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.

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

This report provides an update on state implementation of the Graduation Counts Compact, through which all 50 governors agreed to a more accurate and consistent formula for calculating high school graduation rates. States are on track to publicly report their high school graduation rates using a common formula by 2012 according to a report from the National Governors Association Center for Best Practices (NGA Center). Implementing Graduation Counts: State Progress to Date 2008 documents states progress updating their data systems in order to report their high school graduation rate using the common NGA formula.

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