These profiles of state policy in Indiana, Massachusetts, and North Carolina examine how various education options are accessing public funds in three states. They contextualize the funding of education options within larger secondary education reform and dropout prevention and recovery efforts and provide a close look at state education funding policy in each of the three states. Building on previous work of the National Youth Employment Coalition, each profile begins with a one-page overview of the secondary education reform context, major dropout prevention and recovery efforts, and funding of education options in the state. Overviews are followed by more in-depth discussion of these areas, as well as detailed information on state funding of public education in each state and examples of how state policy affects programming at the local level.

When students lose interest in school, the results can be devastating. We know from research that academic failure and student disengagement can go hand in hand, and are the strongest predictors for dropping out of school altogether. So making students feel like they are part of school has crucial benefits. Can the way schools are organized increase students' connection to school? Thankfully, the answer is yes. Research consistently points to two answers: Moving toward smaller schools, and reducing the number and impact of transitions. To learn more, read this guide, which contains: 
At a glance: A summary of the guide's findings 
Basic facts: A one-page handout of facts about good school organization
Full report: The original report with all of the research
Q&A: Commonly asked questions about school organization
Case studies: How districts in different areas of the country have handled school organization (Baltimore, New York City, the Southwest, & South Carolina
Web resources: Additional resources for those deciding how to configure their districts' schools
References: The research behind the guide

These policy recommendations for the 111th Congress and the incoming President will begin to help lift children out of poverty and poor health, keep them safe, elevate our educational system to equip children for the 21st century, and engage youth in the nation's communities. Making the changes proposed in this document can save money, improve health, strengthen families, produce a more educated workforce for coming decades, and lay a base for an America that will thrive into the next century. - September 11, 2008

"Striking the Balance: Career Academies Combine Academic Rigor and Workplace Relevance" by Thomas J. Smith

This "snapshot," published by the National High School Center, takes a close look at implementation of the Career Academy model, a popular high school reform that combines academics with career development opportunities, in a high school in Oakland, California. Painting a picture of one high school's experience, the resource documents the mechanics of the program, how it prepares students for college, and the challenges encountered along the way. A recent report from MDRC shows that Career Academies can produce sustained employment and earnings gains, particularly among young men.

"State High School Exit Exams: Moving Toward End-of-Course Exams" by Dalia Zabala, Dr. Angela Minnici, Jennifer McMurrer, Liza Briggs

This report examines the new developments in the implementation of state high school exit exams in the 26 states that currently implement or plan to implement these tests. The report specifically focuses on the states' move away from minimum-competency and comprehensive exams toward end-of-course exams. August 13, 2008

Authors: By Marguerite Roza, Karen Hawley Miles
Date: July 21, 2008
This paper seeks to address these questions in a way intended to assist policymakers at the district level in considering expanding the length of the school day. After a short introduction to the thinking behind expanded learning time and the core models for implementation, we provide a framework for policymakers and practitioners to identify the key cost components involved in expanding the school day. We then cost out core design elements, and compare these costs against other reform initiatives. Lastly, we explore investment in expanded learning time in the context of existing funding sources and other trade-offs and strategies that must be considered at the same time. As with simply adding more dollars to schools, adding time makes little sense unless it is part of an overall strategy for improving student performance

A Stagnant Nation: Why American Students are Still at Risk shows the lack of progress in the school reform movement since the 1983 release of the National Commission on Excellence in Education's letter to the American people, A Nation at Risk.  ED in 08's report card explains that key recommendations related to time, teaching and standards have yet to be realized.

This report describes Michigan's school restructuring efforts under the No Child Left Behind Act, and includes findings from case studies of nine schools in four school districts: Detroit Public Schools, Flint Community Schools, Harrison Community Schools, and Willow Run Community Schools. Key findings from the report include (1) more Michigan schools are in restructuring due to a greater number of high schools entering restructuring; (2) the state offers additional assistance and monitoring to restructuring schools through intermediate school districts and other regional entities; (3) turnaround specialists remain the most popular restructuring option; and (4) federal Title I funds increased, but state financial difficulties hinder restructuring.