Advancing High School Reform In the States: Policies and Programs

Author: Martinez, M
Publisher: National Association of Secondary School Principals
Publication Date: 2005
Publication City: Reston
Publication State: VA
Full text available online at: http://www.principals.org/s_nassp/bin.asp?TrackID=&SID=1&DID=52737&CID=1239&VID=2&DOC=FILE.PDF

Abstract (written by WestEd)

The National Association of Secondary School Principals' (NASSP) field guide to transforming high schools, Breaking Ranks II: Strategies for Leading High School Reform, advocates the following changes in our high schools: creating conditions for improved student performance, personalizing the learning environment, strengthening relationships, and providing a rigorous and personalized curriculum. Following up on Breaking Ranks II, NASSP recently provided eight federal legislative recommendations for high school reform:

  1. Increased academic rigor
  2. Personalized instruction
  3. Targeted strategies to support low-performing students
  4. Improving reading and writing literacy skills
  5. Multiple, varied assessments aligned with state standards
  6. High-quality school leaders
  7. Highly qualified teachers
  8. Technical assistance for high schools identified as "in need of improvement"
In this comprehensive report, NASSP identifies and describes promising state policies and programs for each of the above eight federal legislative recommendations.


The full report is available for purchase at the following site:
Breaking Ranks II: Strategies for Leading High School Reform



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From WestEd.org

Education Policy and Practice: Bridging the Divide

There has long been a troubling divide between education policy and practice — and meaningful school reform efforts have suffered as a consequence. WestEd contributors to this volume, Cynthia Greenleaf and Ruth Schoenbach, join some of the most influential voices in education, including Lisa Delpit, Sonia Nieto, Ray Rist, and Richard Elmore in consideration of how race, culture, power, and language affect actual classroom practice.

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