Publications About High School

Following is a list of all Education Trust publications arranged from newest to oldest.

If you know the title of a specific publication but cannot find it, type the name in the Search box at the top of this page. To find a publication on a specific topic, go to the Filter Publications box and choose a topic or audience from the drop-down menu. Or you can click on one of the “tags” beneath a publication listed below to view all our publications on that topic.

All Education Trust publications are available as free downloads. Publications marked with an asterisk (*) are available in print. Please contact rsmiles@edtrust.org for more information.

Los Padres Quieren Saber

Las madres, los padres, los encargados y sus comunidades deberían tener acceso a datos comprensivos y fácilmente obtenibles acerca de las escuelas de sus hijos. El folleto “Los Padres Quieren Saber” de The Education Trust observa la reautorización de la ley educativa actual (ESEA, por sus siglas en inglés) y describe la necesidad de tener informes públicos en áreas tan cruciales como logro académico, escuelas superiores, clima escolar, maestras/os, distritos, y presupuestos. 

Publication date: 
February 15 2012
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Parents Want to Know

Parents and communities should have access to comprehensive, easily accessible data on how schools are doing. In "Parents Want to Know," the Ed Trust zeroes in on the expected reauthorization of the Elementary and Secondary Education Act as the opportunity for lawmakers to require public reporting on such crucial indicators as achievement, high schools, school climate, teachers, school districts, and funding levels.

Publication date: 
September 29 2011

Essential Elements of Teacher Policy in ESEA: Effectiveness, Fairness, and Evaluation

Currently, performance evaluation systems used to assess teachers in virtually every school system in the United States fail to differentiate between individual teachers who boost student learning and those who need to improve. As a result, the students who need the most from their teachers are far less likely to get those who can help them achieve at high levels.

In this report, the Center for American Progress and The Education Trust recommend ways to strengthen the teacher provisions of the federal Elementary and Secondary Education Act, or ESEA.

Publication date: 
February 22 2011

Shut Out of the Military: Today's High School Education Doesn't Mean You're Ready for Today's Army*

In “Shut Out of the Military,” the first-ever public analysis of the Army’s Armed Services Vocational Aptitude Battery (ASVAB), Ed Trust finds that more than one in five young people interested in enlisting does not meet the minimum eligibility standard required for the Army (as measured by the Armed Forces Qualification Test, comprised of four academic subtests of the ASVAB).

Publication date: 
December 20 2010
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A Guide for Hispanic Parents: How to Help Your Child Prepare for College and Career*

Why your child needs to prepare for college and a career, how to tell if your child’s school has college-ready academic standards, the special hurdles facing Hispanic students, and how parents can be effective advocates for their children.

Publication date: 
January 7 2010
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What States Can Do to Improve Teacher Effectiveness*

Educators and policymakers understand that tinkering around the edges won't improve teacher quality and that a concerted effort is essential to create systemic change. To succeed, states must make rapid progress in four areas: (1) defining teacher effectiveness, (2) building better systems to measure teacher effectiveness, (3) basing milestones in the teaching career on measured effectiveness, and (4) establishing and enforcing a policy of equitable access to effective teachers and align other reforms to support this effort.

Publication date: 
December 22 2009
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The Value of Value-Added Data*

Value-added data give principals, educators, and parents a potent tool to assess both student achievement and teacher impact. This report shows how value-added data—which tracks growth in student learning—can improve decisions about course placements, individual interventions, and professional development designed to hone teachers’ skills.

 

Publication date: 
November 20 2009
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What Does It Take to Close Achievement Gaps and Help All Students Learn at High Levels?*

Find answers in How It’s Being Done: Urgent Lessons from Unexpected Schools. Karin Chenoweth’s latest book takes you on a coast-to-coast tour of classrooms that work. These schools turn high expectations into academic success, whether they serve low-income white kids in rural Arkansas, Latino teens in Southern California, or black middle schoolers in Boston. Learn how they do it.

Publication date: 
September 8 2009
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