• Distinguish carefully between gross outcomes (such as how many young people attend college after high school) and net impacts (the extent to which these outcomes were caused by the policy or practice being studied, rather than by other factors).
• Explore whether policies and practices have different net impacts for certain subgroups within the high school population.
• Test policies and practices on a reasonably large scale in a variety of real-world settings.
• Include analyses of program implementation and cost.

Highlights the gaps in high school graduation rates between African-American men and their white counterparts and the disparities between school resources and quality. Charts the best- and worst-performing states and districts for African-American men.

Subject(s): Elementary and Secondary Education; Minorities, African Americans/Blacks; Elementary and Secondary Education, School Reform

"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

This issue brief highlights lessons from selected policies and programs designed to improve students' preparation for postsecondary pathways. The publication summarizes core characteristics of popular interventions in a user-friendly chart, poses overarching implementation questions and challenges, and includes considerations for students with disabilities. The brief notes that a number of promising approaches are available to improve transitions out of high school, but cautions that effective implementation is key.
Author: Michael Bangser.

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

Research has found that foster youth who remain in care beyond age 18 are more likely to participate in services and tend to have better outcomes than those who do not. However, not all youth eligible to remain in care beyond age 18 do so. This study examines Illinois, one of the few states that extends care up to age 21, to identify the major factors that influence whether young people remain in care beyond 18. The study involved analysis of administrative data, a statewide survey of caseworkers, focus groups with substitute caregivers and with youth, and site visits to interview court personnel across the state. Findings indicate that strong advocacy within the juvenile court on behalf of foster youth plays a primary role in keeping youth in care. In Illinois, courts supervise all cases of youth in foster care, so once court jurisdiction ends, state care and services irrevocably end as well. By keeping cases open, court advocacy enables youth to continue to remain in care and receive other child welfare services. Court advocacy can also affect retention rates indirectly by exerting an influence on other factors that play a role in foster care decisions regarding keeping foster youth in care. A higher degree of court advocacy is associated with a greater availability of placements and services for older foster youth, more involvement by caseworkers and other adults, more positive attitudes about remaining in care beyond 18, and a greater awareness that, by law, youth may remain in care beyond 18.

Authors: Clark Peters, Katie S. Claussen Bell, Andrew Zinn, Robert M. Goerge, Mark E. Courtney