In this report, the Stanford Center for Opportunity Policy in Education (SCOPE) explores student-centered learning practices at Dozier-Libbey Medical High School (DMHS) in California—a school serving predominately low-income students and students of color.
Within just five years of opening, the school has seen achievement levels far exceeding schools with similar student populations. DMHS is using student-centered, experiential education to make learning relevant. The school is infusing its health care focus across its curriculum through interdisciplinary, project-based instruction that focuses on student mastery. This means students are engaged, and are learning critical work-ready skills like collaboration, critical thinking, and communication.