Issue/Policy Brief

This fact sheet from the National High School Center provides updated facts and statistics about U.S. high schools and the students they serve. Review this resource to form an updated picture of what high schools in the U.S. look like, and how they have changed. The fact sheet can also be used as a reference for quick statistics about high schools and their students.

This policy brief from the Annenberg Institute for School Reform examines policies and activities related to establishing peer networks and external collaborations in England and in New York City. It identifies differences in English policy and practice that allow English schools to facilitate more effective and more prolific external peer networks, including local support for privately-operated external networks, a focus on principal networking, and ample time for both teachers and principals to participate in peer networks.

This policy brief from the Alliance for Excellent Education focuses on the need to assess students to measure deeper learning. The brief examines state assessments and the potential impact of two consortia, the Partnership for Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC), and technology on assessing deeper learning. The author also includes recommendations for federal policy, including requiring states to assess deeper learning competencies.

This policy brief sponsored by Jobs For The Future discusses early high school graduation policies. The author examines the effects of early high school graduation policies including brief discussions on the purpose of early graduation policies, the costs and benefits of early graduation policies and designs of state policies.

This policy brief from the Alliance for Excellent Education makes a number of federal policy recommendations that might support states’ comprehensive literacy plans, including: support for college and career ready standards, support for state level literacy teams, support for teacher education and professional development focused on content literacy, and investment in ongoing research and evaluation. Authors argue that major commitments are necessary from state and federal agencies to make substantial improvements in literacy achievement.

This policy brief from The Education Trust-West discusses the need for a more educated workforce. The author examines the effects of low expectations and coursework rigor for all students, especially low-income students and students of color, and provides recommendations that include a more integrated and equitable approach.

This policy brief discusses the impact of digital learning. The author examines the effects of digital learning in state and local programs on student performance and provides recommendations that include implementing the “10 Elements of High-Quality Digital Learning” and National Broadband. This resource may be especially relevant to federal policy makers.

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 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.