This is a paper and pencil version of the online self-assessment tool.
This report sponsored by the NGA Center for Best Practices discusses state progress in reporting a standardized graduation rate, the Compact Rate, and state efforts to improve their accountability, data systems, and data quality for state graduation rates. The report provides recommendations for further work that include promoting accurate data collection and analyses through state policies and procedures; providing guidance to districts and schools on data collection, analyses, and monitoring; and using data to inform strategies for helping more students graduate with success.
This report discusses the importance of early literacy in order to prepare adolescents to be college and career ready. It states that literacy crosses over into other subject areas such as science and math and problem solving skills in life. The authors suggest that linking instruction to the growing knowledge base on literacy and using current outcome data and best practices can help bridge this gap and lead to more prepared students.
The Eight Elements of High School Improvement framework provides a lens for mapping school, district, and state high school improvement efforts. This framework, updated from the original July 2008 version, incorporates new language and ideas from the U.S. Department of Education’s current education reform priorities.
This State Higher Education Executive Officers report describes how state and local leaders from around the United States have developed and implemented successful strategies to increase student achievement in their schools. It also emphasizes the importance of an integrated educational system in obtaining positive student outcomes from preschool to grade 16.
This report, prepared by Achieve, Inc., for the project Staying the Course: High Standards and Improved Graduation Rates, pushes for states and districts to build longitudinal data systems to track student progress and engagement in the hopes of identifying potential dropouts and at-risk students early enough for successful intervention.
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.
This examination of the high school graduation rates by the National Association of Secondary School Principals (NASSP) highlights the necessity and need for a comprehensive, universal formula to be used across states, a vision shared by many stakeholders in high school reform.
This issue brief from the National High School Center provides guidance to states as they respond to requirements presented in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) in the area of dropout prevention for students with disabilities. It also highlights the role of State Performance Plans as starting points for states to develop data collection and monitoring procedures, and supplies states with considerations and recommendations for providing a consistent method of tracking dropout data.
For the first time in the United States, all states are reporting their four-year high school graduation rates based on a common, rigorous measure. The U.S. Department of Education released data on November 26 presenting the new rates for school year 2010-2011. The new calculation showed 26 states reporting lower graduation rates, as compared to the previous year, and 24 states with rates that were unchanged or that had increased.