Policy: State

As many Title I high schools approach their fifth year of failing to meet adequate yearly progress (AYP), many states and districts are struggling to navigate the new waters of school restructuring as required in such cases as the No Child Left Behind Act (NCLB) of 2001. This brief from the National High School Center outlines the provisions of the law related to restructuring and includes strategies that states and districts are undertaking to meet their obligations under the law, particularly at the high school level.

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 research brief from the National High School Center outlines existing barriers regarding teacher expectations, tracking, and placement of English language learners (ELLs) and offers key policies and useful strategies in building capacity and developing learning environments conducive for all students in obtaining academic success.

This National High School Center report focuses on successful high schools, highlighting the ways in which many superintendents, principals, and teachers are setting and meeting high expectations for all students. Developed specifically for state leaders, it provides them with suggestions on how they may support initiatives that are linked with accelerated learning.

This 2003 study from the Center for Educational Policy Research analyzed 66 state-administered standardized tests from 20 states to determine whether they adequately gauge whether students are prepared for introductory-level college courses. The report concludes that state exams are largely not aligned with the standards generally thought to lead to college readiness and success

This study explores whether state testing policies were related to differences in students’ likelihood of earning a high school diploma. The study also explores whether there is variation in the association of high school graduation with students’ backgrounds and expectations. It was found that the relationship between students’ likelihood of graduating from high school and their background, aspirations and teacher expectations varied among states with different practices.

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.