Increased Learning Time

Paths to success: An evaluation of the Gateway to Higher Education program

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.

Creating College Readiness: Profiles of 38 Schools That Know How

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.

Grad Nation: A Guidebook to Help Communities Tackle The Dropout Crisis

This guidebook is a step-by-step guide for schools, families and the community on how to be involved in addressing the dropout crisis. The authors provide research-based information and tools with each section to be used in implementing programs specific to the community. Each section provides background information on topics relevant to the community as a whole such as the cost of high dropout rates, along with questions techniques, strategies, and additional resources to address the community needs.

Policy Statement on ESEA Reauthorization

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.

Approaches to Dropout Prevention: Heeding Early Warning Signs with Appropriate Interventions

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.

Ninth-Grade Remediation Programs: A Synthesis of Evidence-Based Research

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.

Comprehensive Reform for Urban High Schools: A Talent Development Approach

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.

The Effects of Block Scheduling on High School Academic Achievement

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.


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