Career

This policy brief from the Rennie Center for Education Research & Policy describes student learning plans (SLPs) as a way to prepare students for the transition from school to college and career. The brief includes an overview of SLPs, the research on their effectiveness to improve student outcomes, and the implementation of SLPs in other states. While the brief was written for Massachusetts policymakers, the information and recommendations are useful for other audiences.

This report, sponsored by the State Educational Technology Directors Association (SETDA), provides examples of education technology programs being funded by national, state, district, and local governments. The authors collected data on educational technology programs funded to state educational agencies (SEAs) through the Enhancing Education Through Technology (EETT) grant program.

This report by the Campaign for High School Equity (CHSE) examines different aspects of high school reform. The author makes six recommendations for high schools to improve education equity for all students: (1) make all students proficient and prepared for college and work, (2) hold high schools accountable for student success, (3) redesign the American high school, (4) provide students with the excellent leaders and teachers they need to succeed, (5) invest communities in student success, and (6) provide equitable learning conditions for all students.

This report from the Alliance for Excellent Education discusses possible reforms to ESEA using New York City’s Multiple Pathways to Graduation initiative as an example of how to create flexible policy to help high school students graduate college and career ready. The author examines the effects of federal policy on off-track students and provides recommendations that include increased focus on policies that address the needs of off track students and new metrics for school performance that take into account improvements among at risk students.

This Alliance for Excellent Education policy brief, targeted toward federal and state policymakers, argues that remedial college courses are economically inefficient. Costs associated with remedial courses include the cost of the course which is often federally funded through grants, and, because students who enroll in remedial courses are much less likely to graduate, loss of lifetime earnings. The brief argues that reforming high school curriculum and teaching and ensuring vertical alignment through college- and career-readiness are essential and much more cost effective.

This policy brief by the National Education Policy Center discusses the characteristics, benefits, and challenges of Linked Learning, a school framework in which academic content is integrated with career and technical education (CTE), and the two content areas are contextualized in real-world situations.

This report from Jobs for the Future examines the GED as a pathway to postsecondary success. Authors John Garvey and Terry Grobe note that although 60 percent of GED test takers express a desire to further their education beyond the GED and nearly half of all GED holders go on to postsecondary education, only 4 percent earn a degree. They argue that GED test takers are poorly prepared for college, partly because the GED narrowly focuses on passing the minimum standards of the exam, rather than building comprehensive literacy and numeracy skills.

This brief, sponsored by Alliance for Excellent Education, Civic Enterprises, and the Data Quality Campaign, discusses the importance of using data at various levels within the education system. The authors describe the use to of data in identifying students at risk of dropping out as well as in identifying if students are college and career ready. The brief also identifies challenges, including making sure that data is accessible while protecting privacy, and linking data across systems.

This report from the Coalition for Community Schools discusses how eight high schools across the country are decreasing dropout rates as community schools. The author examines how these schools have been increasing achievement and preparing students for careers, college and life through focused leadership, robust partnerships, and critical programs and services. Case studies on each of the schools are included, highlighting background, programs and services, partnerships, leadership, and results.

This policy brief, sponsored by ARISE Coalition, documents the results of the review of about 200 individualized education plans (IEPs) for students with disabilities demonstrating noncompliance. The author provides recommendations that include identifying the diploma type sought in the transition plan, disseminating information about transition and post-secondary programs to students with disabilities and their families; and teaching self-advocacy skills. This resource may be especially relevant to policy makers and special educators.