move between schools within the district.  

Finding dual-language materials proved more challenging than expected. Content-area specialists and bilingual supervisors examined numerous options, discovering that because of inequities in the markets, materials that were offered in both English and Spanish often didn’t meet the standards that define high-quality instructional materials; conversely, high quality materials often were only offered in English.  

Yet Passaic leaders weren’t willing to compromise on the materials’ quality, nor on offering them in both Spanish and English. Leaders also felt it was critical from an equity standpoint that all students in a grade learn same curriculum, so purchasing high quality materials in English and different ones in Spanish also was not an option.   

Next, Passaic worked with TNTP to assemble a diverse group of stakeholders to conduct an in-depth review of the few materials that met the criteria. They assessed whether the materials were rich in content and driven by learning science, and examined whether the texts were aligned with college- and career-ready standards. They also looked closely at whether they were culturally responsive and equity centered. The task force also reviewed performance reports on the materials that other organizations had conducted and invited publishers to give presentations.   

TNTP worked with Passaic to establish criteria on which to assess the materials and determine which options best meet their needs. The group held discussions and ultimately used the criteria to vote, selecting Amplify CKLA and Amplify Caminos as the ELA and SLA vendor, and Carnegie Learning and Illustrative Math for the math curricula.    

Once these key decisions were made, with support from TNTP, the district immediately began creating their strategic implementation plan. From setting clear goals for implementation in alignment with their new content visions, to creating yearlong professional learning plans for key stakeholders including school leaders, coaches, and teachers, to aligning the district’s teacher development strategy to its new instructional priorities, to implementing a progress monitoring approach, each layer of the plan was strategic and intended to build the investment and skills for instructional staff at all levels that would be required to achieve their desired results.

High Quality Materials and Students Meeting Challenges  

Passaic began implementing the new curriculum in the 2022-2023 school year, and early figures showed immense promise. The percentage of in-class lessons using grade-level content jumped from just 47% in October 2021 to 90% in November 2022, while the percentage of assignments with grade-level content increased from 45% to 79%. The new curriculum strongly impacted the in-class teaching, with the percentage of lessons with strong instruction jumping from 19% in October 2021 to 50% in November 2022. More than 80% of teachers feel that the instructional materials benefit their students, and more than half feel students are more engaged with the new curriculum than with the old one.   

In addition, leaders were encouraged by the fact that students mastered grade-level standards as soon as they had the chance. In October 2021, students were meeting grade-level standards in only 30% of their work; by April 2023, that figure had climbed to 74%. Bilingual classrooms demonstrated comparable growth to non-bilingual classrooms, with grade-appropriate assignments increasing from 17% to 50% and lessons with strong instruction increasing from 17% to 50%.     

Passaic extended its partnership with TNTP to continue rolling out the curriculum and to monitor progress. The district is also partnering with TNTP to refine its vision for bilingual instruction and ensure that teachers are fully leveraging the new materials in support of this vision. Passaic also applied this process to select new materials for its high schools during the 2022-2023 school year, and is now implementing HMH – Into Literature high-quality instructional materials at the high school level.   

School leaders praised the breadth of experience TNTP brought to the project, having guided other districts through selecting high quality instructional materials. “Partner with TNTP—that would truthfully and honestly be my first advice [to districts embarking on a similar project]. It’s so helpful to have a thought partner who has done this work in other places,” said Lisa Rowbotham, Passaic’s Director of Elementary and Secondary Education. “You might have colleagues in other districts you can call, but they can’t give you that level of support to say, ‘We’ve worked across the United States, and this is what we’ve experienced.’ It gives you a completely different understanding of this work.”

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• Accelerated Learning
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Cancer in the Classroom: A Case Study Analysis

Author: Lisa Franchetti

G.W. Carver High School of Engineering and Science

Seminar: Cancer Biology and Technology

Grade Level: 9-12

Keywords: Biology , cancer , cell cycle , life science , mutations

Cancer Biology is a topic that is not often covered in high school science classes. This unit serves to help students develop critical thinking and research skills to gain a better understanding of the biology of cancer formation. In this unit students will learn about the molecular development of cancer and potential risk factors. The unit is based on a case study which focuses on colon cancer. Using this case study students will research the sequential mutations associated with colon cancer, common diagnostic techniques, and treatments. Students will also analyze cancer risk factors to develop a personal cancer risk reduction plan. In the last portion of the unit students will have the opportunity to explore careers involved in the treatment, diagnosis, and support of cancer patients.

Download Unit: Franchetti-lisa.pdf

Did you try this unit in your classroom? Give us your feedback here.

Full Unit Text

Content objectives.

Cancer Biology is a topic not often covered in high school science classes in the School District of Philadelphia. Based on the curriculum sequence, cancer is either discussed briefly while learning about the cell cycle or not at all. The lack of integration of cancer curriculum in the pacing guidelines may be the result of the yearly progression of topics required for standardized testing; however, cancer biology is a topic that we could integrate into multiple units in the curriculum. Students are aware of cancer and may even have personal experience with cancer in their families but they are not formally taught about cancer and may have many misconceptions on the topic. This directly relates to the fact that ninth-grade biology students in the SDP are not exposed to relevant disease topics when learning fundamental biological principles. These common misconceptions provide an opportunity for educators to bridge the gap of knowledge while still covering required course content. Cancer as an overarching theme provides students with a mechanism to explore a wide array of biology topics ranging from the deregulation of the cell cycle to mutations and environmental influences on gene expression.  A more rigorous approach to exploring cancer could allow students to gain a thorough understanding of the biological processes of disease formation and the relationship between cellular systems and disease progression. This unit serves to integrate cancer biology topics into a 9 th -grade general biology course to help students understand the relationship between cells, cell cycle, cell regulation, mutations, the environment, and cancer.  

According to a report released in September 2020 by the Drexel University Urban Health Collaborative, “7,972 people in Philadelphia were newly diagnosed with cancer in 2016. This amounts to 478 new cases of cancer for every 100,000 Philadelphians.” Cancer incidence was also examined according to income demographic. The analysis shows a significant increase in both new cancer diagnoses as well as cancer deaths among people in lower income neighborhoods as compared to higher income neighborhoods (“Cancer and Health Disparities in Philadelphia”).  In this report on cancer in Philadelphia, the researchers identified the most frequently diagnosed cancers in men to be prostate, lung and colon and in women the three most common types were breast, lung, and colon cancer (“Cancer and Health Disparities in Philadelphia”). Of these top three cancer types for males and females, African Americans have a 20% higher incidence of colon cancer as compared to Caucasians, are more likely to develop colon cancer at a younger age, and more likely to die of their disease.  African Americans have the lowest five-year survival rate of any racial group in the US in this context. There are significant disparities in access to screening in lower socioeconomic neighborhoods. The report also indicates early screening by colonoscopy is on average only being conducted by 70% of the male and 75% of female participants screened (“Cancer and Health Disparities in Philadelphia”) https://www.health.harvard.edu/blog/racial-disparities-and-early-onset-colorectal-cancer-a-call-to-action-2021031722136 .  Additionally, in an article from the Philadelphia Tribune the average age recommended for screening by the American Cancer Society is 45 and other health organizations have recommendations starting at 50; however, there has been an increase in incidence of diagnosis with colon cancer under the age of 50 since the 1990s (Howard and Karmini). Figures from the colorectal cancer alliance indicate that the rates for people under 55 increased by 2% per year. According to the American Cancer Society, “In the United States, colorectal cancer is the third leading cause of cancer-related deaths in men and in women, and the second most common cause of cancer deaths when men and women are combined. It’s expected to cause about 52,980 deaths during 2021” (American Cancer Society). These figures indicate there is a need to raise awareness around colon cancer screening, diagnosis, and treatment in the US and specifically for our students and their families within Philadelphia. For this reason, I opted to use colon cancer as the type of cancer that will drive the units of study for my curriculum.

Students will begin exploring cancer biology using a colon cancer case study analysis. In these case studies, the students will follow a patient from when they are symptomatic to their diagnosis through treatment. The students will first review a patient’s symptoms and medical history/family history, then explore common misconceptions about colorectal cancers. By exploring cancer misconceptions they will gain a greater understanding about the truths and myths about cancer and they will learn about the incidence of colorectal cancer in their communities. During these initial lessons students will also begin to explore cancer initiation at the cellular level, integrating fundamental biological concepts and key themes in biology including the cell cycle, deregulation of the cell cycle, mutations in genes that cause deregulation of the cell cycle regulators and how this relates to disease progression. Some biology concepts that will be critical for these case studies are implementing sections where the students learn about the properties that distinguish a normal cell from a tumor cell. We will also discuss symptoms of colon cancer and learn about screening techniques that are used to diagnose cancer, the biological concepts that allow colonoscopies to detect pre-cancer in the colon, and how blood in the stool may be an early sign of colon cancer.

In the unit’s second part students will investigate genetic mutations that arise during replication, transcription, and translation. They will explore the central dogma of molecular biology and examine how errors in these processes lead to mutations which are associated with cancer development. During the lessons, students will apply these concepts to understand the stepwise mutations that lead to colorectal cancer. Although there are both acquired mutations and inherited mutations, students will primarily focus on the inherited gene mutations that cause syndromes associated with colorectal cancer formation. According to the American Cancer Society there are four primary types of inherited mutations: Familial adenomatous polyposis (FAP which is also associated with attenuated FAP and Gardner syndrome), Lynch Syndrome (hereditary non-polyposis colon cancer, or HNPCC), Peutz-Jeghers Syndrome, and MUTYH-associated polyposis (MAP) (American Cancer Society). FAP and the related syndromes as well as Peutz-Jeghers Syndrome are associated with mutations in the tumor suppressor genes APC and STK11 respectively. HNPCC is caused by a mutation in one of several DNA repair genes. Lastly, MAP is caused by mutations in the MUTYH gene that is involved in DNA proofreading during cell division (American Cancer Society). Since each of these types of cancer is caused by a different type of mutation, at the end of this unit I would like to provide case study evidence and have students compose a CER (claim, evidence, reasoning) prompt. In this prompt they would examine the evidence and provide rationale for diagnosing the individual with the specific mutation responsible for the colorectal cancer in the case study.

In the third part of the curriculum students will research cancer treatment, risk reduction strategies, and cancer careers. In this portion of the curriculum students will analyze current cancer treatment protocols and generate a treatment plan for the case study patient. During this component students will work in small groups to formulate a presentation on the treatment method they selected for the case study patient and provide evidence from a literature search which examines why their methodology would be effective in treating the patient. Students will also evaluate their own risk factors for developing cancer and will be crafting a risk reduction plan. The last component for the third part of the curriculum is exploring careers in cancer. Many students are familiar with oncologists but are far less aware of the role of pathologists, genetic counselors, researchers, chemists, molecular biologists, etc. Exposing students to different career paths in science is critical as they begin planning for their college or technical careers and beyond. As an end point of this research I would like students to generate a potential career in cancer profile in which they select a career and research job components. In this project the students would identify the job description, education/training requirements, salary/earnings/benefits, and a description of “a typical day in the life” of a person in that career.

According to the National Cancer Institute (NCI one of the institutes that makes up the National Institutes of Health – NIH) cancer is the name given to a collection of related diseases. Cancer occurs when the body’s cells begin to divide uncontrollably. Cancer can start in any somatic (body) cell or gamete (sex or germ cell). If the cancer forms due to a mutation in the gene of a germ cell it can be passed down to offspring thereby making it an inherited form of cancer. During development, cells grow and divide to form new cells and generate organs in the body and if these cells become damaged they enter apoptosis (a cellular death program). When this process is disrupted and damaged cells continue to divide and no longer die thus they grow out of control and form tumors. Cancers that occur in organs in the body will form masses or solid tumors, while blood cancers can form masses in many parts of the body. Tumors can be either benign (noncancerous and will not spread throughout body) or malignant (cancerous). Malignant tumors will invade nearby tissues and often travel to distant organs causing metastatic disease.

Colon Cancer

Colon cancer is cancer that is located in the large intestine and specifically in the colon- the end of the digestive tract. Colon cancer is typically found in older adults but does not discriminate based on age. In colon cancer the first stage of the disease typically begins as a benign (noncancerous) polyp on the inside of the colon. If the polyps are unchecked or not removed, the benign polyps could progress to malignant cancer by acquiring further mutations.

According to the National Cancer Institute (NCI) cancer is a genetic disease that is caused by changes at the genetic level which influence cellular growth. For this reason, cancer is considered to be caused by a deregulation of the cell cycle. The genetic changes can be spontaneous or inherited but will all result in abnormal cell division. During the normal cell cycle cells proceed through a series of regulated steps in which the cell grows, replicates DNA, grows again, and eventually undergoes nuclear division. This process is divided into G0, G1, S, G2, and M. The cell cycle is regulated by tumor suppressors, proto-oncogenes, and DNA repair genes which help to regulate cell division according to cellular growth signals. Tumor suppressors function to stop the cell cycle when conditions de-regulate cell growth while proto-oncogenes function to progress cells through the cycle when conditions support growth. DNA repair genes are involved in repairing damaged DNA in cells. Often times the cell is signaled to enter the G0 (resting or quiescent phase) which can be a temporary or permanent when the cell should not be in a growth phase. Cancer cells have abnormal signaling where tumor suppressor genes are inactivated and/or proto-oncogenes are overexpressed. The changes allow the cells to bypass the normal checkpoints in the cell cycle thereby promoting cell division and tumor formation. When cells acquire mutations in DNA repair genes this often leads to even more gene mutations which will either cause the cells to die or cause them to become cancer cells.

Normal vs Cancer Cells

Cancer and normal cells are microscopically different. According to the American Cancer Society some features that pathologists look for when screening cancer cells include cell shape, cell size, nuclear size and shape, and cellular arrangement. In terms of size and shape, cancer cells are abnormal. Cancer cells can be larger or smaller than normal cells and often appear distorted. Although size and shape may vary depending on the individual type of cancer, they can be distinguished from normal cells by the size of their nucleus and the ratio between the size of the nucleus compared to the amount of cytoplasm in a cell among other features. The nucleus is the control center of the cell and is responsible for storing genetic information in the form of deoxyribonucleic acid (DNA). In cancer cells the nucleus is typically abnormal in terms of size and shape. The nucleus also tends to look larger and darker microscopically because cancer cells contain more DNA.  Since the nucleus is larger and takes up more space in the cell the cytoplasm in cancer cells tends to be smaller compared to normal cells. Cancer cells may also have multiple nuclei and nucleoli as compared to a single nucleus and nucleoli in a normal cell.

From DNA to Protein

The central dogma of molecular biology revolves around the process of transcription and translation. Both normal cells and cancer cells use these processes during cellular division to produce the necessary proteins from the DNA template. This entire process begins with DNA replication during S phase in the cell cycle. DNA replication is a series of enzymatic steps which are used to make a new copy of the DNA helix. The entire process is semi conservative where one strand of the DNA is used to make a new copy of the genetic information for the cell. This DNA is then passed into the cells during division.  One of the enzymes involved in this process is DNA polymerase. DNA polymerase is used as a proofreader and is responsible for identifying and replacing errors during DNA replication. Errors during this process could lead to breaks or the integration of incorrect bases in the DNA ultimately resulting in cancer. During the process of transcription DNA is used as a template to convert the genetic information from DNA into RNA. While the process of translation uses RNA to produce proteins. Errors in the processes of transcription and translation can also be associated with cancer formation.  Genes control how proteins are made and proteins have specific cellular functions. The production of abnormal proteins during translation could result in alterations of cellular functions which could be associated with defects in cell cycle and division causing normal cells to transform into cancer cells.

A mutation is simply a change in the DNA sequence. Not all mutations have negative impacts on the cell. However, some mutations are directly associated with the formation of cancers. According to Cancer.net there are two types of mutation- acquired and germline. Acquired mutations are the most common causes of cancer and these occur from damage that occurs (is acquired) over a person’s lifetime. Acquired mutations are not found in all cells and cannot be passed down to offspring during reproduction. Some factors that can contribute to acquired mutations include tobacco use, exposure to ultraviolet radiation, viruses, and advanced age. Germline mutations are hereditary mutations that can be passed from parent to offspring in the sperm or the egg. Since these cells are used to produce the entire organism germline mutations will be present in every cell in the body. The statistics from Cancer.net indicate that inherited cancers account for approximately 5- 20% of all cancers. Although mutations occur regularly, a single mutation is not likely enough to cause cancer. Typically, a series of mutations in specific genes are required for cancers to develop which is why cancer is considered a disease of aging since older individuals had more time to accumulate mutations.

Colorectal Cancer Mutations

There are a series of mutations which have been mapped to occur in a stepwise fashion which are thought to be responsible for the development of colorectal cancer (CRC). The process to becoming a cancer can follow three pathways: Chromosomal instability (CIN), microsatellite instability (MSI), or the CpG island methylator phenotype (CIMP) (Nguyen and Duong). The lessons in this sequence will focus on the CIN pathway because it is the most common pathway for mutations that lead to CRC and is observed in 85% of adenoma-carcinoma transitions (Nguyen and Duong). CRC begins when the normal colorectal epithelium transforms into a benign adenoma. The CIN pathway is typically activated with a mutation in the tumor suppressor gene APC (adenomatous polyposis) which can take many decades to progress. This mutation inhibits a key signaling pathway (Wnt/ ß-catenin) which results in the proliferation, invasion, and metastasis of cancerous cells. In the CIN pathway the early adenoma is transformed to the intermediate adenoma after a mutation in oncogene KRAS (KRAS proto-oncogene GTPase). KRAS is part of a larger signaling pathway that is responsible for cell proliferation, differentiation or survival. Mutations of KRAS in this signaling pathway results in constitutive activation of the downstream targets responsible for cellular proliferation. In other words, the cell receives constant signals to continue dividing. This stage generally persists on average for 2-5 years. The last set of cellular changes in the development of CRC are the deletion of chromosome 18q and the inactivation of TP53 (tumor protein 53). TP53 is a tumor suppressor and a cell cycle regulator that is supposed to trigger cells to stop at G1 or G2 or trigger apoptosis in response to cellular damage. The loss of this function allows damaged cells to progress through the cell cycle. This final step causes the progression to a malignant carcinoma (Nguyen and Duong).  TP53 is the most commonly mutated gene in all cancers.

Colon Cancer Symptoms

Colon cancer typically begins with the formation of polyps but the polyps may be too small to produce symptoms. The most common symptoms as listed on the Mayo clinic website include:

• Change in bowel habits (constipation or diarrhea) or stool consistency
• Blood in stool
• Abdominal discomfort (cramps, bloating, gas, or pain)
• Feeling that bowels do not empty
• Weakness and fatigue
• Weight loss that is unexplained

Colon Cancer Treatments

There are various colon cancer treatment options depending on the stage of the cancer. The treatments outlined in this portion are recommendations provided by the Mayo Clinic based on the tumor stage. For early-stage colon cancer the treatment recommendations are minimally invasive. Some techniques recommended on the Mayo Clinic website include polypectomy, endoscopic mucosal resection, and laparoscopic surgery. The polypectomy is a procedure used to remove polyps that are small and localized. This procedure can often be completed during a colonoscopy. Endoscopic mucosal resection is used to remove larger polyps and some of the lining of the colon. While polyps that cannot be removed during a colonoscopy are removed using laparoscopic surgical procedures. For more advanced stages of colon cancer, the recommendations are more invasive and may include a partial colectomy or ostomy. For the partial colectomy the cancerous portions of the colon are removed and the healthy parts of the colon and rectum are reconnected. The ostomy is performed when the ability to connect the colon and rectum are lost. In this procedure an opening is made in the abdomen and is connected to the bowel as a way to eliminate solid waste from the body. Sometimes this can be temporary while recovering from the surgical procedure and other times this may be permanent. In some cases, the surgical procedures are the first step in treating the cancer. In these case chemotherapy, radiation, immunotherapy, or targeted drug therapies may be required.

Colon Cancer Risks

According to the Mayo Clinic there is an increased risk of colon cancer based on any of the risk factors listed below.

• Older age = >50
• Race= African American
• Personal history of polyps or colorectal cancer
• Other Intestinal conditions = ulcerative colitis and Crohn’s disease
• Inherited syndromes = FAP, HNPCC
• Family history of colon cancer
• Low fiber, high fat diets, diets high in red meat and processed meats
• Sedentary lifestyle
• Diabetes or insulin resistance
• Heavy alcohol use
• Abdominal radiation therapy (used for treatment of previous cancers).

Colon Cancer Risk Reducers

According to the Mayo Clinic there are several ways to reduce the risk factors for colon cancer. The first is to eat a healthy and well-balanced diet. This diet should include fruits, vegetables, and whole grains. If a person drinks alcohol, it should be consumed in moderation. The recommendations are one drink a day for women and two for men. Another way to reduce the risk for colon cancer are to stop smoking and maintain a healthy weight by exercising for 30 minutes per day most days of the week.

Teaching Strategies

The teaching strategies that this curriculum unit seeks to utilize are the following teaching tools:

• Case Studies
• Claim Evidence Reasoning
• Graphic Organizers
• Google Sites
• Think-Pair-Share

Case Studies: One key teaching strategy is the implementation of case studies. Using these methods students will explore cancer through a real-world scenario. During the case study students will have the opportunity to observe, analyze, implement, conclude, and summarize their findings in relationship to cancer. The case studies provide a good opportunity for students to engage in discussions and work through problem solving models. Since the cases are based on actual patient data, there is opportunity for the students to role play different aspects of the cancer care professionals from pathologist to oncologists. The case study method puts the student in the role of a problem solver and allows them to explore research from various perspective and have access to phenomenon that is not typically accessible to high school students.

Claim-Evidence-Reasoning (CER): The CER method provides students a way to organize and scaffold their responses. In the claim portion of the CER students make a statement about something that has occurred which is the premise for the rest of the writing prompt. The evidence section is used to gather and present information that is relevant to the claim. This portion of the writing prompt should provide sufficient evidence to prove or disprove the claim. The reasoning portion of the CER is used to connect the claim and evidence sections through justifying their reasoning and applying scientific principles. In this case the students will be using CER to justify their selection of a patient’s mutational analysis and subsequent diagnosis.

Graphic Organizers: Graphic organizer can take many formats but are used to help students organize, simply, or clarify information. In these lessons teacher-generated graphic organizers will be used to help scaffold the lesson content to support student learning. When used correctly graphic organizers can help guide students to categorize concepts, link interconnected ideas, and help students construct knowledge.  In this unit KWL charts, T-charts, and guided skeleton notes will all be used to help students make connections among multiple topics related to cancer.

Think-pair-share: This technique provides students the opportunity to think individually about topics and answer questions. After individual processing time students share ideas in small groups with their classmates. This section of the activity focuses on building oral communication skills and active listening. These activities also help with student focus because they are responsible for engaging in the conversation- which can be avoided in large group discussions- and increase comprehension of the material. In this unit think-pair-share can be used in most lessons and should help students form hypothesis or engage in discussion about their interpretations of the cancer case study information.

Google Sites: Google sites is an online platform that is similar to Wiki. Using this platform each student will create digital portfolios and collaborate on group projects. In this set of lesson plans students will use Google sites to present their findings on their research about diagnostic methodologies used for cancer. Students are able to include docs, videos, links, and many other formats to share their research. Since this will be used as a whole class group assignment, the site will allow students to contribute in knowledge building in the classroom and help other students to understand complex course content.

Classroom Activities

Cancer in the classroom: A case study curriculum is designed to improve student understanding of biological disease processes and increase their awareness of colon cancer. During this unit students will use a case study approach to develop critical thinking skills, apply foundational biology knowledge, and increase their understanding of genetics in relation to disease progression. Using colon cancer as the anchor for the unit students will explore how cancer develops, risk factors for cancer formation, and potential ways to reduce the risk of colon cancer. The curriculum is based on case studies which focus on the diagnosis of a family member with colon cancer. Students will use information based on real-life case studies to understand the biological components, diagnosis, and treatment of colon cancer.

Part I- Cell Cycle Unit

Essential Question : What is cancer?

Objective : Students will be able to identify common misconceptions about cancer and describe how a normal cell becomes a cancer cell.

NGSS Standard : RST.11-12.7 – Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

• Warm-up: What do you know about cancer? A think-pair-share activity.

Students will work at their table groups to discuss what they know about cancer. As a table group students will share the information they know with one another. When they regroup, the class as a whole will generate a document on the interactive whiteboard which details all prior knowledge on the topic. This will also be a time for you as the instructor to identify any misconceptions the students may have about cancer in general.

• Activity: Colon Cancer True or False. In this activity students will work as teams to decide which cancer facts are true and which are false. This activity can be completed in a game format or as a whiteboard activity. The activity has a range of questions about cancer in general and questions specific to colon cancer. As you go through the activity a slideshow with the correct answer explanations can be displayed on the whiteboard to ensure all students have access to the correct answers. Instructions: The class will work in groups to determine if the following statements are true or false. To complete the activity students will arrange their chairs into lines. Each team will be provided two index cards with the labels true or false.  After the teacher reads the statement students will decide if the statement is true or false. The last person passes the index card up the line. As the card is passed each student must agree with the answer. If they do not agree they have the opportunity to pass the card backwards to retrieve the other answer card. The first group to get the card to the front with the correct answer earns one point. Teams will earn points based on the number of correct answers. Questions adapted from Statistics at a Glance: The Burden of Cancer in the United States
• Introduce students to the Real-World Scenario Case Study- Meet Lea.

This scenario will be used in all lessons so you can tell the story of Lea’s colon cancer case study while teaching students about the background on cancer formation, diagnosis, and treatment.

• Exit Ticket: What do you believe would be the most useful facts to learn about cancer during the lesson today? Include at least two facts in your response.

Students will analyze the case study and respond to the questions: If someone asked you what is cancer how would you respond? What do you think causes cancer?

Essential Question : What changes in the cell cycle are associated with cancer formation?

Objectives : Students will be able to identify examine how deregulation of the cell cycle leads to cancer. Students will be able to explain the role of tumor suppressors and proto-oncogenes in the regulation of the cell cycle. Students will be able to distinguish between images of healthy cells and images of cancerous cells.

PA Common Core Standards : 3.1.B.A Examine how interactions among the different molecules in the cell cause the distinct stages of the cell cycle which can also be influenced by other signaling molecules. BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis.

NGSS Standards: HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

• Warm-up: Students generate a KWL chart on what they know, want to know, and have learned about cancer. Students should work to complete the first two columns on the KWL chart leaving the last column blank for the end of the unit. Allow students 5-7 minutes to complete chart and share the results with the class.
• Background on Cancer Presentation- cell cycle and the role of tumor suppressors and proto-oncogenes in cell cycle regulation. This presentation should be used to explain the normal process of the eukaryotic cell cycle and explain the function of tumor suppressors (as brakes) and proto-oncogenes (as the gas petal) in the process.
• Analogy Activity- During the presentation teachers will introduce the analogy of the brakes and gas petals in the car for tumor suppressors and proto-oncogenes. Students will work in small groups to form their own analogies for the process.
• Students will view animations/ images of healthy and cancerous cells. Students will analyze the microscopic appearance of the cells and discuss the differences in the cell morphology focusing on the irregularities in the cytoplasm, chromatin, and nucleus of cancer cells.
• Exit Ticket: Explain two ways you can differentiate between healthy and cancerous cells microscopically.
• Homework: Write a response to the following question: How does the cell cycle relate to cancer formation? In this response include the role of tumor suppressors and proto-oncogenes.

Lesson 3/4:

Essential Question : What screening techniques are used to detect cancer?

Objective: Students will investigate early detection plans and explore diagnostic tools used in colon cancer detection.

NGSS Standards: HS-PS4-5 Communicate technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). RST.11-12.7 – Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

• Warm-up: What are some common diagnostic tools you have heard about that are used to diagnose cancers?
• Small Group Activity: Assign students to a diagnostic tool research topic. Students will work in small groups to generate a google site which explains each type of diagnostic tool used for the detection of colon cancer. The groups can focus on biopsy, colonoscopy, molecular testing of the tumor, blood tests, computed tomography (CT or CAT) scan, magnetic resonance imaging (MRI), ultrasound, or positron emission tomography (PET) scan. For each of the components the students should identify the type of material/equipment used, the purpose of the testing in relation to colon cancer screening, and how the type of diagnostic testing can be used to inform the doctors about the patient’s condition.
• Student presentations: Students will spend 3-5 minutes presenting their findings about their assigned diagnostic technique. Students will also have the information on the Google site to refer to at a later time to answer questions for the next component of the lesson.
• Diagnostic Tools Analysis Questions: Students will answer a series of questions which are designed to help students determine the most effective preventative and diagnostic screening tools for colon cancer. 1. How could a stool sample be used to help identify colon cancer in a patient? 2. What is the most effective way to detect colon cancer early? 3. What is the most definitive way to diagnose colon cancer? 4. Select 2 diagnostic tools and compare then. Explain the advantages and disadvantages of each tool.
• Case Study Analysis: Given the patients symptoms students will design a diagnostic plan for Lea. Students will suggest the sequence of diagnostic tools they would use to diagnose Lea as healthy or having colon cancer.

Part II- Genetics Unit

Essential Questions : What are mutations? How are mutations formed during the process of replication, transcription, and translation?

Objective: Students will analyze the role of errors during replication, transcription, and translation in the formation of cancer.

NGSS Standards: HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

PA Common Core Standards: 3.1.C.C2 Use molecular models to demonstrate gene mutation and recombination at the molecular level. BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis. BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission and/or conservation of genetic information. BIO.B.1.2.2 Explain the functional relationships among DNA, genes, alleles, and chromosomes and their roles in inheritance.

• Warm-up: How do genes related to cancer? What type of cell would need to carry the mutation for it to be passed down from parent to offspring (somatic of gamete)? Do you think cancer can be familial (passed down in a family)?
• Central Dogma of Molecular Biology slideshow: During the slideshow teachers will explain the central dogma of molecular biology. These processes will include replication, transcription, and translation. In these lessons’ teachers will discuss how errors in each step could lead to the formation of mutations. Teachers will explain the difference between somatic and germline mutations and how germline mutations could lead to the formation of cancer in offspring.
• Identifying mutations Practice: Students are provided copies of normal DNA sequences and Lea’s DNA sequences to compare. The students will work in small groups to identify if any nucleotide changes exist between the provided sequences. Students will use codon charts to determine if the proteins produced would be affected. Following the analysis, the class will have a discussion on their findings.
• Warm-up: What is your definition of a mutation? What are some impacts of mutations on organisms?
• Introduction to colon cancer genetics slideshow: During the slideshow teachers will explain how mutations arise in genes. The focus of this presentation will be stepwise mutations that occur in colon cancer. Students will learn about the stepwise mutations (APC, KRAS, SMAD4, and p53) that drive the formation of colon cancer.
• Mutation Analysis Activity Part II: Students will examine the mutations from the previous class. Based on information provided in Lea’s case study students will identify which gene is mutated and which stage of cancer Lea likely has based on her mutation profile.
• Exit Ticket: Do you think it is useful to have a genetic profile on cancer patients? Why or why not? Explain.
• Homework: Using the information provided write a letter to Lea describing your findings. Explain the mutation(s) she has in her genetic profile and the correlation (if any) of the stage of disease she has.
• Warm-up: What does it mean for a disease to be inherited? Do you think Lea has an inherited form of colon cancer? Explain your answer.
• Inherited colon cancer slideshow: Teachers will explain the four primary types of inherited mutations: Familial adenomatous polyposis Lynch Syndrome, Peutz-Jeghers Syndrome, and MUTYH-associated polyposis. The slideshow will explain how each type of mutation is inherited and which part of the cell is impacted.
• Case Study CER- Using the evidence from the previous class and Lea’s case study students will compose a CER (claim, evidence, reasoning) prompt. In this prompt they would examine the evidence and provide rationale for diagnosing the individual with the specific mutation responsible for the colorectal cancer in the case study. In this prompt students will use multiple lines of evidence to describe why they selected the particular type of hereditary cancer for Lea.

Part III- Risk Reducers

Essential Questions : What are the most common cancer treatment methods? How can I reduce my risk of cancer? What are potential cancer careers?

Objectives: Students will evaluate cancer therapies. Students will evaluate cancer risks and cancer risk reduction strategies. Students will investigate cancer careers.

NGSS Standards: HS-LS1-6 Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future

HS-PS4-5 Communicate technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).

RST.11-12.7 – Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

• Warm-up: What are some cancer treatment therapies you have heard of? What are some benefits and risks of cancer treatment?
• Cancer Treatment Slideshow: Teachers will explain the four treatment types used for cancer. The slideshow will explain how when/how each treatment is used.
• Cancer Case Study Treatment Small Group Research Assignment: During this component student will work in small groups to formulate a presentation on the treatment method they selected for the case study patient and provide evidence from the class presentation and a literature search which examines why their methodology would be effective in treating the patient.
• Warm-up: What do you believe are risk factors for developing cancer? Do you believe you can lower your chances of getting cancer? Why or why not? Explain.
• Cancer Risk Slideshow: Teachers will explain the major cancer risk factors and discuss ways to prevent cancer formation.
• Cancer Risk Reduction Activity: Students will evaluate their own risk factors for developing cancer and will be crafting a risk reduction plan.
• Warm-up: What types of jobs have you heard of that relate to cancer? Do you think all jobs relating to cancer need to be in the medical field? Why or why not? Explain.
• Cancer careers slideshow: Teachers will introduce students to various careers that are involved with cancer patient care (pathologists, genetic counselors, researchers, chemists, molecular biologists, etc.).
• Cancer Careers Profile Activity: Students to generate a potential career in cancer profile in which they select a career and research job components. In this project the students would identify the job description, education/training requirements, salary/earnings/benefits, and a description of “a typical day in the life” of a person in that career. The end product should be a poster that can be displayed in the classroom or a digital product for the website.

Component 1 Readings

• Misconceptions

Unknown. “Know the Facts.” Colorectal Cancer Alliance , 2021, https://www.ccalliance.org/colorectal-cancer-information/facts-and-statistics. Accessed 14 March 2021.

“What is colorectal Cancer.” American Cancer Society , 2021, https://www.cancer.org/cancer/colon-rectal-cancer/about/what-is-colorectal-cancer.html. Accessed 14 March 2021.

“Statistics at a Glance: The Burden of Cancer in the United States.” American Cancer Society, 2021, https://www.cancer.gov/about-cancer/understanding/statistics#:~:text=The%20cancer%20death%20rate%20(cancer,and%20135.7%20per%20100%2C000%20women). Accessed 18 April 2021.

• History of cancer research

“Milestones in Cancer Research and Discovery.” National Cancer Institute (NIH) , 31 August 2020, https://www.cancer.gov/research/progress/250-years-milestones. Accessed 14 March 2021.

Blackadar, Clarke B. “Historical review of the causes of cancer.” World Journal of Clinical Oncology , vol. 7, no. 1, 2016, pp. 54-86. NCBI , https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4734938/. Accessed 14 March 2021.

• Cancer development (tumor suppressor genes/ oncogenes)

Weinberg, Robert. “How Cancer Arises.” Scientific American , 1996, pp. 62-70.

Lee, Eva Y.H.P, and William J. Muller. “Oncogenes and Tumor Suppressor Genes.” Cold Spring Harbor Perspectives in Biology , vol. 2, no. 10, 2010, p. a003236. NCBI , https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2944361/. Accessed 14 March 2021.

• Healthy vs Cancerous Cells (morphology)

Mason, Laura. “Cancer Cells Vs Normal Cells.” Cancer Research from Technology Networks , 4 December 2020, https://www.technologynetworks.com/cancer-research/articles/cancer-cells-vs-normal-cells-307366. Accessed 14 March 2021.

O’Connor, C.M, and J.U Adams. Essentials of Cell Biology . Cambridge, NPG Education, 2010. Scitable by Nature Education , https://www.nature.com/scitable/ebooks/essentials-of-cell-biology-14749010/122997842/

“What is Cancer.” National Cancer Institute (NIH) , 9 February 2015, https://www.cancer.gov/about-cancer/understanding/what-is-cancer. Accessed 19 April 2021.

“What do doctors look for in biopsy and cytology specimens.” American Cancer Society , 2014, https://www.cancer.org/treatment/understanding-your-diagnosis/tests/testing-biopsy-and-cytology-specimens-for-cancer/what-doctors-look-for.html . Accessed 19 April 2021.

• Detecting Cancer

Chen, Xingdong, and Jeffrey Gole. “Non-invasive early detection of cancer four years before conventional diagnosis using a blood test.” Nature Communications , vol. 11, no. 3475, 2020. nature.com , https://doi.org/10.1038/s41467-020-17316-z .

Nguyen, Ha This, and Hong-Quan Duong. “The molecular characteristics of colorectal cancer: Implications for diagnosis and therapy (Review). Oncology letters, vol. 16 no. 1, 2018. Spandidos publications, https://www.spandidos-publications.com/10.3892/ol.2018.8679 .

“How Cancer Is Diagnosed.” National Cancer Institute NIH , 2019, https://www.cancer.gov/about-cancer/diagnosis-staging/diagnosis. Accessed 14 March 2021.

Tze, Christina, et al. “Understanding colorectal cancer in Malaysia: A mini-review and pioneering colorectal cancer awareness, screening and treatment project.” Journal of Cancer Treatment and Diagnosis , 2017. Journal of Cancer Treatment and Diagnosis , https://www.cancertreatmentjournal.com/articles/understanding-colorectal-cancer-in-malaysia-a-minireview-and-pioneering-colorectal-cancer-awareness-screening-and-treatment-projec.html. Accessed 14 March 2021.

Component 2 Readings

• Genetic mutations and cancer

Cavagnari, Mariana Cavagnari, et al. “Impact of genetic mutations and nutritional status on the survival of patients with colorectal cancer.” BMC Cancer , vol. 19, no. 644, 2019. BMC Cancer , https://bmccancer.biomedcentral.com/articles/10.1186/s12885-019-5837-4. Accessed 14 March 2021.

“What is a gene mutation and how do mutations occur?” US National Library of Medicine , 2020, https://medlineplus.gov/genetics/understanding/mutationsanddisorders/genemutation/. Accessed 14 March 2021.

• Inherited versus spontaneous mutations (transcription/translation)

Brown, Anna-Leigh, et al. “Finding driver mutations in cancer: Elucidating the role of background mutational processes.” PLOS Computational Biology , vol. 15, no. 4, 2019, p. e1006981. PLOS , https://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1006981. Accessed 14 March 2021.

“The genetics of Cancer” Cancer.Net March 2018. https://www.cancer.net/navigating-cancer-care/cancer-basics/genetics/genetics-cancer . Accessed 20 April 2021.

• Colon cancer gene mutations

Lee, Sei-Jung, and C. Chris Yun. “Colorectal cancer cells – proliferation, survival and invasion by lysophosphatidic acid.” Int J Biochem Cell Biol , vol. 42, no. 12, 2010, pp. 1907–1910. National Institutes of Health , https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2975809/pdf/nihms244944.pdf .

“What causes colorectal cancer?” American Cancer Society , 2021, https://www.cancer.org/cancer/colon-rectal-cancer/causes-risks-prevention/what-causes.html. Accessed 14 March 2021.

Teaching, Model. “Claim-Evidence-Reasoning (CER).” Model Teaching Education for Better Educators , 29 January 2019, https://www.modelteaching.com/education-articles/writing-instruction/claim-evidence-reasoning-cer. Accessed 14 March 2021.

Component 3 Readings

• Cancer treatments

Pucci, Carlotta, et al. “Innovative approaches for cancer treatment: current perspectives and new challenges.” Ecancermedicalscience , vol. 13, no. 961, 2019. NCBI , https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6753017/. Accessed 14 March 2021.

Miller, Kimberly, et al. “Cancer treatment and survivorship statistics, 2019.” CA: A Cancer Journal for Clinicians , vol. 69, no. 5, 2019, pp. 363-385. ACS Journals , https://acsjournals.onlinelibrary.wiley.com/doi/10.3322/caac.21565. Accessed 14 March 2021.

• Careers in cancer

“Health Professionals Associated with Cancer Care.” American Cancer Society , 2021, https://www.cancer.org/treatment/finding-and-paying-for-treatment/choosing-your-treatment-team/health-professionals-associated-with-cancer-care.html. Accessed 14 March 2021.

• How to reduce your risks?

McDowell, Erin. “10 jobs that are linked to a higher risk of cancer.” Insider , 27 July 2020, https://www.businessinsider.com/jobs-linked-to-higher-risk-of-cancer-2019-7. Accessed 14 March 2021.

Chan, Andrew, and Edward Giovannucci. “Primary Prevention of Colorectal Cancer.” Gastroenterology , vol. 138, no. 6, 2010, 2029–2043.e10. NCBI , https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2947820/. Accessed 14 March 2021.

“Colon Cancer.” Mayo Clinic, 2021, https://www.mayoclinic.org/diseases-conditions/colon-cancer/symptoms-causes/syc-20353669 . Accessed 21 April 2021.

When thinking about how the unit plan implements the Pennsylvania science standards and Next Generation Science Standards, each of the following unit sections use the corresponding standard(s):

NGSS Learning Standards:

HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS1-6 Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future

PA Common Core Standards:

Standard – 3.1.B.A Examine how interactions among the different molecules in the cell cause the distinct stages of the cell cycle which can also be influenced by other signaling molecules.

Standard – 3.1.C.C2

Use molecular models to demonstrate gene mutation and recombination at the molecular level.

BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis.

BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission and/or conservation of genetic information.

BIO.B.1.2.2 Explain the functional relationships among DNA, genes, alleles, and chromosomes and their roles in inheritance.

Student Case Study

Delving into student case studies offers invaluable insights into educational methodologies and student behaviors. This guide, complete with detailed case study examples , is designed to help educators, researchers, and students understand the nuances of creating and analyzing case studies in an educational context. By exploring various case study examples, you will gain the tools and knowledge necessary to effectively interpret and apply these studies, enhancing both teaching and learning experiences in diverse academic settings.

What is a Student Case Study? – Meaning A student case study is an in-depth analysis of a student or a group of students to understand various educational, psychological, or social aspects. It involves collecting detailed information through observations, interviews, and reviewing records, to form a comprehensive picture. The goal of a case study analysis is to unravel the complexities of real-life situations that students encounter, making it a valuable tool in educational research. In a case study summary, key findings are presented, often leading to actionable insights. Educators and researchers use these studies to develop strategies for improving learning environments. Additionally, a case study essay allows students to demonstrate their understanding by discussing the analysis and implications of the case study, fostering critical thinking and analytical skills.

Download Student Case Study Bundle

Schools especially those that offers degree in medicine, law, public policy and public health teaches students to learn how to conduct a case study. Some students say they love case studies . For what reason? Case studies offer real world challenges. They help in preparing the students how to deal with their future careers. They are considered to be the vehicle for theories and concepts that enables you to be good at giving detailed discussions and even debates. Case studies are useful not just in the field of education, but also in adhering to the arising issues in business, politics and other organizations.

Student Case Study Format

Case Study Title : Clear and descriptive title reflecting the focus of the case study. Student’s Name : Name of the student the case study is about. Prepared by : Name of the person or group preparing the case study. School Name : Name of the school or educational institution. Date : Date of completion or submission.

Introduction

Background Information : Briefly describe the student’s background, including age, grade level, and relevant personal or academic history. Purpose of the Case Study : State the reason for conducting this case study, such as understanding a particular behavior, learning difficulty, or achievement.

Case Description

Situation or Challenge : Detail the specific situation, challenge, or condition that the student is facing. Observations and Evidence : Include observations from teachers, parents, or the students themselves, along with any relevant academic or behavioral records.

Problem Analysis : Analyze the situation or challenge, identifying potential causes or contributing factors. Impact on Learning : Discuss how the situation affects the student’s learning or behavior in school.

Intervention Strategies

Action Taken : Describe any interventions or strategies implemented to address the situation. This could include educational plans, counseling, or specific teaching strategies. Results of Intervention : Detail the outcome of these interventions, including any changes in the student’s behavior or academic performance.

Conclusion and Recommendations

Summary of Findings : Summarize the key insights gained from the case study. Recommendations : Offer suggestions for future actions or strategies to further support the student. This might include recommendations for teachers, parents, or the student themselves.

Best Example of Student Case Study

Overcoming Reading Challenges: A Case Study of Emily Clark, Grade 3 Prepared by: Laura Simmons, Special Education Teacher Sunset Elementary School Date: May 12, 2024   Emily Clark, an 8-year-old student in the third grade at Sunset Elementary School, has been facing significant challenges with reading and comprehension since the first grade. Known for her enthusiasm and creativity, Emily’s struggles with reading tasks have been persistent and noticeable. The primary purpose of this case study is to analyze Emily’s reading difficulties, implement targeted interventions, and assess their effectiveness.   Emily exhibits difficulty in decoding words, reading fluently, and understanding text, as observed by her teachers since first grade. Her reluctance to read aloud and frustration with reading tasks have been consistently noted. Assessments indicate that her reading level is significantly below the expected standard for her grade. Parental feedback has also highlighted Emily’s struggles with reading-related homework.   Analysis of Emily’s situation suggests a potential learning disability in reading, possibly dyslexia. This is evidenced by her consistent difficulty with word recognition and comprehension. These challenges have impacted not only her reading skills but also her confidence and participation in class activities, especially those involving reading.   To address these challenges, an individualized education plan (IEP) was developed. This included specialized reading instruction focusing on phonemic awareness and decoding skills, multisensory learning approaches, and regular sessions with a reading specialist. Over a period of six months, Emily demonstrated significant improvements. She engaged more confidently in reading activities, and her reading assessment scores showed notable progress.   In conclusion, the intervention strategies implemented for Emily have been effective. Her case highlights the importance of early identification and the implementation of tailored educational strategies for students with similar challenges. It is recommended that Emily continues to receive specialized instruction and regular monitoring. Adjustments to her IEP should be made as necessary to ensure ongoing progress. Additionally, fostering a positive reading environment at home is also recommended.

18+ Student Case Study Examples

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Case Study Definition

A case study is defined as a research methodology that allows you to conduct an intensive study about a particular person, group of people, community, or some unit in which the researcher could provide an in-depth data in relation to the variables. Case studies can examine a phenomena in the natural setting. This increases your ability to understand why the subjects act such. You may be able to describe how this method allows every researcher to take a specific topic to narrow it down making it into a manageable research question. The researcher gain an in-depth understanding about the subject matter through collecting qualitative research and quantitative research datasets about the phenomenon.

Benefits and Limitations of Case Studies

If a researcher is interested to study about a phenomenon, he or she will be assigned to a single-case study that will allow him or her to gain an understanding about the phenomenon. Multiple-case study would allow a researcher to understand the case as a group through comparing them based on the embedded similarities and differences. However, the volume of data in case studies will be difficult to organize and the process of analysis and strategies needs to be carefully decided upon. Reporting of findings could also be challenging at times especially when you are ought to follow for word limits.

Example of Case Study

Nurses’ pediatric pain management practices.

One of the authors of this paper (AT) has used a case study approach to explore nurses’ pediatric pain management practices. This involved collecting several datasets:

Observational data to gain a picture about actual pain management practices.

Questionnaire data about nurses’ knowledge about pediatric pain management practices and how well they felt they managed pain in children.

Questionnaire data about how critical nurses perceived pain management tasks to be.

These datasets were analyzed separately and then compared and demonstrated that nurses’ level of theoretical did not impact on the quality of their pain management practices. Nor did individual nurse’s perceptions of how critical a task was effect the likelihood of them carrying out this task in practice. There was also a difference in self-reported and observed practices; actual (observed) practices did not confirm to best practice guidelines, whereas self-reported practices tended to.

How do you Write a Case Study for Students?

1. choose an interesting and relevant topic:.

Select a topic that is relevant to your course and interesting to your audience. It should be specific and focused, allowing for in-depth analysis.

2. Conduct Thorough Research :

Gather information from reputable sources such as books, scholarly articles, interviews, and reliable websites. Ensure you have a good understanding of the topic before proceeding.

3. Identify the Problem or Research Question:

Clearly define the problem or research question your case study aims to address. Be specific about the issues you want to explore and analyze.

4. Introduce the Case:

Provide background information about the subject, including relevant historical, social, or organizational context. Explain why the case is important and what makes it unique.

5. Describe the Methods Used:

Explain the methods you used to collect data. This could include interviews, surveys, observations, or analysis of existing documents. Justify your choice of methods.

6. Present the Findings:

Present the data and findings in a clear and organized manner. Use charts, graphs, and tables if applicable. Include direct quotes from interviews or other sources to support your points.

7. Analytical Interpretation:

Analyze the data and discuss the patterns, trends, or relationships you observed. Relate your findings back to the research question. Use relevant theories or concepts to support your analysis.

8. Discuss Limitations:

Acknowledge any limitations in your study, such as constraints in data collection or research methods. Addressing limitations shows a critical awareness of your study’s scope.

9. Propose Solutions or Recommendations:

If your case study revolves around a problem, propose practical solutions or recommendations based on your analysis. Support your suggestions with evidence from your findings.

10. Write a Conclusion:

Summarize the key points of your case study. Restate the importance of the topic and your findings. Discuss the implications of your study for the broader field.

What are the objectives of a Student Case Study?

1. learning and understanding:.

• To deepen students’ understanding of a particular concept, theory, or topic within their field of study.
• To provide real-world context and practical applications for theoretical knowledge.

2. Problem-Solving Skills:

• To enhance students’ critical thinking and problem-solving abilities by analyzing complex issues or scenarios.
• To encourage students to apply their knowledge to real-life situations and develop solutions.

3. Research and Analysis:

• To develop research skills, including data collection, data analysis , and the ability to draw meaningful conclusions from information.
• To improve analytical skills in interpreting data and making evidence-based decisions.

4. Communication Skills:

• To improve written and oral communication skills by requiring students to present their findings in a clear, organized, and coherent manner.
• To enhance the ability to communicate complex ideas effectively to both academic and non-academic audiences.

5. Ethical Considerations:

To promote awareness of ethical issues related to research and decision-making, such as participant rights, privacy, and responsible conduct.

6. Interdisciplinary Learning:

To encourage cross-disciplinary or interdisciplinary thinking, allowing students to apply knowledge from multiple areas to address a problem or issue.

7. Professional Development:

• To prepare students for future careers by exposing them to real-world situations and challenges they may encounter in their chosen profession.
• To develop professional skills, such as teamwork, time management, and project management.

8. Reflection and Self-Assessment:

• To prompt students to reflect on their learning and evaluate their strengths and weaknesses in research and analysis.
• To foster self-assessment and a commitment to ongoing improvement.

9. Promoting Innovation:

• To inspire creativity and innovation in finding solutions to complex problems or challenges.
• To encourage students to think outside the box and explore new approaches.

10. Building a Portfolio:

To provide students with tangible evidence of their academic and problem-solving abilities that can be included in their academic or professional portfolios.

What are the Elements of a Case Study?

A case study typically includes an introduction, background information, presentation of the main issue or problem, analysis, solutions or interventions, and a conclusion. It often incorporates supporting data and references.

How Long is a Case Study?

The length of a case study can vary, but it generally ranges from 500 to 1500 words. This length allows for a detailed examination of the subject while maintaining conciseness and focus.

How Big Should a Case Study Be?

The size of a case study should be sufficient to comprehensively cover the topic, typically around 2 to 5 pages. This size allows for depth in analysis while remaining concise and readable.

What Makes a Good Case Study?

A good case study is clear, concise, and well-structured, focusing on a relevant and interesting issue. It should offer insightful analysis, practical solutions, and demonstrate real-world applications or implications.

Case studies bring people into the real world to allow themselves engage in different fields such as in business examples, politics, health related aspect where each individuals could find an avenue to make difficult decisions. It serves to provide framework for analysis and evaluation of the different societal issues. This is one of the best way to focus on what really matters, to discuss about issues and to know what can we do about it.

AI Generator

Text prompt

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Studying the high school experience.

In a Q&A, IPR’s Simone Ispa-Landa discusses her forthcoming book examining a suburban high school

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Most ethnographers of adolescent life are really getting in at the student level—they're following the students. I was able to do that, but also understand where teachers and administrators are coming from.”

Simone Ispa-Landa IPR sociologist

High school is a crucial institution shaping students’ life trajectories, but how does attending a large, diverse school affect that experience? In a forthcoming book, IPR sociologist Simone Ispa-Landa explores how students experience life at a multi-racial suburban school and the way school administrators manage public pressure to reduce racial disparities in discipline.  

The  book, under contract with the University of California Press, is based on a  five-year intensive qualitative study of a large racially and  socio-economically diverse public suburban high school. Ispa-Landa spent years interviewing students and observing interactions in  hallways and student clubs to understand how they experienced daily life and  dealt with issues like discipline, bullying, and harassment. She also spoke with school administrators and teachers to   learn more about the incentives that shape what kinds of student problems they  choose to prioritize and address.  

Ispa-Landa spoke with IPR about what she learned about the  student experience and the challenges of serving a large and diverse student  population.  

  This  Q&A has been edited for length and clarity.  

What  made you interested in studying this particular high school?   

In  some ways it’s an ideal case study for looking at the selves and  relationships students can form in high school because it's a school with very strong leadership on equity—unusually strong leadership when it  comes to racial equity—and really  clear messaging to staff about the importance of relationships  and trust. So, studying where and how things  can go wrong at a school like this speaks to real challenges that have to do with the broader pressures and constraints that affect how school leaders are able to tackle the challenges facing  students.

Was  there anything unique about how you conducted the research for this book?   

It  [the school] gave me unprecedented access, I think. Typically,  when qualitative researchers go into schools, they do not have the view of what  happens behind closed doors with superintendents and principals and   other top-level administrators . I was lucky in getting what seems like unprecedented access to different levels of the school.  

Most  ethnographers of adolescent life are really getting in at the student level—they're following the students. I was able to do that, but also  understand where teachers and administrators are  coming from. I was able  to look at both sides of the story.  

When  you write about how the school was trying to address racial disparities in discipline, it seems like administrators were also trying to figure out which population of students to serve. How did you see that play out?  

Because  of accountability pressures and very well-founded concerns about how explicitly  racial disparities operated, school administrators constructed Black male students as the group  most in need of support . "The  school is built and designed for White girls" was something I heard a lot. But, reality is always more complex. The overreliance on narrow data  and metrics can lead to skewed perceptions of students and their needs. 

Are  there any findings from the book you can share?  

I  found a lot of sexualized bullying. In the book, I talk about why that was so pervasive and why that was so hard for the school to address.

I  found that Black male students were simultaneously hyper-surveilled and controlled, but also  there was a reluctance to authentically engage with them because  teachers were afraid of appearing racist. So there were extremes—extreme control, and extreme pretending  not to see.  

I  was surprised to find out that a lot of teachers mistrusted the administration and mistrusted how they went  about trying to create equity. Part of their mistrust was rooted in feeling like the school was trying to play numbers games and showcasing data that didn’t match what they were seeing on the ground  

Teachers  would say "of course, it's easy to go to the school board and have a big meeting about  how we've gotten so much better at discipline because you told us not  to write referrals .  That's not meaningful change. That's cosmetics." In my book , I try to explain where  both teachers and administrators are  coming from when they express these views.

Do  you think the issues you saw at this high school reflect larger issues  going on within education? 

I do. The rise of  accountability policies for more and more aspects of schooling is a nationwide phenomenon. It’s not just test scores anymore. And so, this creates a new context for administrators and is likely to shape the problems they see and notice  across a number of new domains.  The kinds of accountability policies I'm describing are widespread. 

Simone  Ispa-Landa is associate professor of Human Development and  Social Policy, associate professor of sociology, and an IPR fellow.  

Photo credit: iStock

Published: April 18, 2024.

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What the data says about gun deaths in the U.S.

More Americans died of gun-related injuries in 2021 than in any other year on record, according to the latest available statistics from the Centers for Disease Control and Prevention (CDC). That included record numbers of both gun murders and gun suicides. Despite the increase in such fatalities, the rate of gun deaths – a statistic that accounts for the nation’s growing population – remained below the levels of earlier decades.

Here’s a closer look at gun deaths in the United States, based on a Pew Research Center analysis of data from the CDC, the FBI and other sources. You can also read key public opinion findings about U.S. gun violence and gun policy .

This Pew Research Center analysis examines the changing number and rate of gun deaths in the United States. It is based primarily on data from the Centers for Disease Control and Prevention (CDC) and the Federal Bureau of Investigation (FBI). The CDC’s statistics are based on information contained in official death certificates, while the FBI’s figures are based on information voluntarily submitted by thousands of police departments around the country.

For the number and rate of gun deaths over time, we relied on mortality statistics in the CDC’s WONDER database covering four distinct time periods:  1968 to 1978 ,  1979 to 1998 ,  1999 to 2020 , and 2021 . While these statistics are mostly comparable for the full 1968-2021 period, gun murders and suicides between 1968 and 1978 are classified by the CDC as involving firearms  and  explosives; those between 1979 and 2021 are classified as involving firearms only. Similarly, gun deaths involving law enforcement between 1968 and 1978 exclude those caused by “operations of war”; those between 1979 and 2021 include that category, which refers to gun deaths among military personnel or civilians  due to war or civil insurrection in the U.S . All CDC gun death estimates in this analysis are adjusted to account for age differences over time and across states.

The FBI’s statistics about the types of firearms used in gun murders in 2020 come from the bureau’s  Crime Data Explorer website . Specifically, they are drawn from the expanded homicide tables of the agency’s  2020 Crime in the United States report . The FBI’s statistics include murders and non-negligent manslaughters involving firearms.

How many people die from gun-related injuries in the U.S. each year?

In 2021, the most recent year for which complete data is available, 48,830 people died from gun-related injuries in the U.S., according to the CDC. That figure includes gun murders and gun suicides, along with three less common types of gun-related deaths tracked by the CDC: those that were accidental, those that involved law enforcement and those whose circumstances could not be determined. The total excludes deaths in which gunshot injuries played a contributing, but not principal, role. (CDC fatality statistics are based on information contained in official death certificates, which identify a single cause of death.)

What share of U.S. gun deaths are murders and what share are suicides?

Though they tend to get less public attention than gun-related murders, suicides have long accounted for the majority of U.S. gun deaths . In 2021, 54% of all gun-related deaths in the U.S. were suicides (26,328), while 43% were murders (20,958), according to the CDC. The remaining gun deaths that year were accidental (549), involved law enforcement (537) or had undetermined circumstances (458).

What share of all murders and suicides in the U.S. involve a gun?

About eight-in-ten U.S. murders in 2021 – 20,958 out of 26,031, or 81% – involved a firearm. That marked the highest percentage since at least 1968, the earliest year for which the CDC has online records. More than half of all suicides in 2021 – 26,328 out of 48,183, or 55% – also involved a gun, the highest percentage since 2001.

How has the number of U.S. gun deaths changed over time?

The record 48,830 total gun deaths in 2021 reflect a 23% increase since 2019, before the onset of the coronavirus pandemic .

Gun murders, in particular, have climbed sharply during the pandemic, increasing 45% between 2019 and 2021, while the number of gun suicides rose 10% during that span.

The overall increase in U.S. gun deaths since the beginning of the pandemic includes an especially stark rise in such fatalities among children and teens under the age of 18. Gun deaths among children and teens rose 50% in just two years , from 1,732 in 2019 to 2,590 in 2021.

How has the rate of U.S. gun deaths changed over time?

While 2021 saw the highest total number of gun deaths in the U.S., this statistic does not take into account the nation’s growing population. On a per capita basis, there were 14.6 gun deaths per 100,000 people in 2021 – the highest rate since the early 1990s, but still well below the peak of 16.3 gun deaths per 100,000 people in 1974.

The gun murder rate in the U.S. remains below its peak level despite rising sharply during the pandemic. There were 6.7 gun murders per 100,000 people in 2021, below the 7.2 recorded in 1974.

The gun suicide rate, on the other hand, is now on par with its historical peak. There were 7.5 gun suicides per 100,000 people in 2021, statistically similar to the 7.7 measured in 1977. (One caveat when considering the 1970s figures: In the CDC’s database, gun murders and gun suicides between 1968 and 1978 are classified as those caused by firearms and explosives. In subsequent years, they are classified as deaths involving firearms only.)

Which states have the highest and lowest gun death rates in the U.S.?

The rate of gun fatalities varies widely from state to state. In 2021, the states with the highest total rates of gun-related deaths – counting murders, suicides and all other categories tracked by the CDC – included Mississippi (33.9 per 100,000 people), Louisiana (29.1), New Mexico (27.8), Alabama (26.4) and Wyoming (26.1). The states with the lowest total rates included Massachusetts (3.4), Hawaii (4.8), New Jersey (5.2), New York (5.4) and Rhode Island (5.6).

The results are somewhat different when looking at gun murder and gun suicide rates separately. The places with the highest gun murder rates in 2021 included the District of Columbia (22.3 per 100,000 people), Mississippi (21.2), Louisiana (18.4), Alabama (13.9) and New Mexico (11.7). Those with the lowest gun murder rates included Massachusetts (1.5), Idaho (1.5), Hawaii (1.6), Utah (2.1) and Iowa (2.2). Rate estimates are not available for Maine, New Hampshire, Vermont or Wyoming.

The states with the highest gun suicide rates in 2021 included Wyoming (22.8 per 100,000 people), Montana (21.1), Alaska (19.9), New Mexico (13.9) and Oklahoma (13.7). The states with the lowest gun suicide rates were Massachusetts (1.7), New Jersey (1.9), New York (2.0), Hawaii (2.8) and Connecticut (2.9). Rate estimates are not available for the District of Columbia.

How does the gun death rate in the U.S. compare with other countries?

The gun death rate in the U.S. is much higher than in most other nations, particularly developed nations. But it is still far below the rates in several Latin American countries, according to a 2018 study of 195 countries and territories by researchers at the Institute for Health Metrics and Evaluation at the University of Washington.

The U.S. gun death rate was 10.6 per 100,000 people in 2016, the most recent year in the study, which used a somewhat different methodology from the CDC. That was far higher than in countries such as Canada (2.1 per 100,000) and Australia (1.0), as well as European nations such as France (2.7), Germany (0.9) and Spain (0.6). But the rate in the U.S. was much lower than in El Salvador (39.2 per 100,000 people), Venezuela (38.7), Guatemala (32.3), Colombia (25.9) and Honduras (22.5), the study found. Overall, the U.S. ranked 20th in its gun fatality rate that year .

How many people are killed in mass shootings in the U.S. every year?

This is a difficult question to answer because there is no single, agreed-upon definition of the term “mass shooting.” Definitions can vary depending on factors including the number of victims and the circumstances of the shooting.

The FBI collects data on “active shooter incidents,” which it defines as “one or more individuals actively engaged in killing or attempting to kill people in a populated area.” Using the FBI’s definition, 103 people – excluding the shooters – died in such incidents in 2021 .

The Gun Violence Archive, an online database of gun violence incidents in the U.S., defines mass shootings as incidents in which four or more people are shot, even if no one was killed (again excluding the shooters). Using this definition, 706 people died in these incidents in 2021 .

Regardless of the definition being used, fatalities in mass shooting incidents in the U.S. account for a small fraction of all gun murders that occur nationwide each year.

How has the number of mass shootings in the U.S. changed over time?

The same definitional issue that makes it challenging to calculate mass shooting fatalities comes into play when trying to determine the frequency of U.S. mass shootings over time. The unpredictability of these incidents also complicates matters: As Rand Corp. noted in a research brief , “Chance variability in the annual number of mass shooting incidents makes it challenging to discern a clear trend, and trend estimates will be sensitive to outliers and to the time frame chosen for analysis.”

The FBI found an increase in active shooter incidents between 2000 and 2021. There were three such incidents in 2000. By 2021, that figure had increased to 61.

Which types of firearms are most commonly used in gun murders in the U.S.?

In 2020, the most recent year for which the FBI has published data, handguns were involved in 59% of the 13,620 U.S. gun murders and non-negligent manslaughters for which data is available. Rifles – the category that includes guns sometimes referred to as “assault weapons” – were involved in 3% of firearm murders. Shotguns were involved in 1%. The remainder of gun homicides and non-negligent manslaughters (36%) involved other kinds of firearms or those classified as “type not stated.”

It’s important to note that the FBI’s statistics do not capture the details on all gun murders in the U.S. each year. The FBI’s data is based on information voluntarily submitted by police departments around the country, and not all agencies participate or provide complete information each year.

Note: This is an update of a post originally published on Aug. 16, 2019.

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About 1 in 4 U.S. teachers say their school went into a gun-related lockdown in the last school year

Striking findings from 2023, key facts about americans and guns, for most u.s. gun owners, protection is the main reason they own a gun, gun violence widely viewed as a major – and growing – national problem, most popular.

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School of Music

Madeline Yankell brings the bubbly Vesta to life in the Hancher premiere of Fierce

Vesta―named after the Roman goddess of the Earth―is one of the four principal characters in Fierce , a new opera that follows four young girls (also referred to as “muses”) as they prepare for the next chapter of their lives. The opera—making its Iowa premiere—reflects the collaborative spirit of Performing Arts At Iowa and will be co-produced by the School of Music, the Performing Arts Production Unit, and Hancher Auditorium. Vesta, played by Madeline Yankell, is the youngest of the muses. She is naive, bubbly, and sometimes she takes refuge from life in a fantasy world full of otters.   

Yankell is a graduate student in music education who recently defended her MA thesis on movement and choral singing. She has previously performed in La Traviata and Dialogues des Carmelites .   

“I’m so excited to perform at Hancher. It’s a dream come true,” Yankell beams, “I’ve had the opportunity to perform on the Hancher stage a few times but the fact that I get to sing a song about otters on this huge stage is just kind of nuts.”  

Yankell grew up on the east coast in Moorestown, New Jersey, before pursuing her BA with a focus in music teacher education from Case Western Reserve University in Ohio. After graduating, she moved to Massachusetts, where she spent a few years teaching high school choir.   

“I applied to a lot of different grad programs in places all over the country,” Yankell explains what drew her to the University of Iowa. “UI really has the perfect combination of research and performing arts funding. I get to participate in operas, choirs, and be part of the performing arts but I also get to do music education research.”   

Since Yankell has been at the university, she’s enjoyed the collaborative environment encouraged in the School of Music and across Performing Arts At Iowa.   

When she was exploring her grad school options, Yankell says, “I just happened upon the performing arts scene in Iowa City. The Iowa City community is really strong and so supportive of the arts. Also, the School of Music, Hancher, and the theatre and dance departments have been working well together to create more collaborative experiences for students. The students also really support each other here.”  

Yankell is currently in the last semester of her master’s so, when the opportunity to audition for Fierce came around, she jumped at it.   

The new opera was composed for Cincinnati Opera by Dr. William Menefield, a UI assistant professor of Jazz Studies, in collaboration with librettist Sheila Williams. It premiered there in 2022. For the Hancher debut, Menefield will be taking on the role of director.    

“I knew Dr. Menefield was the leader of the Black Pop Ensemble and they’re such a great group,” Yankell says. “I really wanted to work with him, and this opera is so different from anything I’ve ever done.”  

The characters of the four muses were created by Williams, based on the real life stories and personalities of a group of Cincinnatti -area high school girls she talked with in a yearlong series of heart-to-heart conversations. These rich conversations spanned topics such as parental expectations, the best lipstick color, ethnic identity, and college admissions anxiety.   

Yankell is excited to bring the bubbly character of Vesta to life on the Hancher stage.   

“What I really love about playing Vesta is that she’s got these layers of sadness and depth,” Yankell explains her role. “There’s a great juxtaposition between her bubbly exclamations about how magical otters are, and the issues she faces at home with her parents. She also gets to be brave and bold. Behind her silliness there is so much wisdom and strength.”   

As Yankell has been rehearsing for Fierce , she has also been writing her master’s thesis. She is passionate about music education and would like to return to teaching high school students after graduation—with aspirations towards teaching at the collegiate level in the future.   

Yankell notes “Something I’ve enjoyed about working with Dr. Menefield and the production team is that they’ve fostered an environment of growth. We’ll often stop to discuss acting methods or vocal technique, which is so important because, at the end of the day, we’re a learning community.”  

“And it’s just a fun project because we have Dr. Menefield there and he wrote it,” she adds. “There are days where he’ll say he was channeling something specific, like Beyonce. It’s not often you get to channel Beyonce while working on an opera.”   

The Economic Case for “High Road” Labor Practices

Greg Distelhorst and Anita McGahan of the University of Toronto conducted a comprehensive study of more than 4,000 companies across developing countries, investigating the impacts of wage theft, abusive disciplinary practices, and other exploitative behaviors on firm performance. They drew a comparison between “high road” employers, who treat employees with fairness and value their contributions, and “low road” employers, who exploit workers to minimize costs and enhance control. The study found that companies on the low road experienced more frequent issues with quality control, delivery timelines, and lower order values than their high road counterparts. Consequently, the researchers suggest that NGO efforts to eliminate inhumane employee treatment could actually help companies enhance their productivity and profitability. 

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This brief is part of the Insights @ Center for Emerging Markets , a publication focused on cutting-edge ideas and advice for global leaders about emerging markets .

By Greg Distelhorst (University of Toronto) and Anita McGahan (University of Toronto)

Wage theft—a denial of workers' due wages or benefits, is a remarkably common practice in both advanced and emerging economies. This encompasses underpayment—such as wages below the statutory minimum—uncompensated overtime and demanding off-contract work. In extreme situations, some companies have fostered slavery-like conditions, including well-documented instances within Nestle's seafood supplier network in Thailand.  

The Economic Consequences of (In)humane Labor Practices  

Some analysts argue that the link between inhumane treatment and lower productivity arises from poor economic conditions. They contend that economic development naturally leads to the improvement of wages and working conditions. Conversely, there is skepticism about the effectiveness of monitoring and codes of conduct in enhancing labor conditions. Additional research indicates a positive correlation between investment in employee training—increasing “human capital”—and worker productivity. This suggests that long-term performance gains are associated with companies that compensate their workers appropriately and provide adequate training. In stark contrast, companies that rely on the “low road” approach often face an increase in product defects and manufacturing disruptions due to their dependence on low-wage, unskilled labor. 

Given the likelihood of companies being reticent to disclose labor violations, Distelhorst and McGahan leveraged auditor reports to identify those with poor labor practices. They gathered data from an import-export company that manages the procurement of goods from thousands of supplier factories for hundreds of clients, predominantly retailers and wholesalers in North America and Europe. Their analysis focused on factory audits carried out by the import-export company to assess the occurrence of socially irresponsible employment practices. To ensure the measured productivity was indeed related to labor conditions and not just economic context, they controlled for economic development in their analysis.  

Findings show that socially irresponsible employment practices are closely linked within factories, with the presence of any single practice likely to be positively correlated with the presence of all others. Factories that did not establish labor contracts with workers tended to also lack safeguards for employing underage workers, more frequently engaged in unacceptable disciplinary methods like punitive wage deductions, were more apt to compensate workers below legal wage and benefit standards, and often demanded work hours exceeding legal overtime restrictions. Moreover, results from their analysis underscored the ramifications of labor violations: factories with identified infractions exhibited 18 percent lower labor value output and about 3 percent poorer on-time delivery rates, which translates to an annual loss of nearly half a million dollars for factories with average annual purchasing of $2.7 million. 

Managerial Implications  

Multinational companies play a crucial part in advancing “high road” manufacturing practices that are manifested in observable business strategies such as pricing and production management. Collaboration between manufacturers and their buyers is essential in this effort. To this end, multinational companies will need to recognize problematic practices, as well as identify and promote alternative ones, for example by providing suppliers with process enhancing programs through investments in workforce development. By implementing targeted supplier interventions, multinationals can encourage greater employee involvement and improved compensation, thereby diminishing the prevalence of exploitative labor practices, while at the same time, enhancing productivity, timely deliveries, and profitability. 

O riginal Work

Distelhorst, G., & McGahan, A. (2022). Socially irresponsible employment in emerging-market manufacturers . Organization Science , 33(6), 2135-2158. 

If you are interested in learning more about this work, contact Professor Greg Distelhorst at [email protected] .

11 sets of twins set to graduate from same high school

IRWIN, Pa. (WTAE) – A graduating class at a high school near Pittsburgh has 11 sets of twins this year.

The 11 sets of twins at Norwin High School in Irwin, Pennsylvania are set to walk across the stage and receive their diplomas soon.

“I didn’t really realize there were so many of us until we all got down into the office and I was like, ‘Oh my gosh, there’s literally 22 of us,’” said senior Rachel Cassley.

Her twin brother Jack Cassley said he “thought it was normal” to have so many twins in a graduating class.

Luke and Alexis Clamut said twin life is just normal life for them, and graduation will be bittersweet.

“I think we can all can relate that when we’re going to go to college, it’s just going to be hard, because we just live together constantly and we’ve grown up together all the years and graduating together,” Alexis Clamut said.

Every twin graduating from Norwin High School can say they graduated high school with ten other sets of twins – not something you hear every day.

Copyright 2024 WTAE via CNN Newsource. All rights reserved.

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Cornell University launches animal respiration chambers to study methane emissions

ITHACA (WBNG) -- Cornell University launched the nation’s first “animal respiration stall” or chamber to accurately measure methane gas emitted from cows.

On Tuesday, officials told 12 News that the chambers will allow scientists to study the total gas exchange from the animals for longer periods. This way, they will grasp a more accurate sense of the amount of gas emitted into the environment.

Cornell said the uniqueness of the technology can significantly help with the fight against climate change.

“The respiration chambers are considered to be the gold standard to monitor methane emissions from cows,” said Associate Professor of Dairy Cattle Biology Joseph McFadden. “There are a lot of untested methane mitigation and monitoring technologies out there. But the only way you can provide absolute quantification of gas emissions is by using a respiration chamber system.”

The chambers also allow the university to study carbon dioxide and other gas emissions.

For more information, follow this link .

Copyright 2024 WBNG. All rights reserved.

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