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27 .
Achieve, Inc.
2010.
Understanding the K-12 common core standards in English language arts and literacy in history/social studies, science, and technical subjects .
The K–12 Common Core State Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the result of a collaborative effort between state departments of education, teachers, experts in a wide array of fields, and professional organizations. The standards establish specific K-12 grade-by-grade standards (and grade spans in high school) in reading,
writing, speaking and listening, and language with a steady progression of development leading to college and career readiness by the end of high school.
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54 .
Aladjem, D., Birman, B., Orland, M., Harr-Robins, J., Heredia, A., Parrish, T., and Ruffini, S.
2010.
Achieving dramatic school improvement: An exploratory study .
This report from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) presents findings about low-performing schools that dramatically improved their performance. The focus of this study is on schools that made significant improvements in student achievement in a relatively short (one- to two-year) time frame as well as at a slower, steadier pace over a longer period.
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125 .
Balfanz, R., Almeida, C., Steinberg, A.., Santos, J., and Fox, J.
2009.
Graduating America: Meeting the challenge of low-graduation rate high schools .
The federal government has a once-in-a-generation opportunity to stimulate significant progress in solving the nation’s graduation crisis, according to this report from Jobs for the Future and the Everyone Graduates Center.
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129 .
Balfanz, R., Fox, J., Bridgeland, J., and McNaught, M., .
2009.
Grad nation: A guidebook to help cities tackle the dropout crisis .
This guidebook provides a road map to help communities tackle the dropout crisis. It is designed to help communities develop tailored plans for keeping students on track to graduate from high school, prepared for college, work and life.
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141 .
Berliner, B., Barrat, V., Fong, A., and Shirk, P.
2008.
Reenrollment of high school dropouts in a large, urban school district .
This study follows a cohort of first-time 9th graders in one large urban school district from 2001/02 to 2005/06 and
documents their dropout, reenrollment, and graduation rates.
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158 .
Bloom, H., Thompson, S., Unterman, R., Herlihy, C., and Paine, C.
2010.
Transforming the high school experience: How New York City's new small schools are boosting student achievement and graduation rates .
This report presents encouraging findings, providing clear and reliable evidence that, in roughly six years, a large system of small public high schools can be created and can markedly improve graduation prospects for many disadvantaged students.
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167 .
Bridgeland, J., Balfanz, R., Moore, L., and Friant, A.
2010.
Raising their voices: Engaging students, teachers, and parents to help end the dropout epidemic .
In fall 2009, Hart Research conducted dialogues on behalf of the AT&T; Foundation at four public high schools
across the country—one each in Indianapolis, Indiana; Kingsport, Tennessee; Dallas, Texas; and Baltimore, Maryland. The impetus for these discussions was to explore key disconnects revealed in the three surveys and to provide greater context and understanding of the ?ndings from those studies through a forum for students, parents, and teachers to share their perspectives, opinions, and hypotheses related to the dropout problem.
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178 .
Cabrera, A., Prabhu, R., Deil-Amen, R., Terenzini, P., Lee, C., and Franklin, R.
2003.
Increasing the college preparedness of at-risk students .
Examines the effects of comprehensive intervention programs on students' college preparedness.
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179 .
Cahalan, M. W., Ingels, S. J., Burns, L. J., Planty, M., Daniel, D. and Owings, J. A.
2006.
United States high school sophomores: A twenty-two year comparison, 1980 - 2002 .
A descriptive study which examines "similarities and differences between U.S. high school sophomores."
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296 .
Deschenes, S., Arbreton, A., Little, P., Herrera, C., Grossman, J., Weiss, H., and Lee, D.
2010.
Engaging older youth: Program and city-level strategies to support sustained participation in out-of-school time .
Given the potential of city-level Out-of-School-Time (OST) initiatives to support participation, and against the national backdrop of inequitable access to quality OST programs for older youth from disadvantaged communities, The Wallace Foundation commissioned this research study. To
understand how to promote sustained participation in OST programs, this study examined the program characteristics—both program practices and structural features—associated with high participation and retention that were employed by OST programs, primarily serving disadvantaged youth, in six cities that have worked toward building OST initiatives.
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316 .
Dykeman, C., Ingram, M., Wood, C., Charles, S., Chen, M., and Herr, E.
2001.
The taxonomy of career development interventions that occur in America's secondary schools .
Describes the underlying taxonomic structure of career development interventions occurring in secondary schools to present school counselors with a specific and structured approach to career development.
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317 .
Dykeman, C., Wood, C., Ingram, M., Gitelman, A., Mandsager, N., Chen, M, and Herr, E.
2003.
Career development interventions and academic self-efficacy: A pilot study .
This pilot study examines the relationship between participation in career development interventions and the inverse of these sentiments—academic motivation and academic self-efficacy.
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318 .
Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., Smink, J., Hallgren, K., and Gill, B.
2008.
Dropout prevention .
This guide is intended to be useful to educators
in high schools and middle schools, to superintendents and school boards, and to state policymakers in planning and executing dropout prevention strategies. The guide seeks to help them develop practice and policy alternatives for implementation.
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335 .
Education Commission of the States (ECS).
Education leadership policy toolkit .
This online toolkit provides information on effective education leadership policies and practices for state policymakers, district leaders, principals, and teachers. The Toolkit organizes information into eight key categories: Vision, Governance, Relationships, Culture, Human Development, Instruction, Evaluation, and Resource Allocation.
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385 .
Foley, E., Mishook, J., Thompson, J., Kubiak, M., Supovitz, J., and Rhude-Faust, M.
Beyond test scores: Leading indicators for education .
Leading indicators are a way of viewing and using data to inform systemwide decisions about education.
This study builds on existing efforts by school districts
to use data-informed decision making by developing
further the concept of these indicators.
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402 .
Gibbons, M., Borders, L., Wiles, M., Stephan, J., and Davis, P.
Career and college planning needs of ninth graders: As reported by ninth graders .
Few researchers have asked students directly about what they know and need to know regarding college and
career planning. Given the critical choices made early in high school, ninth graders were surveyed regarding their educational and career plans and the resources they were using in their decisionmaking.
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418 .
Gwynne, J., Lesnick, J., Hart, H., and Allensworth, E.
2009.
What matters for staying on-track and graduating in Chicago public schools: A focus on students with disabilities .
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 this report.
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424 .
Haney, W., Madaus, G., Abrams, L., Wheelock, A., Miao, J., and Gruia, I.
2003.
The education pipeline in the U.S., 1970-2000 .
Finds that the rate at which students disappear between grades 9 and 10 has tripled over the last thirty years.
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458 .
Holstead, M., Spradlin, T., McGillivray, M., and Burroughs, N.
2010.
The impact of adavanced placement incentive programs .
This Education Policy Brief will examine,in particular, the incentive programs for the most popular and widespread of the accelerated education programs, the Advanced Placement (AP) program. After a brief historical overview of the AP program and a discussion of its merits, the brief will look into the various types of incentive programs found in the U.S. today, highlighting, in particular, several prominent or notable incentive programs.
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463 .
Horwitz, A., Uro, G., Price-Baugh, R., Simon, C., Uzzell, R., Lewis, S., and Casserly, M.
2010.
Succeeding with English language learners: Lessons learned from the Great City Schools .
This study asks: Are some school districts making progress in teaching English Language Learners (ELLs)? If so, what are these districts doing that others are not?
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485 .
Johnson, J., and Rochkind, J, Ott, A., and DuPont, S.
2010.
Can I get a little advice here? How an overstretched high school guidance system is undermining students' college aspirations .
Can I Get A Little Advice Here?, the second of Public Agenda's studies on college completion, asks young Americans how much help they received from the high school guidance system when it comes to choosing a college or career or getting financial aid for college. In too many cases, young people tell us, the answer is "not much."
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495 .
Kamil, M., Borman, G., Dole, J., Kral, C., Salinger, T., and Torgensen, J.
2008.
Improving adolescent literacy: Effective classroom and intervention practices .
The goal of this practice guide is to present specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools.
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521 .
Laird, J., R., Cataldi, E., KewalRamani, A., and Chapman, C.
2008.
Dropout and completion rates in the United States: 2006 .
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2006, provides data about trends in dropout and completion rates over the last 3 decades (1972–
2006), and examines the characteristics of high school dropouts and high school completers in 2006.
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551 .
Marin, P., and Brown, B.
2008.
The school environment and adolescent well-being: Beyond academics .
While the primary purpose of school is the academic development of students, its effects on adolescents are far broader, also encompassing their physical and mental health, safety, civic engagement, and social development. This brief is designed to be of particular interest to school principals, district staff, and others who are responsible for all aspects of school functioning.
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581 .
Miron, G., Urschel, J., Mathis, W., and Tornquist, E.
2010.
Schools without diversity: Education management organizations, charter schools, and the demographic stratification of the American school system .
Whether charter schools will increase segregation in
schools and, ultimately, in society is an important and
hotly contested question. Charter proponents point to
the high enrollments of minority and economically disadvantaged pupils in charter schools, compare them
with overall state enrollment percentages, and contend
that charter schools are integrative. Opponents
explain these enrollment levels by noting the high minority and poverty concentrations in the urban areas where
charter schools are centered. They quote other research suggesting that the schools exacerbate existing segregation.
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670 .
Oakes, J., Rogers, J., Silver, D., Valladares, S. Terriquez, McDonough, P., Renee, M., and Lipton, M.
2006.
Removing the roadblocks: Fair college opportunities for all California students .
This report looks closely at the distribution of these scarce resources. It finds that within California’s underresourced education system, resources are not distributed equally: White and Asian students receive considerable college-preparation advantages that African Americans, Latinos, and American Indian students do not.
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673 .
Oesterreich, H.
2000.
Characteristics of effective urban college preparation programs .
College preparation programs for minority youth living in low- income neighborhoods help them develop the skills, knowledge, confidence, and aspirations they need to enroll in higher education. Over time, the strategies for expanding the college access, attendance, and graduation rates of these youth have grown in complexity, as have the funding sources, which are now a mesh of support from the Federal and state governments, organizations, and colleges and universities.
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682 .
Pashler, H., Bain, P., Bottge, B., Graesser, A,. Koedinger, K., McDaniel, M., and Metcalfe, J.
2007.
Organizing instruction and study to improve student learning .
The recommendations in this practice guide are intended to provide teachers with specific strategies for organizing both instruction and students’ studying of material to facilitate learning and remembering information, and to enable students to use what they have learned in new situations.
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719 .
Princiotta, D., and Fortune, A.
2009.
The quality imperative: A state guide to achieving the promise of extended learning opportunities .
Research demonstrates that high quality Extended Learning Opportunities (ELOs) can improve a variety of student outcomes. Participation in high quality ELSs is linked to improvements in academic achievement, school attendance, student engagement, work-study habits, and social and emotional development. In addition, ELOs offer support for working families and can help foster stronger links among schools, families, and communties.
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741 .
Reschly, A.
2010.
Schools, families, and Response to Intervention .
RTI represents a significant change in educational practices. Several of these changes, such as the focus on prevention, screening, and early intervention; frequent, systematic data collection; and the change in focus from “where to teach students” to questions of “how,” “what,” and “is this working” to produce optimal student learning, segue to the creation of engaged, positive relationships and problem-solving efforts across families and schools—sharing information, goals, and responsibility.
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746 .
Roderick, M., Nagaoka, J., and Coca, V.
2009.
College readiness for all: The challenge for urban high schools .
This paper focuss on the importance of improving
college access and readiness for low-income and minority students in urban high schools. The authors stress the aspirations-attainment gap: although the college aspirations of all U.S. high school students, regardless of race, ethnicity, and family income, have increased dramatically over the past several decades, signi?cant disparities remain in college readiness and enrollment.
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751 .
Rowan, B., Berliner, D., Cooper, H., Eccles, J., and Levin, H.
2009.
Time for learning: Education policy whitepaper .
Policymakers should think of the time available for learning as a resource, just as they consider financial support, instructional materials and teacher expertise to be essential resources for learning.
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759 .
Scheurich, J., Skrla, L., Mckenzie, K., and Richardson, J.
2009.
Background and context for equity audits .
Equity audits are a systematic way for school leaders—principals, superintendents, curriculum directors, teacher leaders—to assess the degree of equity or inequity present in three key areas of their schools or districts: programs, teacher quality, and achievement. This chapter from the book "Using Equity Audits to Create Equitable and Excellent Schools" describes and discusses equity audits with an emphasis on detail and practicality.
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786 .
Socias, M., Dunn, L., Parrish, T., Muraki, M., and Woods, L.
2007.
California high schools that beat the odds in high school graduation .
Although the importance of graduating from high school is well documented, there is relatively little research literature on the strategies high schools can use to improve their graduation rates. To address this issue, this study identified 22 California schools that are “beating the odds” (BTO) in terms of graduation rates, dropout rates, and test scores, compared to schools with similar demographics and challenges.
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818 .
Stern, D., Finkelstein, N., Stone, J. R., III, Latting, J., and Dornsife, C.
1994.
Research on school-to-work programs in the United States: Mentoring programs .
Examines best practices in mentoring programs and documents advantages of mentoring in school-to-work programs.
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822 .
Stonehill, R., Little, P., Ross, S., Deich, S., Morgan, E., and Donner, J.
2009.
Enhancing school reform through expanded learning .
At a time when national, state, and local policymakers are learning just how many schools are in
dire need of assistance, our country, as well as the rest of the world, is facing a crippling economic crisis. It is time to rethink how we harness our resources for education and learning in this county. This report does just that by exploring the potential promise of utilizing expanded
learning time as a key feature of initiatives to improve academic performance.
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824 .
Sum, A., Khatiwada, I., McLaughlin, J., and Palma, S.
2009.
The consequences of dropping out of high school: Joblessness and jailing for high school dropouts and the high cost for taxpayers .
This study tracks the employment, workplace, parenting and criminal justice experiences of young high school dropouts.
On any given day, about one in every 10 young male high school dropouts is in jail or juvenile detention, compared with one in 35 young male high school graduates.
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843 .
Tierney, W., Bailey, T., Constantine, J., Finkelstein, N., Hurd, N., Max, J., and Tuttle, C.
2009.
Helping students navigate the path to college: What high schools can do .
This guide is intended to help schools and districts develop practices to increase access to higher education. It can be useful for individuals who work in schools
and districts in planning and executing strategies to improve preparation for, and access to, higher education.
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876 .
Uzzell, R., Simon, C., Horowitz, A., Hyslop, A., Lewis, S., and Casserly, M., .
2010.
Beating the odds: Analysis of student performance on state assessments and NAEP: Results from the 2008-09 school year .
The Council of the Great City Schools has prepared this ninth edition of Beating the Odds to give the nation an in-depth look at how big city schools are performing on the academic goals and standards set by the states. This analysis examines student achievement in mathematics and
reading from spring 2006 through spring 2009.
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881 .
Venezia, A., Callan, P., Finney, J., Kirst, M., Usdan, M.
2005.
The governance divide: A report on a four-state study on improving college readiness and success .
This report is based on findings from Partnerships for Student Success, a four-state study that analyzed K–16 educational governance and policies
at the state level.
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900 .
Whitehurst, G., and Croft, M.
2010.
The Harlem Children's Zone, Promise Neighborhoods, and the Broader, Bolder Approach to Education .
With the Obama administration proposing hundreds of millions of dollars of new federal funding for Promise Neighborhoods, with the shape of the reauthorization of the Elementary and Secondary Education Act under influence from the Broader, Bolder philosophy, and with the academic future of a generation of poor children on the line, this report asks whether the Harlem Children's Zone (HCZ) works, and whether it works as advertised.
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916 .
Zimmer, R., Gill, B., Booker, K., Lavertu, S., Sass, T., and Witte, J.
2009.
Charter schools in eight states: Effects on achievement, attainment, integration, and competition .
With the growth of charter schools in the US has come a contentious debate about the effects of the schools on their own students and on students in nearby traditional public schools. This study aims to inform the policy debate by examining four primary research questions in several geographic locations.
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