Policy: Federal

Campaign for High School Equity Presents Policy Priorities for High School Reform

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The Campaign for High School Equity, a coalition of nine leading civil rights organizations that represent African American, Hispanic, American Indian and Asian populations, such as the NAACP and the National Council of La Raza, and education advocacy organizations, such as the Alliance for Excellent Education, held a congressional briefing on June 7, 2011 to release their “Plan for Success.” Plan for Success:  Communities of Color Define Policy Priorities for High

American Indian Demographics

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As we continue our series on American Indian education, this post provides demographic information on American Indians, including where American Indian children attend school. There currently are 565 federally recognized American Indian tribes and Alaska Natives.[1] While the Cherokee and Navajo nations contain the majority of American Indian citizens, each tribe holds its own distinct traditional, cultural, and educational markers.

High School Rigor: Not Just About Taking Advanced Courses

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We have some good news and some bad news.

The good news: The recently released U.S. Department of Education NAEP high school transcript study noted that the number of advanced courses (Advanced Placement (AP), International Baccalaureate, etc.) students take in high school has tripled over the past two decades.

Providing Increased Learning Time Opportunities to High School Students

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Each year, an increasing number of high schools provide longer school days, longer school years, or partner with community-based organizations for out-of-school academic support to close achievement gaps. This number is expected to keep climbing with the new budget proposed by President Obama, which includes $600 million for School Turnaround Grants (increased learning time is a requirement under SIG).

Science Education on the Nation’s Mind

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Last week was a big week for science education.  Results of NCES’ Science 2009: National Assessment of Educational Progress (NAEP) at Grades 4, 8, and 12 were released; in his State of the Union speech, President Obama suggested that we are in the equivalent of “our generation’s Sputnik moment;" and the nation remembered Christa McAuliffe 25 years after she perished in the explosion of

NNSSIL Webinar Presents Arizona’s Early Lessons Learned from SIG

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Last Thursday, October 28th, the National Network of State School Improvement Leaders (NNSSIL) held a webinar, “Supporting Systemic Change in High Schools,” that focused on School Improvement Grants (SIG).  Participants included Angela Denning from the Arizona State Department of Education, Lisa Long and Michael Dunbar from Pima Partnership High School in

Students with Disabilities: Transition to College, Workforce, and Community

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Multiple reports[1] indicate that the number of students with disabilities enrolled in K-12 schools has steadily increased since the initial passage of the Education of All Handicapped Children Act (P.L. 94-142) in 1975. Equally important, the number of students with disabilities who completed high school with a regular diploma increased by 50 percent between 1997/98 and 2006/07, showing a greater growth rate than the number of students exiting high school for the same period of time[2].

Doing What Works Provides Research-Based Dropout Prevention Practices

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The Obama administration has placed a high priority on increasing high school graduation rates, creating new programs, such as the High School Graduation Initiative[1], to support states, districts, and schools graduate students college and career ready. Research suggests that key strategies for keeping students in high school involves challenging them with rigorous content, engaging them in real-world learning experiences, and providing them significant, tailored supports.

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