This issue brief from the Alliance for Excellent Education addresses the need to reauthorize the Elementary and Secondary Education Act (ESEA) to help improve the college and career readiness of all high school students, especially those at the lowest-performing high schools.
This report from the Coalition for Community Schools discusses the idea of the community school, its elements, and the role of the community in student success in public education. It also provides examples of programs and snapshot vignettes of successful schools.
This ACT, Inc., policy report discusses and investigates the inconsistencies between a typical high school curriculum and what a student needs to know in order to be prepared for the workforce or postsecondary education. The report also stresses that the lack of academic rigor found in many high schools plays a part in the ensuing disconnect.
This report from MDRC looks at how three different high school reform models--Career Academies, First Things First, and Talent Development--addressed five challenges found to be obstacles to successful reform implementation in low-performing high schools. According to this report, the pillars of high school reform are structural changes to improve personalization and instructional improvement. The report offers tangible solutions as well as supporting evidence and various resources.
Many states and districts across the country struggle with designing and implementing coherent dropout prevention initiatives that promote academic advancement, especially for special needs students, who drop out at much higher rates than the general student population. This snapshot from the National High School Center recognizes New Hampshire for its innovative use of data collection and analysis as the key to unlocking the dropout problem.
As many Title I high schools approach their fifth year of failing to meet adequate yearly progress (AYP), many states and districts are struggling to navigate the new waters of school restructuring as required in such cases as the No Child Left Behind Act (NCLB) of 2001. This brief from the National High School Center outlines the provisions of the law related to restructuring and includes strategies that states and districts are undertaking to meet their obligations under the law, particularly at the high school level.
This research brief from the National High School Center outlines existing barriers regarding teacher expectations, tracking, and placement of English language learners (ELLs) and offers key policies and useful strategies in building capacity and developing learning environments conducive for all students in obtaining academic success.
This National High School Center report focuses on successful high schools, highlighting the ways in which many superintendents, principals, and teachers are setting and meeting high expectations for all students. Developed specifically for state leaders, it provides them with suggestions on how they may support initiatives that are linked with accelerated learning.