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High School |
High School Agenda:
Who’s Doing What
May 2005
This document provides information on the projects, initiatives and
products of ECS and other national education and policy organizations on the
subject of high school improvement. It is designed to direct policymakers to
the various groups and resources that might be useful in developing and
implementing effective high school policy, and highlight important resources
for anyone concerned with improving high schools.
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Organization |
Focus and Problem Statement
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Initiatives, Projects, Products and Links |
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Education Commission of the States (ECS) 700 Broadway, Suite 1200 Denver, CO 80203 303.299.3600 |
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High school database: Over the
next 36 months, ECS will be creating a national high school policy database
that will include state policies related to alignment and access, curriculum
and standards, assessment, accountability and finance. This database also
will highlight research and local initiatives. Closing the College Participation Gap: U.S Profile (2003) http://www.communitycollegepolicy.org/html/Issues/access/pdf/UnitedStates.pdf State profiles also available Recent State Legislation: High School (current and past
enactments): http://www.ecs.org/ecs/ecscat.nsf/WebTopicView?OpenView&count=300&RestrictToCategory=High+School ECS StateNote, Target Attendance and Graduation
Rates and How Rates Are Calculated (January 2005) http://www.ecs.org/clearinghouse/57/50/5750.pdf The Progress of Education Reform: High School Curriculum (August-September
2001) http://www.ecs.org/clearinghouse/29/86/2986.pdf ECS StateNote, Differentiated High School
Diplomas (January 2000) http://www.ecs.org/clearinghouse/13/82/1382.doc ECS StateNote, Foreign Language Requirements for
High School Graduation (September 2002) http://www.ecs.org/clearinghouse/39/22/3922.doc ECS StateNote, Geography/World History Course
Requirements for High School Graduation (August 2002) http://www.ecs.org/clearinghouse/39/02/3902.pdf Recent State Legislation: High School Graduation Requirements (current and past enactments) Recent State Legislation: Assessment -
High Stakes/Competency (current and past enactments)
What is P-16 Education? A Primer for Legislators (2001) http://www.ecs.org/clearinghouse/24/28/2428.pdf ECS StateNote, P-16 Collaboration in the States (August
2000) http://www.ecs.org/clearinghouse/13/58/1358.pdf Recent State Legislation: P-16 (current and past
enactments) http://www.ecs.org/ecs/ecscat.nsf/WebTopicView?OpenView&RestrictToCategory=P-16 A Noble Opportunity: Leading Education Change Through a
P-16 Accountability Model (May 2002) http://www.ecs.org/clearinghouse/40/03/4003.doc State Policies for Citizenship Education Online Database http://www.ecs.org/html/educationIssues/CitizenshipEducation/CitEdDB_intro.asp What the Research Says – Assessment - High Stakes/Competency
(May 2002) http://www.ecs.org/clearinghouse/35/36/3536.doc ECS StateNote, Advanced Placement Exams with an
International Focus 2001 State-by-State Comparisons (September
2002) http://pavo.ecs.org/clearinghouse/39/84/3984.doc ECS
StateNote, Postsecondary Options: Dual/Concurrent Enrollment (July 2001)
http://www.ecs.org/clearinghouse/28/11/2811.doc Competency Testing for High School Graduation – Notes on
the Texas Lawsuit: GI Forum v. Texas
Education Agency (May 2000) http://www.ecs.org/clearinghouse/13/88/1388.doc ECS StateNote, Advanced Placement
Courses and Examinations – State-level Policies (January 2000) http://www.ecs.org/clearinghouse/15/04/1504.doc |
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Academic Pathways to Access and Student Success (APASS) University of Illinois at Urbana-Champaign 51 Gerty Drive, 129 CRC Champaign, IL 61820 217.244.9390 |
To identify, examine, and disseminate information about
new and emerging academic pathways that extend from high school to college
and enhance post-secondary access for underrepresented minority, low income,
and first-generation students. By academic pathways, we mean
boundary-spanning curriculum and organizational structures that facilitate
students' seamless transition across educational levels. Examples include
middle and early college high schools, dual credit programs, tech prep, and
selected career academies. This project is funded by the Lumina Foundation
for Education. |
Internet site with 50-state databases to be completed 2005 |
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The Expectations Gap: A 50-State Review of High School
Graduation Requirements (2004) http://www.achieve.org/dstore.nsf/Lookup/coursetaking/$file/coursetaking.pdf
Achieve Comparison of the 2003 10th Grade Washington
Assessment of Student Learning with High School Graduation Exams from Other
States (October 2004) http://www.achieve.org/dstore.nsf/Lookup/WASL/$file/WASL.pdf
Do Graduation Tests Measure Up? A Closer Look at State High School
Exit Exams (2004) Measuring Up: A Report on Education Standards and
Assessments for Montgomery County (February 2003) http://www.achieve.org/dstore.nsf/Lookup/montgomery/$file/montgomery.pdf
Three Paths, One Destination: Standards-Based Reform in
Maryland, Massachusetts and Texas (November 2002) http://www.achieve.org/dstore.nsf/Lookup/reportthree-statefinal/$file/reportthree-statefinal.pdf
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1201 Connecticut Avenue NW, Suite 901 Washington, DC
20036 202.828.0828 |
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Left Behind: Six Million At-Risk Secondary Students (Issue
Brief Revised November 2003) http://www.all4ed.org/publications/SixMillionKids.pdf Adolescent Literacy: Opening the Doors to Success (Issue
Brief Updated January 2005) http://www.all4ed.org/publications/AdolescentLiteracyOpeningDoors.pdf NCLB and Middle Schools: Confronting the Challenges (July
2003) http://www.all4ed.org/publications/NCLB%20and%20Middle%20Schools_Confronting%20the%20Challenges.doc The Building Blocks of Success for America’s Middle and High School
Students
(May 2003) http://www.all4ed.org/publications/BuildingBlocksofSuccess.doc Straight A's: Public Education: Policy and Progress is a
biweekly newsletter that focuses on education news and events both in
Washington, D.C., and around the country. Measuring Graduation to Measure Success
(December 2004) Preparing Today’s Leaders for Tomorrow’s High Schools, the Alliance
for Excellent Education’s Second Annual Policy Conference (October 3-5, 2004) http://www.all4ed.org/events/2004HSConference/index.html Video highlights and other materials from the Alliance's second annual
conference on American high school policy, including addresses by William
Raspberry, Anthony Carnevale, Pedro Noguera and Virginia Governor Mark
Warner. |
American College Testing (ACT)
500 ACT Drive 319.337.1000 See online list of field offices at: http://www.act.org/contacts/field.html |
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http://www.act.org/path/policy/pdf/crisis_report.pdf College Readiness Begins in Middle School (2005) http://www.act.org/research/policy/pdf/CollegeReadiness.pdf The Role of Academic and Non-academic Factors in Improving
College Retention (2004) http://www.act.org/research/policy/pdf/college_retention.pdf Standards for Transition (2002) Sets of statements intended to help explain
the meaning of the scores earned in ACT's three curriculum-based assessment
programs. They represent learning goals that are necessary for success in
high school, college and the world of work, and have been developed for all
four academic areas measured by ACT: English, mathematics, reading, and
science. http://www.act.org/standard/index.html Career Planning: Students Need Help Starting Early and Staying
Focused (2005) http://www.act.org/research/briefs/2005-1.html High Skills and High Pay—2004 Update http://www.act.org/research/briefs/2004-2.html Schools Involving Parents in Early Postsecondary Planning (2004) http://www.act.org/research/policy/pdf/involve_parents.pdf Maintaining a Strong Engineering Workforce (2003) http://www.act.org/research/policy/pdf/engineer.pdf Academic and Noncognitive
Variables Related to PLAN® Scores (2004) http://www.act.org/research/reports/pdf/ACT_RR2004-1.pdf Retention, ACT
Composite Score, and College GPA: What's the Connection? (2004) http://www.act.org/research/briefs/2004-1.html Differential Grading
Standards Among High Schools (March 2004) http://www.act.org/research/reports/pdf/ACT_RR2004-2.pdf Inventory of
Work-Relevant Values: 2001 Revision (March 2004) http://www.act.org/research/reports/pdf/ACT_RR2004-3.pdf High School Grade
Inflation from 1991 to 2003 (March 2004) http://www.act.org/research/reports/pdf/ACT_RR2004-4.pdf The Effects of Using ACT Composite Score and High School Average on
College Admission Decisions for Racial/Ethnic Groups (2003) http://www.act.org/research/reports/pdf/ACT_RR2003-1.pdf The Effects of Using EPAS Programs on PLAN and ACT Assessment
Performance (2003) http://www.act.org/research/reports/pdf/ACT_RR2003-2.pdf The Relationship Between Schedule Type and ACT Assessment Scores: A
Longitudinal Study (2003) http://www.act.org/research/reports/pdf/ACT_RR2003-3.pdf Constructing a Universal Scale of High School Course Difficulty (2003) http://www.act.org/research/reports/pdf/ACT_RR2003-4.pdf Relationships Between EPAS Scores and College Preparatory Course Work
in High School (2003) http://www.act.org/research/reports/pdf/ACT_RR2003-5.pdf |
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American Institutes for Research (AIR) 1000 Thomas Jefferson Street, NW Washington, DC 20007 202.403.5000 |
Divisions: The
Education Statistics Services Institute (ESSI) division provides support to
National Center for Education Statistics (NCES) and, through the agency, to
the U.S. Census Bureau for development, data quality, and analysis of the
Schools and Staffing Survey (SASS). The survey is taken every four years and
is the largest and most comprehensive sample survey of kindergarten through
grade 12 schools and school staff in the United States. The information
offers a measure of teacher demand and shortage, the characteristics of
teachers and administrators, school programs, and the general conditions at
schools. The survey includes samples of public, private, and public charter
schools, as well as Bureau of Indian Affairs schools. In all, more than
100,000 teachers, principals, and school personnel participate. Education & Human Development Division, School
Reform: Scope of work includes accountability, education technology, high
school transformation, implementation of NCLB, professional development and
teacher quality, reading, math and science instruction, standards-based
reform, state and district systemic reform. |
High Time for High School Reform: Early
Findings from the Evaluation of the National School District and Network
Grants Program (April 2003) Executive Summary: http://www.air.org/publications/documents/
Small_schools_eval_ExecSumm_2003.pdf Full Report:
http://www.gatesfoundation.org/nr/downloads/ed/smallschools/Small_schools_eval_2003.pdf
Mapping the Terrain: Year 1 of the
Evaluation of the Bill and Melinda Gates Foundation’s National School
District and Network Grants Program (2003) http://www.gatesfoundation.org/nr/downloads/ed/researchevaluation/MapTerrain.pdf AIR
monitors state implementation of Reading First, a U.S. Department of
Education high-quality evidence-based program. The Reading First
initiative builds on the findings of years of scientific research, which, at
the request of Congress, were compiled by the National Reading Panel. Projects: National School District and Networks Grant Program
(funded by Gates): AIR and partners are conducting a multi-year evaluation of
the Gates Foundation’s national school networks grants, national districts
grants, technical assistance grants, and assessment development grants
programs. AIR and its partners are evaluating the Schools for a
New Society Initiative sponsored by the Carnegie Corporation in seven
urban communities across the nation. The initiative is designed to strengthen
urban high schools through partnerships between districts and significant
community-based change agents, redesign of the district role and relationship
to schools, and restructured high schools that offer personalized learning
environments and improved instruction. The National Longitudinal Study of the No Child Left
Behind Act of 2001 (NCLB) is a four-year longitudinal evaluation of the
district and school-level implementation of NCLB, the most recent
reauthorization of the Elementary and Secondary Education Act (ESEA). AIR and
its partners are exploring the implementation of four key components of NCLB:
accountability, teacher quality, choice, and resource allocation. A report of
these findings will be delivered to Congress in 2007, preceding the next ESEA
reauthorization. Ohio High School Transformation Initiative: AIR is
conducting a multi-year evaluation of the Ohio High School Transformation
Initiative, funded through the KnowledgeWorks Foundation. The initiative
seeks to transform large urban high schools throughout the state into
autonomous smaller schools, each comprising learning communities of
approximately 400 students. The initiative seeks to increase academic
achievement, provide safer schools, increase graduation rates, improve
student attendance, increase teacher satisfaction, and improve parent,
family, and community involvement. New initiative: AIR has brought aboard two
well-known school improvement organizations as part of its effort to launch
the education reform practice. AIR recently acquired The McKenzie Group,
Inc., a nationally recognized firm specializing in urban reform and will
complete a merger on January 1, 2005, with New American Schools, an education
nonprofit best known for establishing a comprehensive approach to school
reform more than a decade ago. AIR’s school improvement approach will focus
on districtwide strategies for change. |
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The
Stanford Institute for Higher Education Research Stanford University www.stanford.edu/group/bridgeproject
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http://www.stanford.edu/group/bridgeproject/betrayingthecollegedream.pdf From High School to College: Improving Opportunities for Success in Postsecondary Education (April 2004) Available for purchase: http://www.bookworkz.com/education/k_12/078797062X.html Link to project: http://www.stanford.edu/group/bridgeproject/#problem |
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Pay Now or Pay Later: The Hidden Costs of High School Exit
Exams State High School Exit Exams: Put to the Test (August
2003) Effects of High School Exit Exams on Dropout Rates:
Summary of a Panel Discussion (March 2003) http://www.cep-dc.org/highschoolexit/1/hspanelsummary/hspanel.summary15mar03.pdf
Measuring the Cost of State High School Exit Exams: An
Initial Report (February 2003) http://www.cep-dc.org/highschoolexit/1/measuringcost/indiana.studyfeb03.pdf
State High School Exit Exams: A Baseline Report (August
2002) http://www.cep-dc.org/pubs/statehighschoolexitexams2002/statehighschoolexitexams2002.pdf
Exit Exams Must Address Needs of Mobile Students (November
2002) http://www.cep-dc.org/pubs/eems/eems.pdf
Higher Learning = Higher Earnings: What You Need To Know
About College and Careers (September 2001) http://www.cep-dc.org/educationjobs/higherlearninghigherearningsoct2001.pdf
Tell Your Children It Pays to Study Hard (March
2000) Short version: http://www.cep-dc.org/pubs/itpaystostudyhard/studyhardshort.PDF Long version: http://www.cep-dc.org/pubs/itpaystostudyhard/studyhardlong.PDF
A Young Person’s Guide to Earning and Learning: Preparing
for College, Preparing for Careers (April 1998) http://www.cep-dc.org/educationjobs/youngpersonguideearning.pdf
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The College Board
45 Columbus Avenue
New York, NY 10023-6992 |
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Everyone Gains: Extracurricular
Activities in High School and Higher SAT® Scores (2005) http://www.collegeboard.com/research/pdf/1168cbTEXTv2.pdf
AP® Use in Admissions: A Response to Geiser and Santelices
(March 2005) http://www.collegeboard.com/research/pdf/051425Geiser_050406.pdf Trends in College Pricing (2004) http://www.collegeboard.com/prod_downloads/press/cost04/041264TrendsPricing2004_FINAL.pdf Trends in Student Aid (2004) http://www.collegeboard.com/prod_downloads/press/cost04/TrendsinStudentAid2004.pdf Education Pays 2004: The Benefits
of Higher Education for Individuals and
Society (2004) http://www.collegeboard.com/prod_downloads/press/cost04/EducationPays2004.pdf Selection Through Individualized Review:
A Report on Phase IV of the Admissions Models Project (2004) http://www.collegeboard.com/research/pdf/SelectionReviewbook%20final.pdf AP Summary Reports (2003) http://www.collegeboard.com/student/testing/ap/exgrd_sum/2003.html Many other selections and information on events are
available on the College Board site: http://www.collegeboard.com/research/home/ |
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Community College Research Center (CCRC) Teachers College Columbia University http://www.tc.columbia.edu/ccrc |
The mission of the
Community College Research Center is to carry out and promote research on
major issues affecting the development, growth, and changing roles of
community colleges in the United States. Sub-Focus: High School/College Transition Programs: The rapid expansion of these programs and the
increase in state and federal support for them demands more exploration of
dual-credit programs, how they impact students, and their long-term outcomes
on both students and school systems. As such, CCRC is beginning a program of
study to address these questions. Two projects currently are underway: §
Accelerating
Student Success through Credit-based Transition Programs §
Evaluation of
the IB School Partnerships Project. |
Promoting College Access and
Success: A Review of Credit-based Transition Programs (November 2003) http://www.tc.edu/ccrc/PDF/PromotingCollege.pdf What Role Can Dual Enrollment Programs Play in Easing the
Transition Between High School and Postsecondary Education? (March 2002) http://www.tc.columbia.edu/ccrc/PAPERS/dualcredit.pdf Credit-based
Transition Programs: Strategies to Improve Postsecondary Access and Success
for Middle- and Low-achieving Students (summary
of an American Youth Policy Forum), October 2004 http://www.aypf.org/forumbriefs/2004/fb100404.htm |
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Council of Great City Schools 1301 Pennsylvania, NW Suite 702 Washington, DC 20004 202.393.2427 |
The Achievement Gap task force has produced several
publications – none specifically on high school – but the documents do have
components that are applicable. CGCS
also supports a task force on bilingual education – working to improve the
quality of education provided to English language learners. |
Beating the Odds IV: A
City-By-City Analysis of Student Performance and Achievement Gaps
on State Assessments, 2002-2003 Results (March 2004) http://www.cgcs.org/reports/beat_the_oddsIV.html Restoring Excellence to the District of Columbia Public
Schools (January 2004) http://www.cgcs.org/pdfs/DCPSReportFinal.pdf Charting a New Course for the Richmond Public Schools (Dec.
2003) http://www.cgcs.org/pdfs/RichmondReportFinal.pdf Gateways to Success: A Report on Urban Student
Achievement and Course-Taking (June 1999) A study prepared by ACT
and the Council of the Great City Schools. http://www.cgcs.org/reports/gateway.html Beating the Odds III: A
City-By-City Analysis of Student Performance and Achievement Gaps
on State Assessments – Results from Spring 2001-2002 School Year (March
2003) |
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Education Development Center, Inc. (EDC) Headquarters 55 Chapel Street Newton, MA 02458-1060 Phone: (617) 969-7100 Fax: (617) 969-5979 TTY: (617) 964-5448 |
International nonprofit covering issues including early child
development, K-12 education, health promotion, workforce preparation,
community development, learning technologies, basic and adult education,
institutional reform, medical ethics and social justice. |
Report Series: Mosaic - Focus on High School http://main.edc.org/Mosaic/PDF/Mosaic_HighSchool.pdf
Curriculum Summaries (K-12 Mathematics Curriculum Center) http://www2.edc.org/mcc/images/curricsum8.pdf
Literacy Matters website (2000 to present) http://www.edc.org/LiteracyMatters Center for Family, School and Community (links to various
projects, many of which are related to high schools and middle schools) http://www2.edc.org/FSC/projects2.asp
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Understanding What SAT
Reasoning Test Scores Add to High School Grades: A Straightforward Approach (2004) http://ftp.ets.org/pub/res/researcher/RR-04-40.pdf Accommodations on High-stakes
Writing Tests for Students with Disabilities (March 2004) http://ftp.ets.org/pub/res/researcher/RR-04-13.pdf New SAT® Writing Prompt Study: Analysis of Group Impact and
Reliability (2004) http://ftp.ets.org/pub/res/researcher/RR-04-03.pdf Reconsidering the Impact of
High-stakes Testing (2003) Abstract: http://www.ets.org/research/researcher/r030033.htm Population Invariance of Score
Linking: Theory and Applications to Advanced Placement Program Examinations (2003) Abstract: http://www.ets.org/research/researcher/r030030.htm Applying the Online Scoring Network
(OSN) to Advanced Placement Program (AP) Tests (April 2003) Abstract: http://www.ets.org/research/researcher/r030013.htm Full
report:: http://ftp.ets.org/pub/res/researcher/RR-03-12-Zhang.pdf An HIstorical Perspective on
the Content of the SAT® (2003) Abstract: http://www.ets.org/research/researcher/r030012.htm Full report:
http://ftp.ets.org/pub/res/researcher/RR-03-10-Lawrence.pdf Effect of Fewer Questions Per
Section on SAT® I Scores (2003) Abstract: http://www.ets.org/research/researcher/r030010.htm Full report:
http://ftp.ets.org/pub/res/researcher/RR-03-08-Bridgeman.pdf Examining the Relationship of
Content to Gender-based Performance Differences in Advanced Placement Exams (2002) Abstract: http://www.ets.org/research/researcher/r030001.htm Full report:
http://ftp.ets.org/pub/res/researcher/RR-02-25-Buck.pdf The Role of Teachers in
Advanced Placement Program® (AP®) Courses (2002) Abstract: http://www.ets.org/research/researcher/r020053.htm Full report:
http://ftp.ets.org/pub/res/researcher/RR-02-17-Burton.pdf Predictive Validity of SAT®I: Reasoning Test for Test-takers with Learning
Disabilities and Extended Time Accommodations (2002) Abstract: http://www.ets.org/research/researcher/r020045.htm Full report:
http://ftp.ets.org/pub/res/researcher/RR-02-11-Cahalan.pdf The Recentering of SAT® Scales and its Effects on Score Distributions and
Score Interpretations (2002) Abstract: http://www.ets.org/research/researcher/r020056.htm Full report:
http://ftp.ets.org/pub/res/researcher/RR-02-04-Dorans.pdf The Impact of Flagging on the
Admission Process: Policies, Practices, and Implications (2002) Abstract: http://www.ets.org/research/researcher/r020034.htm Full report:
http://ftp.ets.org/pub/res/researcher/RR-02-03-Mandinach.pdf Measuring Educational
Disadvantage of SAT® Candidates (2002) Abstract: http://www.ets.org/research/researcher/r020032.htm Full report:
http://ftp.ets.org/pub/res/researcher/RR-02-01-Stricker.pdf An Analysis of Advanced
Placement (AP®) Examinations in Economics and Comparative Government
and Politics (2001) Abstract: http://www.ets.org/research/researcher/r020021.htm Full report:
http://ftp.ets.org/pub/res/researcher/RR-01-17-Breland.pdf Substituting SAT®II: Subject Tests for SAT I: Reasoning Test – Impact on
Admitted Class Composition and Quality (2001) Abstract: http://www.ets.org/research/researcher/r020011.htm Full report:
http://ftp.ets.org/pub/res/researcher/RR-01-07-Bridgeman.pdf Standards for What? The Economic Roots of K-16 Reform (2003) http://www.ets.org/research/dload/standards_for_what.pdf
Help Wanted...Credentials
Required: Community Colleges in the Knowledge Economy (January 2001) Help Wanted…College Required (2001) http://www.ets.org/research/dload/HelpWanted.pdf
Crossing the Great Divide: Can We Achieve Equity When
Generation Y Goes to College? (2000) http://www.ets.org/research/dload/CrossingDivide.pdf
Education = Success: Empowering Hispanic Youth and Adults (1999) http://www.ets.org/research/dload/Success.pdf
Education for What? The New Office Economy (1998) Executive Summary: http://www.ets.org/research/dload/EdExecSumm.pdf
Technical Report: http://www.ets.org/research/dload/EdTechRpt.pdf
All ETS research papers are available through ReSEARCHER,
a database of abstracts
for all Research Reports and Research Memorandums going back to 1948: http://search.ets.org/custres/. |
Education Trust
1250 H St. NW, Suite 700 http://www2.edtrust.org/edtrust/ The Education Trust-West |
The Education Trust
works for the high academic achievement of all students at all levels,
kindergarten through college, and forever closing the achievement gaps that
separate low-income students and students of color from other youth. Our
basic tenet is this — All children will learn at high levels when they are
taught to high levels. |
Stalled in Secondary: A Look at Student Achievement Since
the No Child Left Behind Act (January 2005) http://www2.edtrust.org/NR/rdonlyres/77670E50-188F-4AA8-8729-555115389E18/0/StalledInSecondary.pdf |
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Harvard Graduate School of Education Harvard University 44R Brattle Street 617.496.1884 |
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“The Occupational
Achievement Gap: Aspirations
of African-American and White College Students” (2005) http://www.gse.harvard.edu/news/features/beasley11012004.html “Urban Legends of Rural Schools” (January 2005) ”What Students Know Best: Pathways
Research Relies Heavily on Insight from its Subjects” (July 2002) |
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Institute for Educational Leadership 4455 Connecticut Ave NW, Suite 310 |
The Institute for Educational Leadership (IEL)
– a non-profit, nonpartisan organization – envisions a society that uses its
resources effectively to achieve better futures for all children and youth.
For almost 40 years, IEL's mission continues to be to build the
capacity of individuals and organizations in education and related fields to
work together – across policies, programs and sectors. IEL's Beliefs §
All children and
youth have a birthright: the opportunity and the support to grow, learn, and
become contributing members of our democratic society. §
Quality education is a responsibility shared by
school systems, families, communities, businesses, and governments. §
Strategic alliances and partnerships are essential
to achieve measurable and sustainable results for all children and youth. §
Culturally competent leaders are vital to
empowering organizations to address the needs of a diverse society. Leadership and leadership development are critical tools
to ensure that all children and youth can take advantage of their birthright.
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Jobs for the Future (JFF) 88 Broad Street |
Redesigning
High Schools: The Unfinished Agenda in State Education Reform, a
two-year project, focuses on the issues that states need to address if they
are to promote changes in high schools and communities that enable all youth
to achieve at a high level. The National Governors Association Center for
Best Practices, Achieve, and the National Conference of State Legislatures
are JFF's partners in this effort. JFF is helping identify key policy issues
and preparing an issues paper for governors and their policy advisors. In the
second year, JFF will work intensively in one of the three to five states the
project will select for assistance in implementing specific policy changes
to: §
Increase awareness among governors and state
legislators of the need to transform high schools in order to prepare every
student to succeed in postsecondary education without remediation and to
continue learning in the workplace §
Identify models that promote effective learning
environments for high school-age youth, whether or not they are presently in
school §
Develop and support governors' task forces or
commissions in three to five states, with the mission of developing statewide
plans for redesigning high school. |
§
Boston High School Renewal: Small Schools
Initiative §
Boston Schools for a New Society Initiative §
Early College High School Initiative §
From the Margins to the Mainstream §
Redesigning High School: State Policy Reform Ready for Tomorrow: Helping All
Students Achieve Secondary and Postsecondary Success (2003) Full report: http://www.jff.org/jff/PDFDocuments/Readyfortomorrow.pdf Multiple Pathways and State
Policy: Toward Education and Training Beyond High School (June 2003) http://www.jff.org/jff/PDFDocuments/Multpathstate.pdf Accelerating Advancement in
School and Work (book chapter, reprinted with permission) (2003) Integrating Grades 9 Through 14:
State Policies to Support and Sustain Early College High Schools (January 2005) Summary: http://www.jff.org/jff/PDFDocuments/Integrating9to14.summary.pdf Full report: http://www.jff.org/jff/PDFDocuments/Integrating9to14.pdf Rigor and Relevance: Can Policy
Keep Pace with Changing Practice in Our High Schools? Education
Week Commentary (March 13, 2002) http://www.jff.org/jff/PDFDocuments/RigorRel.pdf |
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Manhattan Institute for Policy Research
52 Vanderbilt Avenue
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Investigated college readiness and graduation (funded by
Gates) |
http://www.manhattan-institute.org/html/cr_31.htm Public
High School Graduation and College Readiness Rates in the United States (September
2003) http://www.manhattan-institute.org/html/ewp_03.htm#01 Testing High Stakes Tests: Can We Believe the Results of
Accountability Reports? (February 2003) |
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National Association of System Heads (NASH) 1725 K St. NW, Suite 200 |
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(NCPPHE) 152 North Third Street, Suite 705 E-mail: center@highereducation.org |
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http://measuringup.highereducation.org/survey.cfm |
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National Center on Education and the Economy (NCEE) 555 13th Street, NW Suite 500 West Washington, DC 20004 202.783.3668 |
High Skills Consortia programs – states working together
to build world-class workforce systems Policy forum, the American High School Crisis and State
Policy Solutions, September 2003, co-sponsored with the National Governors
Association and funded by the Bill and Melinda Gates Foundation NCEE also offers a leadership initiative and America’s
Choice program, a K-12 comprehensive school reform program |
http://colosus.ncee.org/pdf/wfd/Training_Policy.pdf High Skills Consortia
Program: “High School and Beyond: The
System is the Problem – and the Solution” http://colosus.ncee.org/pdf/acsd/global/promo/gates_paper.pdf “Building the Capacity of Schools, Districts and States to Educate All
Students to High Standards: The Case of the America’s Choice School Design” http://colosus.ncee.org/pdf/acsd/global/promo/rand_paper.pdf “Implementation of the Workforce Investment Act: Practices
in Workforce Development“ http://colosus.ncee.org/pdf/acsd/global/promo/workforce_paper.pdf National Institute for School Leadership: http://www.ncee.org/nisl/program/index.jsp?setProtocol=true America’s Choice: http://www.ncee.org/acsd/acindex.jsp?setProtocol=true |
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(project concluded) |
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http://www.woodrow.org/CommissionOnTheSeniorYear/Report/Commission
Summary2.pdf
http://www.woodrow.org/CommissionOnTheSeniorYear/Report/FINAL_PDF_REPORT.pdf |
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National Conference of State Legislatures (NCSL) 7700 East First Place Denver, CO 80230 303.364.7700 Washington Office 444 North Capitol Street, NW, Suite 515 Washington, DC 20001 202.624.5400 |
The NCSL Education Program collects information related to
all state and federal education issues. The program tracks legislative action
in the states, identifies new and important research and the effects on
public policy, and disseminates information about successful state
innovations. NCSL's Education Program has an abundance of information on
education policy issues, including No Child Left Behind, education finance,
higher education reform and teacher quality.
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The NCSL Education Program provides the Legislative
Education Summary Service (LESS): http://www.ncsl.org/programs/educ/educ_leg.cfm NCSL hosts the Legislative Education Staff Network (LESN):
http://www.ncsl.org/programs/educ/lesn.htm and the Education Chairs Network (ECN): http://www.ncsl.org/programs/educ/ecn.htm. Education Policy Issues: http://www.ncsl.org/programs/educ/EdIssues.htm No Child Left Behind: http://www.ncsl.org/programs/educ/NoChild.htm National Center Education Finance: http://www.ncsl.org/programs/educ/NCEF.htm Teacher quality: http://www.ncsl.org/programs/educ/TOverV.htm The website has extensive issue sites on 31 issues
spanning the P-16 spectrum: http://www.ncsl.org/programs/educ/EdIssues.htm High School Redesign project summary: http://www.ncsl.org/programs/educ/HSProjOutline.htm Postsecondary Remedial Education (2004) http://www.ncsl.org/programs/educ/RemedEd.htm |
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National Governors Association (NGA) NGA Center for Best Practices Hall of the States 444 N. Capitol Street Washington, D.C.
20001-1512 202.624.5300 |
Virginia Governor Mark Warner selected as his NGA
Chairman's Initiative, "Redesigning the American High School." NGA believes that governors' abilities to increase the
effectiveness of postsecondary pathways for the least well-served will serve
states' long-term economic prosperity. Improving outcomes for youth will
require building our fragmented systems of secondary, postsecondary, and
second chance education into a coherent system of education pathways that
lead students through at least the second year of college. The redesign of
American high schools is central to this system of pathways – and to economic
prosperity. With support from the Bill & Melinda Gates Foundation, the
NGA Center for Best Practice's Education Division will support governors and
their education advisors as they work to improve high school and college
completion rates. The focuses on five issues: (1) school choice; (2)
finance; (3) K-16 accountability; (4)
postsecondary articulation; and (5) improving low-performing high schools. |
The 2005 National Education Summit on High Schools, held
February 26-27, 2005, was sponsored by NGA and Achieve, Inc. in partnership
with the Business Roundtable, the James B. Hunt Institute and the Education
Commission of the States. http://www.nga.org/center/divisions/1,1188,C_ISSUE_BRIEF^D_8021,00.html Getting it Done: Ten Steps to a State Action Agenda abstract:
http://www.nga.org/center/divisions/1,1188,C_ISSUE_BRIEF^D_8033,00.html
Getting it Done: Ten Steps to a State Action Agenda http://www.nga.org/cda/files/04CHAIRMANTOPTEN.pdf Stronger Fiscal Incentives Can Improve High School
and Postsecondary Outcomes (2004) abstract:
http://www.nga.org/center/divisions/1,1188,C_ISSUE_BRIEF^D_7202,00.html
Transforming the American High School: New Directions for
State and Local Policy (December
2001) http://aspeninstitute.org/aspeninstitute/files/Img/pdf/highschools.pdf
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National High School Alliance (housed at the Institute for Educational Leadership) 4455 Connecticut Avenue, NW Suite 310 |
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A Call to Action:
Transforming High School for All Youth (April 2005) http://www.hsalliance.org/_downloads/home/Call%20To%20Action%202005/CalltoAction2005.pdf Crisis or
Possibility? Conversations About the American High School (May 2004) http://www.hsalliance.org/resources/docs/Crisis%20or%20Possibility.pdf All Over the Map:
State Policies to Improve the High School (May 2002) website also includes
links to partner resources such as: Career Academy
Standards of Practice http://www.hsalliance.org/resources/resource.asp?id=85 College Readiness for
All Toolbox http://www.pathwaystocollege.net/collegereadiness/toolbox/index.htm |
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Social Science Research Council 810 7th Avenue New York, NY 10019 212.377.2700 |
The Transitions to College: From Theory to Practice
project “examines the extent to which conditions for
opportunity and success are available to all American adolescents as they
attempt to navigate the transition from secondary school to college and
beyond.” |
Database of reports, policy briefs, journal articles and
other records on transition issues: http://edtransitions.ssrc.org/extmembers.aspx?sid=1&A=7
List of over 150 websites related to high school to
college transition: http://edtransitions.ssrc.org/weblink.aspx?sid=1&A=9
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Hall of the States Street, NW, Suite 200 |
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http://www.sreb.org/programs/hstw/HSTWindex.asp The College Readiness series also features several useful
reports, in particular the report, Reporting on College Readiness: http://www.sreb.org/main/highered/readiness/College_Readiness.pdf Also see High School To College and Careers: Aligning
State Policies, which focuses on preparation and transitions between high
school, college, and the workforce: http://www.sreb.org/main/HigherEd/readiness/aliningstatepolicies.asp |
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U.S. Department of Education 400 Maryland Ave., SW Washington, DC 20202 800.USA.LEARN (800.872.5327) |
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Short version: http://nces.ed.gov/pubs2005/2005105_1.pdf
Full report: http://nces.ed.gov/pubs2005/2005105.pdf
Dropout Rates in the United States: 2001
(November 2004) http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005046
National Assessment of Vocational Education: Final Report
to Congress (2004) http://www.ed.gov/rschstat/eval/sectech/nave/index.html
The High School Transcript Study: A Decade of Change in
Curricula and Achievement, 1990-2000 (March 2004) http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004455
Public High School Dropouts and Completers from the Common
Core of Data: School Year 2000-01 (November 2003) http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004310
The 1998 High School Transcript Study Tabulations:
Comparative Data on Credits Earned and Demographics for 1998, 1994, 1990,
1987, and 1982 High School Graduates (May 2001) http://nces.ed.gov/pubs2001/2001498.pdf
PowerPoint presentation, New Expectations for a New
Century: The Education Imperative (May 2004) http://gearup.ous.edu/documents/powerpoint/Education_Imperative.ppt
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Urban Institute
2100 M Street, N.W. 202.833.7200 |
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Graduation Rates: Real Kids, Real
Numbers (December
2004) Beyond Bilingual Education: Immigrant Students and the No
Child Left Behind Act (December
2004) The Real Truth About Low Graduation Rates: An
Evidence-based Commentary (August 2004) http://www.urban.org/UploadedPDF/411050_realtruth.pdf
PDF: http://www.urban.org/UploadedPDF/410934_WhoGraduates.pdf Projections of 2003-04 High School Graduates: Supplemental
Analyses based on findings from Who Graduates? Who Doesn't? (June
2004) Research report: http://www.urban.org/url.cfm?ID=411019 PDF: http://www.urban.org/UploadedPDF/411019_2003_04_HS_graduates.pdf
Research report: http://www.urban.org/Template.cfm?NavMenuID=
24&template=/TaggedContent/ViewPublication.cfm&PublicationID=8742 PDF: http://www.urban.org/UploadedPDF/410936_LosingOurFuture.pdf
Research report: http://www.urban.org/Template.cfm?Section=ByTopic&NavMenuID=62&template=/TaggedContent/ViewPublication.cfm&PublicationID=8667 PDF: http://www.urban.org/UploadedPDF/410898_vulnerable_youth.pdf Ten Questions (and Answers) about Graduates, Dropouts, and NCLB
Accountability (October 2003) PDF: http://www.urban.org/UploadedPDF/310873_LearningCurve_3.pdf NCLB Implementation Report: State
Approaches for Calculating High School Graduation Rates (October
2003) Research Report: http://www.urban.org/Template.cfm?Section=ByTopic&NavMenuID=62&template=/TaggedContent/ViewPublication.cfm&PublicationID=8592 PDF: http://www.urban.org/UploadedPDF/410848_NCLB_Implementation.pdf Keeping Count and Losing Count: Calculating
Graduation Rates for All Students Under NCLB Accountability (August
2003) PDF: http://www.urban.org/UploadedPDF/410843_keeping_count.pdf Towards a Typology of Alternative Education Programs: A
Compilation of Elements from the Literature (July
2003) Research Report: http://www.urban.org/Template.cfm?Section=ByTopic&NavMenuID=62&template=/TaggedContent/ViewPublication.cfm&PublicationID=8546 PDF: http://www.urban.org/UploadedPDF/410829_alternative_education.pdf
PDF: http://www.urban.org/UploadedPDF/410828_vulnerable_youth.pdf
Caps, Gowns and
Games: High School Graduates and NCLB
(May 2003)
PDF: http://www.urban.org/UploadedPDF/310777_LearningCurve_1.pdf Overlooked and Underserved: Immigrant Students in U.S. Secondary
Schools (December 2000) |
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PO Box 9752 2520 55th Street Boulder, CO 80301-9752 |
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The White House (George W. Bush administration) The White House Comments: 202.456.1111 |
“To
build on America’s education reforms, the President’s high school initiatives
will increase the quality of secondary education and ensure that every
student graduates from high school prepared to enter college or the workforce
with the skills to succeed.” |
“No Child Left Behind: High Quality, High School
Initiatives” (fact sheet and speech text) (January 12, 2005) http://www.whitehouse.gov/news/releases/2005/01/20050112-3.html
and http://www.whitehouse.gov/news/releases/2005/01/20050112-5.html
Education: The Promise of America (September
2004) http://www.whitehouse.gov/infocus/education/educ_policy_book.pdf
Educating America: The President’s Initiatives for High
School, Higher Education and Job Training (May 2004) http://www.whitehouse.gov/infocus/education/educating_america_policy_book.pdf
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© 2006 by the Education
Commission of the States (ECS). All rights reserved. ECS is a nonprofit,
nationwide organization that helps state leaders shape education policy. To request permission to excerpt part of this publication, either in print or electronically, please fax a request to the attention of the ECS Communications Department, 303.296.8332 or e-mail ecs@ecs.org. |
Helping State Leaders Shape Education Policy
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