Other Report

This report from Policy Studies Associates, Inc., describes program implementation and youth experiences in programs for high school youth delivered through the Out-of-School Time Programs for Youth (OST) initiative of the New York City Department of Youth and Community Development (DYCD). Across all OST high school programs, academic enhancement activities and recreational activities were most commonly offered. Programs also provided opportunities for youth to learn about careers and college, participate in internships, and gain understanding of both their local and global communities.

This report sponsored by the College Board identifies the research-based factors that contribute either to the persistence or to the attrition of young men of color within the education system. The author synthesizes the literature in context of the communities to find connections and intersections in the literature for each of these racial/ethnic groups.

Freshman year course performance—more than background characteristics such as race, gender, socioeconomic status or prior achievement—predict which students with disabilities are most at risk for dropping out of high school, according to a this report from the National High School Center at the American Institutes for Research and the Consortium on Chicago School Research at the University of Chicago. The report found that absences, course failures, course credits and GPA all can be used to accurately predict whether ninth-graders with disabilities will graduate from high school.

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 2011 National Center for Education Statistics Congressionally-mandated report covers all aspects of education in America, with 50 indicators that include findings on enrollment trends, demographics, and outcomes. This report also features a closer look at postsecondary education by institution level and status (public, private not-for-profit, or private for-profit), describes the current state of postsecondary education, and how it has been changing in recent decades.

This study, published by the Annie E. Casey Foundation, finds that students who are not proficient in reading by the third grade are four times more likely to leave high school without a diploma than proficient readers. The longitudinal study of about 4,000 students breaks down the likelihood of graduation for students with different reading skill levels and different poverty backgrounds, and finds that 22 percent of children who have lived in poverty do not graduate from high school, compared to 6 percent of those who have never been poor.

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.