What We Are Reading: School Counselors, Transitions, and Graduation Requirements

Looking for new high school-related resources?  Here are some pieces that other organizations have recently released:*

Poised to Lead: How School Counselors Can Drive College and Career Readiness (Education Trust, December 19, 2011). School counselors can guide students through the course selection process. They also can help schools identify policies and practices that propel all students toward success, as well as those that hold some students back. “Poised to Lead” outlines what states, districts, and schools can do to help school counselors become leaders and advocates in the effort to prepare all students for college and career.

America’s Youth: Transitions to Adulthood (National Center for Education Statistics, December 20, 2011). America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.

Providing High School Feedback (Data Quality Campaign, December 2011). Nearly every high-priority item in national, federal, state, and local discussions about education—and policy proposals across the political spectrum—requires high-quality longitudinal data to inform its design, implementation, and evaluation. This factsheet shares DQC's analysis of what Data for Action 2011: DQC's State Analysis tells us about states' data capacity related to providing high school feedback.

State College- and Career- Ready High School Graduation Requirements Comparison Table (Achieve, December 2011). Achieve's research suggests that for high school graduates to be prepared for success in postsecondary settings, they need to take four years of challenging mathematics - including content at least through Algebra II or its equivalent - and four years of rigorous English aligned with college- and career-ready standards. This publication offers a comparison table of state graduation requirements. 

AYP Results for 2010-11 (Center on Education Policy, December 15, 2011). This report updates previous CEP research with data from the 2010-11 school year on the number of schools not making adequate yearly progress (AYP) under the No Child Left Behind Act (NCLB). The estimated percentage of all U.S. schools not making AYP was 48% in 2011, an all-time high and an increase from 39% in 2010.

Relationships Among and Between ELL Status, Demographic Characteristics, Enrollment History, and School Persistance (National Center for Research on Evaluation, Standards, & Student Testing, December 2011). This report examines enrollment history, achievement gaps, and persistence in school for ELL students and reclassified ELL students as compared to non-ELL students. The study uses statewide individual-level data sets merged from students’ entry to exit in the state’s public school system for graduate cohorts of 2006, 2007, and 2008.

Education & The American Jobs Act: Creating Jobs Through Investments in Our Nation’s Schools (White House, December 2011). This report documents the need for Congress to take decisive action on the American Jobs Act, and provides detailed estimates of the benefits each school district in the country can expect to receive with passage of the American Jobs Act.  These critical investments will create jobs now and improve the physical condition of the schools that teach and train future workers for the jobs of the twenty-first century.

2020 Vision Roadmap: A Pre-K Through Postsecondary Blueprint for Educational Success (National Opportunity to Learn Campaign, December 2011). In 2010, the President set a goal for the U.S. to become the global leader in postsecondary degree attainment by the year 2020. Yet, more than 7,000 students, many of whom are not proficient in reading and math, are leaving or being pushed out of U.S. schools each day. These students are critical for our nation’s future and they must be retained to develop the skills and preparation they need to become successful in school, work and life. 

Bullying in Schools: An Overview (U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention, December 2011). Researchers from the National Center for School Engagement conducted a series of studies to explore the connections between bullying in schools, school attendance and engagement, and academic achievement. This bulletin provides an overview of the OJJDP-funded studies, a summary of the researchers’ findings, and recommendations for policy and practice.

High School Dropouts in Chicago and Illinois: The Growing Labor Market, Income, Civic, Social and Fiscal Costs of Dropping Out of High School (Center for Labor Market Studies, November 2011). The costs of dropping out of high school have increased over time for both dropouts and for society at large in the form of reduced federal, state, and local taxes and increased expenditures on dropouts in the form of cash and in-kind transfers. This policy brief provides a summary of key recent research findings on what we know about the costs of dropping out in the city of Chicago and the state of Illinois.

Career Clusters: Forecasting Demand for High School Through College Jobs, 2008-2018. (Georgetown University Center on Education and the Workforce, November 2011). In Career Clusters, the authors examine which sectors of the labor market afford individuals the best route to a middle class income. Using forecasts, the authors identify the most promising clusters for job seekers with a high school diploma or less, middle skills such as a certificate or Associate's degree, and those with Bachelor's degrees or better. 

*Resource descriptions provided by the sponsoring organization.

Note: This blog post was originally authored under the auspices of the National High School Center at the American Institutes for Research (AIR). The National High School Center’s blog, High School Matters, which ran until March 2013, provided an objective perspective on the latest research, issues, and events that affected high school improvement. The CCRS Center plans to continue relevant work originally developed under the National High School Center grant. National High School Center blog posts that pertain to CCRS Center issues are included on this website as a resource to our stakeholders.

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