In this conference paper, the author notes that good jobs require access to postsecondary education and training. There is a growing economic divide between adults with and without postsecondary education and training. The author recommends that policies be put into place that assist non-traditional students and students with barriers to access postsecondary education.
This policy statement from the Council of Chief State School Officers (CCSSO) provides reasons why the Elementary and Secondary Education Act (ESEA) should be reauthorized. The authors include recommendations for ESEA reauthorization in the four core areas of reform: standards, assessments, and accountability; data and reporting; teachers and leaders; and supports for next-generation learning.
This article presents on the degree to which college-going indicators in urban high schools are associated with low-income students applying to, enrolling in and attending four-year colleges. Findings indicate that students that are provided substantial guidance through the college application process, attend schools with patterns of and high expectations for college attendance and have high participation in financial aid applications are more likely to apply to, enroll in, and attend four-year colleges that match their qualifications.
This policy brief outlines the policy agenda of the Coalition for a College and Career Ready America. The authors note that the coalition supports: high standards with supports for students, providing states and districts with access to quality data and technical assistance, recognizing the role of charter schools and high-quality models, turning around all low-performing schools, and aligning state and federal initiatives with these principals.
This policy brief sponsored by Jobs For The Future discusses early high school graduation policies. The author examines the effects of early high school graduation policies including brief discussions on the purpose of early graduation policies, the costs and benefits of early graduation policies and designs of state policies.
This report from the Alliance for Excellent Education discusses possible reforms to ESEA using New York City’s Multiple Pathways to Graduation initiative as an example of how to create flexible policy to help high school students graduate college and career ready. The author examines the effects of federal policy on off-track students and provides recommendations that include increased focus on policies that address the needs of off track students and new metrics for school performance that take into account improvements among at risk students.
This report, sponsored by the Equity Alliance at Arizona State University, discusses strategies to understanding and reducing racial/ethnic disproportionality in special education. The author examines the causes and provides specific recommendations, focused on three areas: 1) gaps in curriculum and instructional implementation disproportionately affect struggling learners, 2) inconsistent pre-referral process, and 3) limited beliefs about student ability.
This report by The College Board presents national, state, and Advanced Placement (AP) data for public school students. It describes trends in overall participation, participation rates of traditionally underserved student populations, achievement rates on science and math exams, and how policymakers and educators can support student success.
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.