Students Placed At-Risk

The Role of Online Education in Graduating At-Risk Students

Online education, previously primarily used for promoting accelerated learning, is gaining traction as a widespread alternative to traditional school.   According to the International Association for K-12 Online Learning (iNACOL), 82% of U.S. school districts had students enrolled in online classes in 2010.  Most recently, digital learning has been recognized as a useful tool for supporting at-risk and off track students.

The Impact of Truancy on Student Performance

In 2010, Nebraska passed a law requiring schools to refer students to juvenile court when they accrue over 20 absences.  However, according to the Omaha World Herald, new data suggests that the number of students who missed more than 20 days may have increased during the 2010-2011 school year.  In light of this preliminary data, Nebraska is considering possible improvements to the law.  A task force convened in early July 2011 suggested focusing on curbing truancy in elementary school before it becomes habitual.  The

What We Are Reading: Teacher Certifications, the Common Core, & Student Data

Looking for new high school-related resources?  Here are some pieces that other organizations have recently released:* Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Core Subjects (National Center for Education Statistics, May 2011)

Diplomas Count 2011 Briefing Overview: Grad Rates Rise, but Over One Million Still Drop Out

On June 7, 2011, Editorial Projects in Education (EPE) released Diplomas Count 2011: Beyond High School, Before Baccalaureate—Meaningful Alternatives to a Four-Year Degree. This edition, the sixth in the annual series by the publisher of Education Week, follows previous versions of Diplomas Count by reporting graduation rates throughout the nation, but also has a special focus on the space between high school graduation and a four-year college education.

Campaign for High School Equity Presents Policy Priorities for High School Reform

The Campaign for High School Equity, a coalition of nine leading civil rights organizations that represent African American, Hispanic, American Indian and Asian populations, such as the NAACP and the National Council of La Raza, and education advocacy organizations, such as the Alliance for Excellent Education, held a congressional briefing on June 7, 2011 to release their “Plan for Success.” Plan for Success:  Communities of Color Define Policy Priorities for High

American Indian Demographics

As we continue our series on American Indian education, this post provides demographic information on American Indians, including where American Indian children attend school. There currently are 565 federally recognized American Indian tribes and Alaska Natives.[1] While the Cherokee and Navajo nations contain the majority of American Indian citizens, each tribe holds its own distinct traditional, cultural, and educational markers.

High School Positive Behavioral Supports and Interventions

Positive Behavioral Supports and Interventions (PBIS) is a school-wide system of discipline that utilizes tiered behavioral interventions to encourage social and academic success.  As with academic tiered intervention, PBIS is characterized by universal supports for all students in the school, coupled with secondary supports and intensive tertiary intervention for students based on need.

College Board Issues Report on Status of Advanced Placement in the United States

The College Board has recently released the 7th Annual AP Report to the Nation, which details states’ efforts over the last year to increase Advanced Placement (AP) coursetaking, particularly among traditionally underserved student populations.

Report highlights include:

Indicators of Dropout for Students with Disabilities

In our previous post, we noted that the Consortium on Chicago School Research (CCSR) identified four predictors of risk for dropout during ninth grade: course grades, course failures, absences, and “on-track” status.[1]  This post explains how these indicators apply to students with disabilities.

Course Grades:


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