Area » District:Inclusive Leadership for Equity and Accountability

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  Evaluating the impact of interventions that promote successful transitions from high school

  1/1/08 - Bangse, Michael

  This research brief examines the challenges and opportunities presented in evaluating whether an intervention achieves defined goals of increasing students' educational attainment, employment, and earnings after high school.

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  Grad Nation: A guidebook to help communities tackle the dropout crisis

  1/1/09 - Balfanz, R., Fox, J. , Bridgeland, J., McNaught, M.

  This guidebook provides information on the dropout crisis and how communities can take action to reduce high school dropouts.

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  On the front lines of schools: Perspectives of teachers and principals on the high school dropout problem

  1/1/09 - Bridgeland, J., Diulio, J., & Balfanz, R.

  This report has documented a mix of hopeful views and challenging statistics concerning how, and how well, those on the front lines of America's schools -- teachers and principals -- understand the nation's high school dropout crisis. Teachers and administrators in public high schools recognize there is a dropout problem, know they are confronted with daunting challenges in classrooms and in schools, and express strong support for reforms to address high dropout rates. Yet, less than...

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  Preparing high school students for successful transitions to postsecondary education and employment

  1/1/08 - Bangser, Michael

  This issue brief highlights lessons from selected policies and programs designed to improve students’ preparation for postsecondary pathways. The publication summarizes core characteristics of popular interventions in a user-friendly chart, poses overarching implementation questions and challenges, and includes considerations for students with disabilities.

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  Research sheds light on the students most at risk of dropping out – and how to keep students on the “graduation track”

  1/1/07 - Education Commission of the States,

  This document by the Education Commission of the States, sheds light on the students most at risk of dropping out - and how to keep students on the “graduation track”; state policy approaches aimed at keeping students in school; indicators most closely associated with dropping out; and cost/benefit analysis of initiatives that improve graduation rates.

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  Teacher quality and student achievement: Making the most of recent research

  1/1/08 - Goe, E., Stickler, L.

  This brief culls the associations between teacher quality and student achievement, as identified in a research synthesis conducted by the National Comprehensive Center for Teacher Quality. It identifies several teacher quality variables—including specific teacher qualifications, characteristics, and classroom practices—that are strong and consistent predictors of student achievement.

• The impact of policies and procedures on dropout and school completion TELESEMINAR

  10/16/07 - Bost, L. , Klare, M.

  Multiple factors influence school completion, including state and district internal policies and practices. Such policies and procedures can greatly impact school holding power and school-completion rates. At the local level, even within districts that focus on school completion, competing structures of policies (professional development, attendance, testing, or mandated curricula) may interfere with school completion. This teleseminar examined selected policies and proposed remedies...

• The impact of policies and procedures on dropout and school completion: VIrtual seminar

  1/1/07 - Bost, L., Klare, M.

  This NDPC-SD teleseminar examined selected policies and proposed remedies implemented by several education agencies. It is designed for state and local education agency personnel, policymakers and others concerned with policies that impact school completion.

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  The link between teacher quality and student outcomes: A research synthesis

  1/1/07 - Goe, L.

  Many reports, studies, and research articles published in recent years suggest that teacher quality matters a great deal in terms of student learning. This research synthesis explores the evidence for this relationship in an effort to help identify which teacher qualifications and characteristics should be prioritized in educating and hiring those teachers who are most likely to have a positive impact on student learning. In addition, the framework developed for this research synthesis, when...

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  The progress of education reform 2007: Dropout prevention

  1/1/07 - Education Commission of States,

  While a common assumption is that students drop out of school because of their social background and school behaviors, the findings from these studies demonstrate that schools can exert important organizational effects on students’ decisions to drop out or stay in school. The research included here holds a number of implications for policy

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  The teacher preparation, teacher practices, student outcomes relationship in special education: Missing links and new connections

  1/1/07 - Goe, L., Coggshall, J.

  This brief examines the relationship between preservice teacher preparation, teacher inservice practice, and outcomes for students with special needs. Specific recommendations for program improvement and further research are provided.

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  The teacher preparation, teacher practices, student outcomes relationship in special education: Missing links and next steps. A research synthesis

  1/1/06 - Goe, L.

  This research synthesis is an in-depth review of the literature on the links between the content and form of preservice teacher preparation in special education, teachers' practice in classrooms, and the achievement outcomes of students with special needs. It documents the need for more research in this important area.