This study examines the impact of Gateway to Higher Education, an intensive program which entails an extended year and day, information and support for college, enrichment experiences in sciences and math, and internships. Longitudinal data was examined for Gateway participants and a comparison group of students and site visits, focus groups and interviews were conducted. Findings showed significant differences in high school graduation and college attendance rates, completion of high school coursework and strong Scholastic Aptitude Test (SAT) performance.
Increased Learning Time
This report provides a profile of 38 schools and details how these schools have implemented strategies to promote and advance college readiness. The report outlines each school, characteristics that make the school unique, and lessons learned from undertaking particular strategies. The report is organized into six sections: 1) alternative schools, 2) charter schools, 3) comprehensive schools, 4) early college high schools, 5) magnet schools, and 6) private schools. In several cases, schools may have utilized more than one strategy to achieve their goal.
This policy statement from the Council of Chief State School Officers (CCSSO) provides reasons why the Elementary and Secondary Education Act (ESEA) should be reauthorized. The authors include recommendations for ESEA reauthorization in the four core areas of reform: standards, assessments, and accountability; data and reporting; teachers and leaders; and supports for next-generation learning.
This policy brief, written by The After-School Corporation, provides examples of how six states (Ohio, Maine, Massachusetts, New Hampshire, New York and Rhode Island) are incorprating personalized learning into education policies. This brief includes seven recommendations for New York and New York City.
This report from the National High School Center outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma. Further, the report discusses the use of early warning data systems to target interventions for groups and individual students, offers a variety of best practice approaches undertaken by higher-performing high schools, and presents effective programs that are currently being implemented to stem the dropout problem.
The executive summary follow up to the first Breaking Ranks, authored by the National Association of Secondary School Principals (NASSP), offers recommendations to administrators and teachers who wish to implement updated reform strategies originally outlined in the first edition of Breaking Ranks.
After a thorough literature search, researchers identified 22 rigorous quantitative studies of ninth-grade remediation programs, 10 of which qualified for the full review according to the What Works Clearinghouse (WWC)’s Study Design and Implementation Assessment Device (DIAD). The 10 studies included in the full review were too divergent in the focus and construction of the programs they assessed for the authors to reliably draw conclusions about the overall magnitude and direction of effect sizes.
This book offers an alternative to current reform efforts, the Talent Development approach, detailing organizational, curricular, and instructional strategies that provide practitioners with a blueprint for whole school reform. The book presents the story of what happened in urban high schools when this approach was implemented. There are eight chapters in three parts.
This study examined three different types of scheduling used in high schools: a traditional schedule, an A/B block schedule, and a 4 x 4 block schedule. The sample of 355 students was drawn from a city in northern Colorado where junior high schools that employed similar schedules served as feeders to the high schools. Findings from this study indicate that students participating in the school where 4 x 4 block scheduling is used may have an advantage in math and reading achievement over students in traditional and A/B schedules. Significant gains were discovered in reading achievement.