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The Fiscal Consequences of Dropping Out of High School and Failing to Complete Additional Years of Post-Secondary Schooling in Connecticut - Oct 2009
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The Fiscal Consequences of Dropping Out of High School and Failing to Complete Additional Years of Post-Secondary Schooling in Connecticut |
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The Labor Market Experiences and Fortunes of Connecticut Working Age Adults 16-64 by Educational Attainment: Dire Straits for High School Dropouts
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Prepared by: Andrew Sum, Ishwar Khatiwada, Joseph McLaughlin, with Sheila Palma, Center for Labor Market Studies, Northeastern University, Boston, Massachusetts
Prepared for: Our Piece of the Pie, Hartford, Connecticut
October 2009
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What We Must Do to Create a System That Prepares Students for College Success
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An ever-increasing proportion of high school students in the United States today aspire to graduate from college. Yet statistics indicate that the percentage of college students receiving bachelorâ??s degrees has remained relatively constant over the past 25 years, that it now takes on average 6 years to get a four-year college degree, and that somewhere between 30 percent and 60 percent of students now require remedial education upon entry to college, depending on the type of instruction they attend. Also, over the past 25 years, SAT and ACT scores have risen only slightly in math and have been relatively constant in reading, high school grade point average has gradually risen, and the proportion of students taking college preparatory courses has grown as well. Given these statistics, what must be done to create a more aligned educational system that prepares students for college success? This paper tells you how. |
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PSI Pilot site announcement press release
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PSI Pilot site announcement press release |
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A Briefing Prepared for the 2009 Governors Education Symposium (June 2009)
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The 2009 Governors Education Symposium focuses on the education priorities outlined in the American Recovery and Reinvestment Act (ARRA): standards and assessment, longitudinal data systems, teacher effectiveness, and turnaround support for failing schools. Included is a brief by DQC Director, Aimee Guidera, titled State Longitudinal Data Systems. This brief recommends actions for states to improve their longitudinal data systems to meet the ARRA assurances and ultimately to improve student achievement. |
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Creating postsecondary pathways to good jobs for young high school dropouts: The possibilities and the challenges (2008)
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This paper looks at strategies for connecting high school dropouts between the ages of 16 and 24 to pathways to postsecondary credentials that have value in the labor market. It highlights examples of innovations in policy, program delivery, pedagogy in adult education, youth development and dropout recovery, and postsecondary education. This is done not only to advocate for expanded adoption of these best practices, but to seed thinking about ways these policies and practices, if better integrated and funded, can bring about more robust and successful dropout recovery and postsecondary education to address this challenge. |
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Matchmaking: Enabling Mandatory Public School Choice in New York and Boston (Sept. 2009)
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School choice requires that students and their parents have meaningful choices. In a new Education Sector Idea at Work, Matchmaking: Enabling Mandatory Public School Choice in New York and Boston, Co-founder Thomas Toch and Policy Analyst Chad Aldeman take a close look at the choice systems in New York and Boston. |
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Mining the Opportunities in Differentiated Accountability: Lessons Learned from the No Child Left Behind Pilots in Four States (Sept. 2009)
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This report examines how four states--Georgia, Maryland, New York, and Ohio--have taken advantage of the flexibility under the Differentiated Accountability Pilot program to help low-performing schools under the No Child Left Behind Act. Launched by the U.S. Department of Education in 2008, the program allows nine states to vary the intensity and type of intervention they use with struggling schools and focus their resources on those with the greatest needs. |
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Raising Rigor, Getting Results: Lessons Learned from AP Expansion (Aug. 2009)
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The Advanced Placement Expansion project of the National Governors Association Center for Best Practices (NGA Center) was one component of a large-scale initiative launched in 2005 to redesign the American high school. Alabama, Georgia, Kentucky, Maine, Nevada, and Wisconsinreceived funding to expand Advanced Placement (AP) courses to minority and low-income students at 51 pilot high schools in rural and urban school districts. The NGA Center, working in partnership with the College Board, has demonstrated that it is possible for states to raise rigor and get results at scale. |
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Rethinking high school: Supporting all students to be college-ready in math (2008)
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This report introduces three key program elements identified as essential to strong math programs, provides a brief introduction to the schools where the elements are employed, and profiles each school in greater depth to provide detail and context about how each element is being implemented. Program elements explored in this research are: offering high level math courses and supports, continually improving teachers' skills and math content knowledge, and using student information to drive instruction. |
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