
This fourth annual update on America's high school dropout crisis shows that for the first time the nation is on track to meet the goal of a 90 percent high school graduation rate by the Class of 2020 -- if the pace of improvement from 2006 to 2010 is sustained over the next 10 years. The greatest gains have occurred for the students of color and low-income students most affected by the dropout crisis. Many schools, districts and states are making significant gains in boosting high school graduation rates and putting more students on a path to college and a successful career. This progress is often the result of having better data, an understanding of why and where students drop out, a heightened awareness of the consequences to individuals and the economy, a greater understanding of effective reforms and interventions, and real-world examples of progress and collaboration. These factors have contributed to a wider understanding that the dropout crisis is solvable.
While progress is encouraging, a deeper look at the data reveals that gains in graduation rates and declines in dropout factory high schools occurred unevenly across states and subgroups of students (e.g. economically disadvantaged, African American, Hispanic, students with disabilities, and students with limited English proficiency). As a result, large "graduation gaps" remain in many states among students of different races, ethnicities, family incomes, disabilities and limited English proficiencies. To repeat the growth in graduation rates in the next ten years experienced in the second half of the last decade, and to ensure progress for all students, the nation must turn its attention to closing the graduation gap by accelerating progress for student subgroups most affected by the dropout crisis.
This report outlines the progress made and the challenges that remain. Part 1: The Data analyzes the latest graduation rates and "dropout factory" trends at the state and national levels. Part 2: Progress and Challenge provides an update on the nation's shared efforts to implement the Civic Marshall Plan to reach the goal of at least a 90 percent high school graduation rate for the Class of 2020 and all classes that follow. Part 3: Paths Forward offers recommendations on how to accelerate our work and achieve our goals, with all students prepared for college and career. The report also offers "snapshots" within schools, communities, and organizations from Orlando to Oakland that are making substantial gains in boosting high school graduation rates.
August 1970
Geographic Focus: North America / United States

Children and Youth;Education and Literacy;International Development
The Center for Global Safe Water at Emory University and UNICEF collaborated to create a capacity-building programme: the WASH in Schools Distance-Learning Course. Case studies by the graduates from 13 countries and one regional office are included in this report.
August 1970
Geographic Focus: Africa (Central);Africa (Northeastern) / Sudan;Africa (Southeastern) / Malawi;Africa (Western);Africa (Western) / Nigeria;Asia (Central) / Afghanistan;Asia (Southern) / Nepal;Asia (Southeastern) / India;Africa (Western) / Sierra Leone;Asia (Southern) / Sri Lanka;Asia (Central) / Kyrgyzstan;Eurasia / Georgia;Asia (Southeastern) / Myanmar;Africa (Southern) Angola;Asia (Southern) Bhutan

Education and Literacy, Poverty
Evidence-based policy has been a goal of American education policymakers for at least two decades. School reformers seek data about student knowledge and skills, hoping to use this information to improve schools. One category of such evidence, international test results, has seemingly permitted comparisons of student performance in the United States with that in other countries. Such comparisons have frequently been interpreted to show that American students perform poorly when compared to students internationally. From this, reformers conclude that U.S. public education is failing and that its failure imperils America's ability to compete with other nations economically.
This report, however, shows that such inferences are too glib. Comparative student performance on international tests should be interpreted with much greater care than policymakers typically give it.
August 1970
Geographic Focus:

The 17th edition of Education Week 's Quality Counts continues the report's tradition of tracking key education indicators and grading the states on their policy efforts and outcomes. Each year, Quality Counts provides new results for a portion of the policy-and-performance categories that form the framework for the report's State-of-the-States analysis. The 2013 edition presents updated scores and letter grades, for the states and the nation as a whole, in three of the six major areas.
August 1970
Geographic Focus: North America-United States

Education and Literacy;Race and Ethnicity
Part of the Congressional Black Caucus Foundation's Breaking Barriers series, the report shows how states, districts, and schools systematically deny opportunity for black males through policies and practices regarding curriculum offerings, teacher preparation and compensation, discipline, and special education. The report issues a call for action and legal justification for Public Reciprocity in Education for Postsecondary Success (PREPS).
August 1970
Geographic Focus: North America / United States

In the coming years, states will need to make the most significant changes to their assessment systems in a decade as they implement the Common Core State Standards, a common framework for what students are expected to know that will replace existing standards in 45 states and the District of Columbia. The Common Core effort has prompted concerns about the cost of implementing the new standards and assessments, but there is little comprehensive up-to-date information on the costs of assessment systems currently in place throughout the country.
This report fills this void by providing the most current, comprehensive evidence on state-level costs of assessment systems, based on new data from state contracts with testing vendors assembled by the Brown Center on Education Policy. These data cover a combined $669 million in annual spending on assessments in 45 states.
The report identifies state collaboration on assessments as a clear strategy for achieving cost savings without compromising test quality. For example, a state with 100,000 students that joins a consortium of states containing one million students is predicted to save 37 percent, or $1.4 million per year; a state of 500,000 students saves an estimated 25 percent, or $3.9 million, by joining the same consortium.
Collaborating to form assessment consortia is the strategy being pursued by nearly all of the states that have adopted the Common Core standards. But it is not yet clear how these common assessments will be sustained after federal funding for their development ends in 2014, months before the tests are fully implemented. The report identifies a lack of transparency in assessment pricing as a barrier to states making informed decisions regarding their testing systems, and recommends that consortia of states use their market power to encourage test-makers to divulge more details about their pricing models.
August 1970
Geographic Focus: North America-United States

Michigan school districts and charter schools are struggling to support teachers in building their skills, a report by the nonprofit Education Trust-Midwest found. "Good for Teachers, Good for Students" examines 28 local teacher evaluation models across Michigan and urges the state to make a new educator evaluation system a priority.
August 1970
Geographic Focus: North America-United States (Midwestern)-Michigan

This funder's guide captures themes and lessons from an ongoing body of work that has been supported by a number of funders working to reform developmental education. In June 2011, these funders met with prominent researchers and higher education leaders to examine promising strategies to accelerate student's progress toward earning degrees and credentials by reforming developmental education and by ensuring that more students enter postsecondary institutions prepared to succeed. This brief summarizes key insights from the gathering, from research and from funders' work to identify promising areas for grant makers to support.
August 1970
Geographic Focus: North America