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Linking
Research and Resources for Better High Schools |
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The
National High School Center, based at the American Institutes for Research,
provides the latest research,
user-friendly tools and products, and
high-quality technical assistance on high school improvement issues.
Using the Right Data to Determine if High School Interventions Are Working to Prepare Students for College and Careers
This report is designed to guide educators in collecting and analyzing valuable student achievement data that can help them determine if and how high school interventions for underprepared students are working to effectively prepare them for college and careers. The report was authored by Chrys Dougherty, a senior research scientist at the National Center for Educational Achievement (NCEA), which is a partner of the National High School Center. The press release for this report may be
viewed here. (January 2010)
A Coherent Approach to High School Improvement: A Needs Assessment Tool
Building off of Eight Elements of High School Improvement: A Mapping Framework, this tool is designed to help districts and schools assess current high school education policies and practices, identify areas of strengths and limitations, and implement coherent and sustainable school reform initiatives. (December 2009)
Handbook on Effective Implementation of School Improvement Grants
This handbook provides practical and useful guidance on the models and strategies required and recommended for use in applying for School Improvement Grant (SIG) funds, and includes references to the underlying research and connections to useful resources. Developed by the Center on Innovation and Improvement at the request of the U.S. Department of Education, Office of Secondary and Elementary Education, this resource includes contributions from the National High School Center, the Center on Instruction, the Assessment and Accountability Center, and the National Comprehensive Center for Teacher Quality. (January 2010)
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 a
new 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. Identifying these early warning
indicators is especially crucial for students with disabilities, who drop out
of high school at alarming rates. The press release for this report may be
viewed here.
(December 2009)
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