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The Belmont Zone of Choice: Community-Driven Action for Change (2007)
	by Jeremy Nesoff, in Horace, the Journal of the Coalition of Essential Schools, Winter 2007. This is the detailed story of how a new network of Pilot Schools has begun in Los Angeles. The birth of the network has involved extensive coordination of community, school system, union, and faculty interests.
The Turnaround Challenge -- EXECUTIVE SUMMARY (2007)
	The Bill & Melinda Gates Foundation awarded the Mass Insight Education & Research Institute a grant late in 2005 to produce a framework for states and districts seeking a flexible, systemic approach for swift, significant improvement in schools (particularly high schools) that have clearly failed their mission, producing track records of under-achievement that are indefensibly poor. The Turnaround Challenge and corollary resources available are the result of that grant. This eight-page summary provides an overview of the main points and recommendations in the report. (2007)
The Turnaround Challenge -- MAIN REPORT
	The Bill & Melinda Gates Foundation awarded the Mass Insight Education & Research Institute a grant late in 2005 to produce a framework for states and districts seeking a flexible, systemic approach for swift, significant improvement in schools (particularly high schools) that have clearly failed their mission, producing track records of under-achievement that are indefensibly poor. The Turnaround Challenge and corollary resources available are the result of that grant. The full report is available for viewing and for free download as a pdf file. It is 110 pages long. If you download it and print it, do so in "landscape" mode and with two-sided printing for best results.
The Turnaround Challenge -- SUPPLEMENT TO THE MAIN REPORT (2007)
	This supplementary report provides more detailed information and profiles of school intervention strategies in ten states and four districts, along with further analysis of high-performing, high-poverty schools. It is 94 pages long. As with the main report, print this document in "landscape" mode and with two-side printing for best results.
Whatever It Takes: How Twelve Communities Are Reconnecting Out-of-School Youth (2006)
	"Whatever It Takes: How Twelve Communities Are Reconnecting Out-Of-School Youth" documents what committed educators, policymakers, and community leaders across the country are doing to reconnect out-of-school youth to the social and economic mainstream. It provides background on the serious high school dropout problem and describes in-depth what twelve communities are doing to reconnect dropouts to education and employment training. It also includes descriptions of major national program models serving out-of-school youth. Case Studies include: Montgomery County (Dayton), Ohio; Jefferson County (Louisville), Kentucky; Austin, Texas; Salt Lake City, Utah; Portland, Oregon; Oakland, California; Trenton, New Jersey; Baltimore, Maryland; Pima County (Tucson), Arizona; Camden, New Jersey; Milwaukee, Wisconsin; Philadelphia, Pennsylvania. Published by the American Youth Policy Forum (AYPF), 2006.
Financing Alternative Education Pathways: Profiles and Policy (2005)
	NYEC's Financing Alternative Education Pathways:  Profiles and Policy (2005) highlights alternative education schools and programs access state and local education funds in Wisconsin, Oregon, Ohio, Arizona, New York, Texas, Virginia, California and Illinois.
Funding Alternative Education Pathways (2005)
	Funding Alternative Education Pathways: A Review of the Literature  examines how alternative education pathways are funded. (2005)
Expanding the Reach of Education Reforms: Perspectives from Leaders in the Scale-Up of Educational Interventions (2004)
	Over the last few decades, demands that schools serve all students better and be accountable for student performance have inspired many education reforms. Meanwhile, the focus has shifted from assisting individual teachers and schools to applying proven reforms more widely-scale-up. The authors of the essays in this volume have helped extend various reforms beyond the environments in which they first proved successful. The authors recount the challenges they faced and the lessons they learned. One major challenge has been building the capacity in schools, districts, and states both to implement and to sustain the reforms. Some elements of successful scale-ups are adjusting programs for differing cultural and policy environments, implementing quality-control mechanisms, ensuring that all supports are in place (including financing), and fostering a sense of ownership. Success with any design requires participants at all levels-developers, teachers, schools, districts, and states-to cooperate in an iterative and complex and process that, among other things, aligns the program with local accountability requirements and provides the policies and infrastructure that will sustain the practices for the long term.  By: Thomas K. Glennan, Jr., Susan J. Bodilly, Jolene Galegher, Kerri A. Kerr, RAND Corporation.  (2004)
Expanding the Reach of Education Reforms: What Have We Learned About Scaling Up Educational Interventions? (2004)
	The process of developing and scaling up education reforms is iterative and complex, requiring cooperative interactions among program developers, policymakers, and school authorities. Successful scale-up efforts have four properties: widespread implementation, deep changes in classroom practices, sustainability, and a sense of ownership of new practices and policies among teachers and school leaders. Reform efforts must take into account a set of eight core tasks: developing and providing support for implementation, ensuring high-quality implementation at each school site, evaluating and improving the intervention, obtaining financial support, building organizational capacity, marketing, adapting to local contexts, and sustaining the reform over time.  By: Thomas K. Glennan, Jr., Susan J. Bodilly, Jolene Galegher, Kerri A. Kerr, RAND Corporation. (2004)
Creating Schools That Work: Lessons for Reform from Successful Urban High Schools (2003)
	Policy makers and practitioners need evidence to guide decision making on improving high school student achievement. The Center for Education Research & Policy at MassINC, Jobs for the Future, and the Center for Collaborative Education partnered to explore this critical issue and generate discussion around possible strategies for leveraging best practices used in Massachusetts urban high schools. CERP identified nine urban schools that show, to varying degrees, that they can get impressive academic results with the student populations education reform is meant to serve. Creating Schools That Work, a collaboration between the Center for Collaborative Education and Jobs for the Future, uses those findings to present state and district policy recommendations for creating the conditions by which a far greater number of urban high schools can educate their diverse student bodies and prepare them to succeed in college and beyond. (November 2003)

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