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Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students (Nov. 2005)
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This report is the result of a careful, on-the-ground study into the practices of public high schools that serve high concentrations of either low-income or minority children and have a strong track record accelerating learning for students who enter high school below grade level. This study compares and contrasts the practices of these high-impact schools with similar high schools that have only an average impact on student performance. Schools in North Carolina & California are profiled in the Appendix.
Technical Appendix |
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The Power to Change: High Schools that Help All Students Achieve (Nov. 2005)
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This report chronicles the stories of three very different high schools that are getting strong results for minority students and students from low-income families. The report demonstrates clearly that some high schools are succeeding, even under challenging circumstances. Schools profiled are in Elmont, NY, Worcester, MA and Granger, WA. (Nov. 2005) |
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GAO Report: Labor Should Consider Alternative Approaches to Implement New Performance and Reporting Requirements - May 2005
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GAO Report Asserts that Labor Should Consider Alternative Approaches to Implement New Performance and Reporting Requirements (5/05) |
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Funding Alternative Education Pathways (2005)
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Funding Alternative Education Pathways: A Review of the Literature examines how alternative education pathways are funded. (2005) |
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Expanding the Reach of Education Reforms: Perspectives from Leaders in the Scale-Up of Educational Interventions (2004)
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Over the last few decades, demands that schools serve all students better and be accountable for student performance have inspired many education reforms. Meanwhile, the focus has shifted from assisting individual teachers and schools to applying proven reforms more widely-scale-up. The authors of the essays in this volume have helped extend various reforms beyond the environments in which they first proved successful. The authors recount the challenges they faced and the lessons they learned. One major challenge has been building the capacity in schools, districts, and states both to implement and to sustain the reforms. Some elements of successful scale-ups are adjusting programs for differing cultural and policy environments, implementing quality-control mechanisms, ensuring that all supports are in place (including financing), and fostering a sense of ownership. Success with any design requires participants at all levels-developers, teachers, schools, districts, and states-to cooperate in an iterative and complex and process that, among other things, aligns the program with local accountability requirements and provides the policies and infrastructure that will sustain the practices for the long term. By: Thomas K. Glennan, Jr., Susan J. Bodilly, Jolene Galegher, Kerri A. Kerr, RAND Corporation. (2004) |
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Expanding the Reach of Education Reforms: What Have We Learned About Scaling Up Educational Interventions? (2004)
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The process of developing and scaling up education reforms is iterative and complex, requiring cooperative interactions among program developers, policymakers, and school authorities. Successful scale-up efforts have four properties: widespread implementation, deep changes in classroom practices, sustainability, and a sense of ownership of new practices and policies among teachers and school leaders. Reform efforts must take into account a set of eight core tasks: developing and providing support for implementation, ensuring high-quality implementation at each school site, evaluating and improving the intervention, obtaining financial support, building organizational capacity, marketing, adapting to local contexts, and sustaining the reform over time. By: Thomas K. Glennan, Jr., Susan J. Bodilly, Jolene Galegher, Kerri A. Kerr, RAND Corporation. (2004) |
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How Pilot Schools Authentically Assess Student Mastery (2004)
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This study documents how member schools of the Boston Pilot Schools Network use authentic assessments to understand what their students know and can do. Against a backdrop of proliferating state-mandated standardized tests, and federal legislation in the form of No Child Left Behind, Pilot Schools use performance-based tasks in which students ask questions that they have formulated on their own and use habits of mind to reflect on their work and thinking. (2004) |
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Stronger Schools, Stronger Cities (2004)
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A 30-month Municipal Leadership in Education (MLE) project was launched in June 2001 with financial support from Carnegie Corporation of New York. The MLE project set out to support and assist local communities and to illustrate the leadership roles that mayors and council members can play and are playing to promote and support school improvement. The project also sought to identify promising practices in municipal leadership and school improvement, while developing a range of
tools and resources for mayors and council members who are interested in strengthening K-12 education. |
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Telling the Whole Truth (or Not) About High School Graduation: New State Data (Dec. 2003)
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This report highlights the need for states to better report their high school graduation data. Ultimately, this data should result in greater awareness of how many students, particularly low-income and minority students, make it through high school. A state-by-state analysis of graduation rates in all 50 states demonstrates that while some states seem to have seized this opportunity to provide an honest picture of high school graduation among their young people, many other states were lax in reporting complete and useful data. (Dec. 2003) |
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NCWD: Info Brief
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Serving Youth with Disabilities Under the Workforce Investment Act of 1998: The Basics (9/03) |
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