Data on high schools show mixed results from our early grantmaking.

As policymakers and the general public become more aware of the great need to reform America's high schools, it's natural to expect that redesigned or new high schools will show immediate results. But the progress in the schools and districts with which we have partnerships will be gradual, particularly in places where young people and school systems have been neglected for decades. We are committed to evaluating our progress so we can identify our successes and challenges, share the lessons we've learned, and make course corrections as necessary.

In 2005, we released quantitative and qualitative data and analyses of our partner schools from the 2003-2004 school year. Overall, the schools posted gains, but more progress was made in new schools than in old schools that were redesigned. Most schools fostered stronger relationships between students and staff and increased the relevance of their coursework. However, classes—math classes in particular—were not always more rigorous and were in some cases less rigorous than at comparison schools, and as a result, students' test scores were disappointing.

The lessons we learned from this earlier work have informed both our strategies and the work of our partners:

• At the school level, we recognize that new schools tend to be more successful than old schools that have been redesigned, and we continue to emphasize the role they play in any district's strategy. School developers—organizations that help design schools and provide strict management guidelines—have shown that they can create thriving cultures in their schools on a shorter timeline, which allows staff to pay more attention to learning and student achievement.
• Small schools and learning communities continue to be a critical component of our strategy. But there is a risk in overemphasizing a school's structure and size: It can delay improvements in curriculum and instruction. A balanced strategy should recognize that rigor, relevance, and high-quality instruction are at least as important as relationships and the size of the school.
• We understand that districts are essential to improving schools. Individual schools cannot succeed without assistance in developing curricula, training and supporting teachers, and devising personnel policies.