Roadmap for Reform

This report, sponsored by Digital Learning Now, identifies 72 measures that state policy makers should incorporate into their state policy in order to facilitate high quality digital learning for all students. The authors stress the importance of providing all students access to digital forms of learning, including virtual and blended learning, using digital learning to provide personalized learning trajectories, and providing quality content, instruction and choices through digital learning.

The Early College Challenge: Navigating Disadvantaged Students’ Transition to College

This report from <i>American Educator</i> discusses five features of successful early college high schools (ECHS). The authors examine the effects of these five features on high school educators, college educators and students, and provide recommendations that include providing a packaged curriculum, and proactively monitoring and guiding students, among others. This resource may be especially relevant to district administrators and teachers looking at way to improve disadvantaged students’ transition to college within their districts or classrooms.

The Early Warning Indicator Index: Identifying High School Students At Risk of Not Graduating on Time

This guide from the Massachusetts Department of Elementary and Secondary Education discusses how to identify students at risk of not graduating on time or at risk of dropping out of school using Massachusetts’ Early Warning Indicator Index (EWII). The guide examines the effects of using the EWII to detect those at risk students and provides guidance on common characteristics of at risk students, how risk level is determined, and how to assign risk levels to new students.

Listening to Latinas: Barriers to High School Graduation

This report discusses barriers to high school graduation rates and college readiness for Latinas. The author examines the challenges facing Latinos to achieve a high school degree and continuing on to higher education. The resource provides recommendations for federal, state, and local policy makers including additional funding, providing mentors, and ensuring that the school environment is culturally inclusive.

The State of Learning Disabilities

This report from the National Center for Learning Disabilities discusses the educational attainment of students with learning disabilities. The author examines the effects of learning disabilities on students within the K-12 system with a focus on the struggle to attain grade level standards and graduation rate and provides recommendations that include transition planning activities and the use of technology to support students with learning disabilities.

Making Every Diploma Count: Using Extended-Year Graduation Rates to Measure Student Success

This updated brief provides background information on the extended-year graduation rate and discusses how use of this rate can support increased services for struggling or off-track students. In addition, the authors provide three recommendations for state policymakers as they work to create new accountability systems that document and reflect student success outside the traditional four-year graduation rate.

Do Graduation Rates Measure Up? A Closer Look at State High School Exit Exams

This resource from Achieve discusses graduation exams for six states: Florida, Massachusetts, Maryland, Ohio, New Jersey, and Texas. The authors look at their usefulness in gauging a high school student's success after high school. The study found that the exams should continue to be used to measure a high school student's knowledge, but that they should not be the only tool used.

Rising to the Challenge: Are High School Graduates Prepared

This resource from Achieve discusses the results of research by Peter D. Hart Research Associates and Public Opinion Strategies on public high school graduates from the classes of 2002, 2003, and 2004. The results found that many graduates cite gaps in preparation, college instructors/employers confirm graduates’ lack of preparation, few employers feel high school graduates prepared for advancement, and graduates who faced high expectations were twice as likely to feel prepared, among others.


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