School-wide Reform
Quality school-wide reform efforts require a thoughtful, well-informed, and sustained process that includes planning, implementation, and ongoing improvement. The articles below describe school features that support effective adolescent literacy instruction and provide examples of successful school-wide programs.
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Position Statement on Student Grade Retention and Social Promotion
In this position statement about student grade retention and social promotion, the National Association of School Psychologists (NASP) identifies characteristics of students more likely to be retained; and the impact of retention at the secondary school level, late adolescence, and early adulthood. NASP also provides a long list of alternatives to retention and social promotion.
What Are Key Components of Dropout Prevention Programs?
Dropout prevention research shows that most programs use more than one type of intervention (family outreach, academic tutoring, personalization and vocational training, for example). While there is no one right way to intervene, research has identified several key components to intervention success.
What Do We Know About Who Drops Out and Why?
Students decide to drop out for many reasons. This overview classifies the reasons as either status (e.g. age, socioeconomic status, geographic region or mobility) or alterable (e.g. grades, disruptive behaviors, school climate, attitude toward school). Recognizing the difference between variables is critical to designing effective interventions.
Dropout Risk Factors and Exemplary Programs
Dropout decisions may involve up to 25 significant factors, ranging from parenthood to learning disabilities. The most effective interventions address the various factors and employ multiple strategies, including personal asset building, academic support, and family outreach. A list of fifty "exemplary" programs is included.
Sustaining Focus on Secondary School Reading: Lessons and Recommendations from the Alabama Reading Initiative
Alabama is unique in including an adolescent literacy focus in its statewide reading improvement efforts. This report from the National High School Center looks at the Alabama Reading Initiative and synopsizes 10 lessons learned in creating a K-12 continuum of reading instruction.
Schools in Which All Kinds of Minds Can Grow
As we discover more about how students learn and how different minds learn differently, our schools have a golden opportunity to increase the percentage of their students who experience true academic success.
Strategies to Improve High Schools
Research suggests six reform strategies that may help high schools better prepare students for college-level work and the workforce: planning at the state and district levels; rigorous curricula; real-world relevant curricula; improving student relationships and personalization; improving transitions (to 9th grade, college, and work) for students; and data-driven decision-making. This article lists key actions and offers practical examples and additional resources.
Rethinking Schools: An Introduction to New York City's Experience
Only half of New York City's public school students complete high school in four years, one third of all 9th graders fail, and fewer than 40 percent of students in large, low-performing schools graduate. To address student needs and thereby increase future student achievement, the district is working with nonprofit organizations and funders to support and develop small high schools. The preliminary results of these efforts are promising.
Using Student Engagement to Improve Adolescent Literacy
For struggling adolescent readers, creating student interest is as vital as teaching language skills.
Rethinking High School: Five Profiles of Innovative Models for Student Success
Only 68% of all students entering high school nationwide will earn their diploma. The news for students from historically underserved populations is even worse. These students have slightly more than a 50% chance of graduating from high school. To respond to this crisis, educators and policymakers are focused on developing small high schools which offer students a more personalized setting. But is the effort making a difference? In the absence of available long term data, WestEd examined five new, inner-city high schools across the country and discovered rigorous curriculums, racially and socio-economically diverse student bodies, academic access, engaged students, and supportive learning environments.
