This brief, authored by the Business Roundtable, is designed to provide states with concrete policy recommendations that will help ensure that students are properly prepared to become effective and highly skilled members of the workforce.
This brief describes the K-12 reforms President Obama included in the budget for 2014. These reform efforts are focused on high school redesign and career readiness; science, technology, engineering, and mathematics (STEM) education; effective teaching and school leadership; school safety; school turnaround; and data systems.
This study from the Stanford Institute for Higher Education Research found that the overwhelming majority (80%) of Hispanic and African American students surveyed planned to pursue some kind of post-secondary education, but misaligned K-16 systems are putting up barriers to college access. Furthermore, high school assessments do not measure the same skills and knowledge that colleges require for entry.
This primer explores what it means to link data systems from four perspectives: turf, trust, technical issues, and time; provides recommendations for policymakers to ensure data systems meet user needs; and includes snaphots and resources to help states address some of the challenges outlined in the brief. The recommendations include ensuring input from a broad range of stakeholders, defining the questions the system should be designed to answer, establishing governance structures that ensure data-sharing and security, and building capacity for data use among stakeholders.
On May 29, the American Youth Policy Forum, the College and Career Readiness and Success Center, and the Institute for Education Leadership, hosted a webinar titled, “The Use of Individualized Learning Plans (ILPs) to Help Students to be College and Career Ready.” Presenters included Dr.
This research by the Baltimore Education Research Consortium examined the drop out indicators from the Baltimore City Schools class of 2007. The authors identified chronic absence; failing English, or math, or both and/or a failing average for English, math science, and social studies; being at least one year overage; and being suspended for three or more days. This resource may be particularly useful for districts or schools looking to use drop out indicators in the middle grades to identify students in need of intervention efforts.
This article from Balfanz, Herzog, and MacIver discusses the early identification and intervention system for middle-grade schools that can be used to combat student disengagement and increase graduation rates. The authors used longitudinal analysis to demonstrate how four predictive indicators can be used to identify 60% of students who will not graduate from high school. They provide recommendations on combining effective whole-school reforms to increase graduation rates. This resource may be particularly useful to districts or schools looking to improve graduation rates.
This study examines high school characteristics that influence high school graduates to be college-ready. The analysis used longitudinal data from a nationally representative sample of eighth grade students. Findings indicate that there should be an increase in academic rigor and higher expectations, greater emphasis on students being continuously enrolled in mathematics courses throughout high school, and completion of senior year mathematics homework out of school all contribute a college-ready graduate.
This field research study reports on findings from Partnerships for Student Success (PSS), a four-state study that analyzed K–16 educational governance and policies at the state level that included analysis of organizational structures, leadership, finance, curricula and assessment, accountability, and data systems. Sources of the data included interviews conducted in Florida, Georgia, New York, and Oregon, a review of related literature and research, and data from relevant Web sites.
This report describes how some of the Annie E. Casey Foundation’s education grantees in Atlanta are working to increase the instances of students in the community moving on from secondary to postsecondary life. The author highlights the strategy known as "P-16" which aims to link education strategies from preschool through college graduation. Lessons learned provide insight for other communities undertaking this approach. This report would be most useful for state and community leaders working to graduate students prepared for postsecondary success.