Data-Driven Decision-Making

Call for Action: Transforming Teaching and Learning to Prepare High School Students for College and Careers

This policy brief, sponsored by the Alliance for Excellent Education, discusses the need for highly effective teachers. The author examines the effects of highly effective teachers on all high school students and provides policy recommendations that include: supporting the adoption of the Common Core State Standards; creating standards that define quality teaching; supporting the development of teacher performance assessments; developing human capital systems; and using longitudinal data systems to track teacher and student data.

Using the Right Data to Determine if High School Interventions Are Working To Prepare Students for College and Careers

This report, published by the National High School Center, is designed to guide educators in collecting and analyzing valuable student achievement data that can help them determine if and how high school interventions for underprepared students are working to effectively prepare them for college and careers.

Approaches to Dropout Prevention: Heeding Early Warning Signs with Appropriate Interventions

This report from the National High School Center outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma. Further, the report discusses the use of early warning data systems to target interventions for groups and individual students, offers a variety of best practice approaches undertaken by higher-performing high schools, and presents effective programs that are currently being implemented to stem the dropout problem.

Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice

This meta-analysis of 31 studies examined whether reading interventions could assist elementary, middle, and high school students with reading difficulties and learning disabilities. Overall, results showed that students who received a reading intervention outperformed students in the control group. This positive effect was also found for students with disabilities across all measures. Further, with few exceptions, studies that examined reading comprehension found that reading interventions could have a positive effect on reading comprehension.

Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools—A Report to the Carnegie Corporation of New York

The Alliance for Excellent Education conducted a meta-analysis on 11 research-based practices aimed at improving the writing skills of fourth to 12th graders. The practices are: (1) writing strategies, (2) summarization, (3) collaborative writing, (4) specific product goals, (5) word processing, (6) sentence combining, (7) prewriting, (8) inquiry activities, (9) process writing approach, (10) study of models, and (11) writing for content learning. The results of the meta-analyses indicate that the practices examined had a large to medium effect size on students’ writing skills.

Michigan School Districts Launch EWS Program

Over the summer, the Clinton County Regional Education Service Agency and the Shiawassee Regional Education Service District, both Regional Education Service Districts (RESAs) in Michigan, contacted the National High School Center to discuss ways to integrate the National High School Center’s Early Warning System (EWS) Tools with both the Multi-Tiered Systems of Support (MTSS) as well as

Doing What Works Promotes Research-Based Practices for High School Administrators

Doing What Works (DWW), a U.S. Department of Education funded, web-based project, translates research-based practices into usable resources, such as tools and media, to help promote student achievement. A session presented at the 2012 conference of the National Association of Secondary School Principals (NASSP) in Tampa, Florida, March 8-10 2012, provided approximately 70 high school administrators with a firsthand look at how these resources can help them infuse more research-based strategies into their practice.

EWS Team Members Present at 24th Annual At-Risk Youth Forum

Michelle Perry and Matthew Hauenstein from the National High School Center’s Early Warning System (EWS) Team recently presented on the Early Warning Intervention and Monitoring System (EWIMS) implementation process and EWS Middle Grades and High SchoolTools at the 24th Annual At-Risk Youth Forum, held February 19-22 in Myrtle Beach, SC.

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