This study from MDRC uses a large-scale, multisite, experimental design to determine the effects of Career Academies on a range of student educational, developmental, and work-related outcomes, including student achievement and student engagement. This report provides information on the implementation of Career Academies.
Students Placed At-Risk
This report from the American Youth Policy Forum and the Pathways to College Network describes comprehensive reform models designed to increase college access. The authors look at the predictors of college-going behavior as addressed within the school reform movement, determine promising practices from existing reform initiatives, and make recommendations for the future.
In this report, the author looks at the eight federal legislative recommendations provided by the National Association of Secondary School Principals (NASSP) for high school reform identified in their field guide, Breaking Ranks II. The recommendations include: (1) increasing academic rigor, (2) personalized instruction, (3) targeted strategies to support low-performing students, (4) improving reading and writing skills, (5) assessment, (6) high-quality school leaders, (7) highly qualified teachers, and (8) high schools identified as in need of improvement.
This article describes the history of the 9th-grade bulge problem and discusses promising reforms.
This report from the National Dropout Prevention Center/Network outlines strategies schools can implement for improving attendance and truancy, and subsequently dropout rates. Strategies are categorized into four general strands: school and community perspective, early interventions, basic core strategies, and making the most of instruction. Accompanying each strategy are recommended resources and model programs.
This report, produced by Civic Enterprises, surveys young dropouts aged 16-25 from around the country to better understand and contextualize the circumstances that led these young people to drop out of high school. Student perspectives are integrated with data synthesized from other studies and papers to meld individual student insight with macro-level research.
This report, prepared by Achieve, Inc., for the project Staying the Course: High Standards and Improved Graduation Rates, pushes for states and districts to build longitudinal data systems to track student progress and engagement in the hopes of identifying potential dropouts and at-risk students early enough for successful intervention.
This report from the National Partnership for Teaching in At-Risk Schools outlines reasons why there are relatively few effective or highly qualified teachers teaching in at-risk urban and rural high schools when compared to their suburban counterparts. It suggests research-based solutions on how to attract and retain these highly skilled teachers for at-risk high schools.
This meta-analysis of 31 studies examined whether reading interventions could assist elementary, middle, and high school students with reading difficulties and learning disabilities. Overall, results showed that students who received a reading intervention outperformed students in the control group. This positive effect was also found for students with disabilities across all measures. Further, with few exceptions, studies that examined reading comprehension found that reading interventions could have a positive effect on reading comprehension.
This report, commissioned by the California Teachers Association’s (CTA) High School Restructuring Task Force and authored by WestEd, synthesizes the major initiatives on high school reform taking place nationally and in California. The publication provides: 1) clear synthesis of the problem and context; 2) research on high-performing high schools, comprehensive school reform models, and the barriers to improvement; 3) current reform proposals and their research base; and 4) suggestions for further discussion and exploration by CTA.