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.

The Education Trust invites the use of its publications and presentations. For limited personal and noncommercial uses, you are free to download our materials and share them with others as long as the materials are not altered in any way and are properly attributed to The Education Trust and, if applicable, a particular author. For these purposes, noncommercial means not primarily intended for or directed toward commercial advantage or monetary compensation. For commercial and other uses, such as including materials in course packets or reprinting materials or excerpts in textbooks, you must obtain written permission. Please send your request via e-mail or fax to Robin Harris Smiles, managing editor, rsmiles@edtrust.org; 202.293.2605 (fax). Please include the following information in your written request:

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Ed Trust welcomes feedback on its materials and appreciates receiving a copy of publications in which its works are used or referenced.

While all Education Trust publications are available as free downloads, a limited number of our publications are also available in bound, hardcopy format. Please contact rsmiles@edtrust.org for more information.

Falling Out of the Lead: Following High Achievers Through High School and Beyond

Nationally, many students of color and students from low-socioeconomic backgrounds perform among the top 25 percent of all students in reading and math at the beginning of high school. Many of them, however, leave high school with lower college success markers than their high-achieving white and more advantaged peers. Schools can take action to better serve these students.

Publication date: 
April 2 2014

Writing on the Hall

 

 

Publication date: 
January 30 2014

Uneven at the Start: Differences in State Track Records Foreshadow Challenges and Opportunities for Common Core

No state can afford to implement the Common Core State Standards without an honest appraisal of where their students and educators are at the starting gate. "Uneven at the Start" looks at state track records over the past decade in raising achievement for students overall, as well as for low-income students and students of color.

Publication date: 
July 9 2013

Finding America's Missing AP and IB Students

Programs like Advanced Placement (AP) and International Baccalaureate (IB) are designed to provide high school students with challenging academic course work and a head start on a college education. But despite aggressive efforts to expand participation, there remain significant differences in the rates at which students from different racial and economic groups gain access.

If we can identify and remedy these inequities where they exist, these courses can be a powerful means of disrupting the high-end achievement gap. 

Publication date: 
June 5 2013

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

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

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

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