This report presents information on demographics, course-taking, extracurricular activities, education and occupational aspirations, and life values of U.S. high school seniors studied between 1972-2004. The focus of this report is to present similarities and differences over time by observing seniors in 1972, 1980, 1992, and 2004.
This report presents a review of improvement strategies and reforms that educators and policymakers can develop and implement to support low-performing high schools. The report explains the theories that drive each reform strategy, reviews the evidence supporting the strategies, and provides suggestions for implementing the reforms. Some of the reform strategies include dual enrollment, early college high schools, learning communities, career academies, and charter high schools.
Preparing students for college and careers includes exposing them to a range of educational and employment opportunities. In rural communities, the geographic distance to universities and businesses can present a challenge for students and schools. However, strong community relationships and partnerships can help mitigate these challenges, particularly in rural areas.
This report includes a scan of K-12 credit policies in all 50 states and the District of Columbia. The scan explores which states have policies that define credit based solely on seat time and which states allow for more flexibility when awarding course credits. The report uses five categories to organize state credit policies ranging from the complete abolishment of the Carnegie Unit to the use of alternative credit policies only in special circumstances such as credit recovery.
This literature review explores the role of noncognitive factors in academic performance, which is measured by student GPA. The report develops an evidence-based conceptual framework from existing literature on noncognitive factors. The report also analyzes existing research to identify any gaps in knowledge in order to assist policymakers who wish to assess leverage points for improving student achievement. Additionally, it examines implications for student learning, presents case studies, and provides recommendations.
This month the College and Career Readiness and Success Center (CCRS Center) released a brief titled Understanding Accelerated Learning Across Secondary and Postsecondary Education. Prepared by the American Youth Policy Forum (AYPF), the brief catalogs and articulates accelerated learning options across and within secondary and postsecondary education.
This report reviews literature on Advanced Placement (AP) to answer several questions about student outcomes related to taking AP classes. It finds that research is inconclusive about the effect of AP course offerings on students and schools. Research has found that students who take AP courses and pass AP exams are more successful in college than those who did not take AP courses, but this report cautions that the research is correlational, not causal.
A survey administered by the Center on Education Policy at George Washington University found that K-12 and higher education officials in most states are collaborating to implement the Common Core State Standards. In addition, most states reported that colleges and universities have determined that the new math and literacy standards meet standards of college readiness. However, officials in 16 states reported that they have had major challenges in collaborating with higher education.
A group of community colleges in Tennessee have been working with local high schools to create math labs for high school students. The math labs are available to high school seniors who appear likely to be in need of remediation in college and are focused on preparing students for college math. Bill Haslam, the state's governor, provided $1.1 million to the project after hearing of its success - 25% of of 200 students at a remedial, dual enrollment group at Chattanooga State Community College had completed a credit-bearing college-level math course while still in high school.
This report provides evidence-based strategies to increase student proficiency and engagement in Science, Technology, Engineering, and Mathematics (STEM). The President's Council of Advisors on Science and Technology (PCAST) sought out the expertise of educators, school administrators, private companies, government officials in education, and STEM practitioners to inform their policy recommendations. Suggestions range from more federal promotion of STEM to innovative and experiential learning of STEM for students from all backgrounds.