All it takes to know that Purdue Polytechnic High School is doing something different is a walk through the campus in the basement of a technology office building. Instead of sitting in classrooms, students are spread across an open room, talking with teachers on a sofa or working on quadratic equations at a table.
When it’s time to transition, there is no bell, but students and teachers quietly split up and head to their next appointments.
The unusual environment of the campus, however, is just the beginning of what is distinctive about the charter school, which opened this year and is already planning to expand across the state. The founders of Purdue Polytechnic are aiming to redesign high school with the ultimate, ambitious goal of creating a school that will prepare more students for degrees in science, technology, math, and engineering — particularly students of color and those from low-income families.
“Our belief is, we’ve been trying essentially the same system for years and years and years,” said head of school Scott Bess during at interview last fall. “We said, if we know that’s not working, let’s try something different.”
What the school’s founders settled on is radically different from a typical high school. Instead of traditional classes, students at Purdue work on a series of community-based projects throughout the year that aim to incorporate the skills Indiana high schoolers are supposed to learn. As they pursue projects, students interview strangers in the community, work with peers to hone their ideas, and eventually pitch their plans to business leaders.
Students still have assignments and tests to show they’ve mastered concepts such as conservation of energy or linear equations. But they also have a lot of freedom. Each week, they set their own schedules, and in addition to some regular classes, they spend hours working independently.
“We don’t think high school is something that should be endured,” Bess said in May. “It should inspire.”
As a charter school, Purdue Polytechnic is free for students who are admitted by lottery. The school started the year with about 150 freshmen, with an ultimate enrollment goal of 600 students. So far, the school, which is in the Indianapolis Public Schools innovation network, is diverse — the student body is about a third black, a third white, and a third Hispanic, Asian and multiracial. Teens from any school district can enroll, and the Purdue brand has attracted families from township and suburban districts.
Reagan Hubbard enrolled at the Purdue Polytechnic because her mom thought it would be a fit with her interest in engineering. Now, her parents drive her 45 minutes from Noblesville, and they plan on enrolling her sister next year.
“There are some things that are challenging, but it’s stuff that I like, like engineering,” Hubbard said. Since students have more freedom than at a traditional school, it’s especially important to be disciplined and avoid falling behind on your work, she said. “It’s very different.”
The model at Purdue Polytechnic High School is not only unusual but also relatively untested. The schools using similar methods, such as project-based and personalized learning, have not been studied enough to know whether they improve academic outcomes for students, said Laura Hamilton, a researcher at RAND Education.
Creating and sustaining a high-quality program that uses these approaches can be difficult because it requires skilled, committed educators, said Hamilton, who studies social and emotional skills and co-authored a recent report on a group of innovative high schools.
“Personally, I think that it’s worth trying these approaches because we know that traditional high schools are failing to serve a lot of our kids,” Hamilton said. “We need to understand whether other approaches could work.”
It will be years, though, before Purdue Polytechnic can be measured on its results. Since it is in its first year, there is no state test data, and it will be several years before students graduate and leaders learn whether their unusual approach prepares them for careers in science and technology.
For many of the students, Purdue Polytechnic is a big adjustment from their traditional middle schools, where teachers typically told them exactly what to do each day.
“I like that no one is telling you what to do,” said HannaMaria Martinez, who went to Harshman Middle School in Indianapolis Public Schools. But that has its downsides. Martinez said she also wishes teachers were clearer about assignments. And she said other students can be loud and distracting.
Founded by Purdue University President Mitch Daniels, the former governor of Indiana and a high-profile national politician, the high school has been drawing headlines since it was announced three years ago. But most of that attention has focused on the school’s aim of preparing more students for the university, rather than the unusual academic approach.
As governor, Daniels was at the forefront of the national movement for test-based accountability and school choice, and during his administration, the state made the controversial move to take over several urban schools with chronically low grades from the state. Founding a school built around projects and student choice might seem like a notable departure. But Daniels’ newest effort at improving education mirrors a trend that is happening across the country.
Well-funded groups, including XQ Super School, are pushing the theory that high schools must be reimagined for the modern era. The aim is to create schools that not only give students the academic skills to succeed in college but also help them develop soft-skills. XQ selected Purdue Polytechnic as one of 18 XQ Super Schools, awarding the school a grant of $2.5 million over five years. (XQ is a project of the Emerson Collective, which is a funder of Chalkbeat through the Silicon Valley Community Foundation.)
More broadly, there’s a growing national focus on social and emotional skills, said Hamilton. “In some ways, it’s a little bit of a backlash to years of focusing on math and reading scores and a recognition that that’s not the only thing kids need to be successful.”
As Phoenix Clark worked on his first big project just six weeks into the school year, his enthusiasm was palpable. The challenge, which came from the Indianapolis Zoo, was to come up with ways to increase conservation efforts. Clark’s team was working on a robot that would filter river water.
Clark is interested in agriculture science, and he wanted to go to the high school as soon as he heard about it in a radio ad. He’s also the kind of teen who builds his own robots. It was one of those robots, he explained, that would pull the filter — made from materials like PVC pipe, foam, and cotton — down the White River.
In the end, the filter system didn’t quite work out as he imagined. The team couldn’t come up with a way to waterproof the robot, so they settled on a slightly less ambitious plan: using a buoy to tow the filter. But Clark still feels like projects let them pursue “wild” ideas. Because students are pitching to actual companies such as IndyGo and the Indianapolis Star, he added, “they might actually go for it, which I really like.”
During another challenge to come up with a business idea for Subaru, Clark’s team earned second place schoolwide, he said. His team’s idea was to allow people who had dropped out to earn their high school equivalence while working for the automaker.
By the last few weeks of the year, however, the stress of Purdue Polytechnic was wearing on Clark. School work was usually relatively easy for him, he said. But using his time well and making sure he didn’t procrastinate on assignments was harder. He’d fallen behind early in the year, and he was struggling to make up work so he didn’t have to stay for summer school.
“At times I really question my work ethic,” Clark said. “But for sure, I think that’s what the school is meant for. It’s meant to push you. And I enjoy it so much.”
Over the course of the first year, students and staff at Purdue Polytechnic have been inventing a school as they go, said Drew Goodin, a lead teacher who focuses on design thinking. When it became clear that students were spending a lot of free time on games, for example, staff eventually chose to block certain websites.
Projects have also become more structured. Each project begins with “empathy,” a period when students are supposed to talk with people about the problem they are trying to solve. At first, Goodin said, students were left alone during that process. But it quickly became obvious that it wasn’t working. Experts on the subjects they were studying who came up high on internet search results were getting slammed with calls from students, lots of messages from student weren’t returned, and teachers weren’t involved enough to give students feedback.
So they reworked the system. Now, the school has organized empathy days, where staff bring people to the school or teens head out into the community for interviews, Goodin said.
“If our vision is truly being realized,” he said, “if you come in 10 years from now, we’ll still be making fine adjustments.”