"The secret to education lies in respecting the student."
Many states and districts across the country struggle with designing and implementing coherent dropout prevention initiatives that promote academic advancement, especially for special needs students, who drop out at much higher rates than the general student population. New Hampshire has been recognized for its innovative use of data collection and analysis as the key to unlocking the dropout problem. (March 2007)
Representing both the research and practitioner perspectives, this Webinar highlights key research-based findings and dropout prevention strategies. (December 2006)
The What Works Clearinghouse (WWC) has released a new practice guide, Dropout Prevention. This guide provides six specific recommendations for reducing dropout rates in high schools and middle schools. Designed for school- and district-level administrators, the guide offers processes for diagnosing dropout problems, intervention practices, and schoolwide reforms that can be of use to educators, school boards, and policymakers in implementing dropout prevention strategies.
Grad Nation: A Guidebook to Help Communities Tackle the Dropout Crisis
This guidebook from the America’s Promise Alliance provides research-based guidance for schools, districts, and community members to address the dropout crisis locally. Each section has a corresponding tool, and provides useful statistics and ideas, as well as offering resources for a deeper look into the issue.
Prioritizing the Nation’s Dropout Factories: The Need for Federal Policy That Targets the Lowest-Performing High Schools
This policy brief from the Alliance for Excellent Education discusses the characteristics of high schools that produce a high number of dropouts and identifies ways that Federal policy and funding—particularly the American Recovery and Reinvestment Act (ARRA) and the reauthorization of the Elementary and Secondary Education Act (ESEA)—can be leveraged to reduce dropout rates.
In this publication, Robert Balfanz shares over a decade’s worth of research at the Center for Social Organization of Schools at Johns Hopkins University. The paper is written as a practical guide for community members that spells out a three step plan to end the dropout crisis and provides numerous practical resources and exemplars.
The Jam conversation was structured to surface the participants’ views of what constitutes the best of Early College in both programmatic and policy terms, to link this to relevant proof points and to consider how scaling arguments would be mounted and programs actually realized at scale.
“Dual Enrollment: A Strategy for Educational Advancement of All Students” is a thoroughly researched publication of the Blackboard Institute that rigorously documents the benefits of dual enrollment, the name given to programs like those offered by the Middle College National Consortium that allow high school students to enroll in both high school and college courses.
Nancy Hoffman and Michael Webb describe how early college is proving that low-income students, students of color, and first generation college-goers not only can do college-level work, but can also do it early and earn substantial transferrable college credits, just like suburban and private school kids with access to Advanced Placement and dual enrollment programs.
The Science, Technology and Research Early College School, working closely with Brooklyn College—a partnership that has been supported by the Woodrow Wilson National Fellowship Foundation since 2003—has amassed an impressive record in its first five years. STAR’s successful early outcomes are the result of the ambitious goals and careful planning of the school and its partners. The key to the design is a multiyear transition plan that gradually introduces students to college-going experiences and the demands of college coursework, while providing a wide variety of supports tailored to individual needs. Ensuring College Success is a joint publication of Jobs for the Future and the Woodrow Wilson National Fellowship Foundation.
Nancy Hoffman and Michael Webb describe how early college schools give students who appear to be at an academic disadvantage confidence – and college credits.
This report from the Council of State Governments highlights the early college movement as gaining momentum toward preparing enough Americans for college success to remain competitive in the global economy. The United States, the report notes, needs more than 15 million more college graduates by 2025 to equal the degree attainment in top-performing countries.
Innovations in College Readiness describes a young national effort—the Early College High School Initiative—that in seven years has made headway in contesting those trends. The initiative has done so by focusing on the same challenge President Obama enunciated: getting more students prepared for and successfully completing postsecondary education. Through the creation of 201 early college high schools in 24 states, the initiative reaches students who typically fall through the cracks between America’s system of K-12 schools and its system of postsecondary education: low-income youth, first-generation college goers, English language learners, students of color, and other young people underrepresented in higher education. In a bold approach, early college schools, as they are also called, engage these students in a rigorous and supportive educational program that enables them to succeed in college classes before they graduate from high school.