Drawing from the work of leading researchers and educators from around the country, the Alliance for Excellent Education has identified ten key elements that every high school should have in place to ensure that all its students are successful. The list includes challenging classes, a safe learning environment, and skilled teachers. Whether you are a parent seeking a stronger education for your child, a business owner in need of a well-trained workforce, or a concerned citizen joining with others to improve schools, this checklist can help you identify the strengths and weaknesses of your community schools and guide you in determining the actions you can take to help improve them.

This publication presents an in-depth look at Annie E. Casey Foundation's investment in the Washington, DC voucher
effort and summarizes results and lessons learned so far. It also includes stories about the
Foundation’s contribution to vouchers in Florida and Milwaukee.

This publication provides an overview of the Annie E. Casey Foundation’s investments in chartering along
with selected results and lessons learned. It also presents stories about two successful charter
efforts and Annie E. Casey Foundation's contribution to them.

During the past year, we have repeatedly heard that the nation's public schools are facing a high school completion crisis. My research at the Urban Institute, for example, reveals an overall graduation rate of 68 percent. Even more troubling, there's only a fifty-fifty chance for a student from a historically disadvantaged minority group to finish, the same odds as flipping a coin (Swanson 2004). But I am not alone in this assessment. Findings from independent studies conducted at a variety of institutions—Johns Hopkins University, Boston College, the Manhattan Institute, and others—all point in a similar direction (Balfanz and Legters 2004; Greene and Foster 2003; Haney et al. 2004). Far too many of our youth, particularly poor and minority students, are failing to complete high school with a diploma.

Every parent recognizes the inextricable connections between where we live and the quality of our children's education. Although public policies have historically contributed to disparities in both neighborhood affordability and school quality, federal programs focused on affordable housing rarely take public schools into account and school officials typically assume that they have no influence over housing patterns. This paper focuses on four principles regarding the vitality and performance of schools and communities, discussing opportunities for constructive policy interventions, summarizing what we know about their likely effectiveness, and recommending next steps for the Department of Housing and Urban Development and the Department of Education.

This important research explores the effects of district policy interventions on the distribution of teacher qualifications and student achievement. Authors use a 5-year span of individual teacher- and student-level longitudinal data from New York City (NYC) from 2000 through 2005 to estimate the differences in the effectiveness of teachers entering NYC schools through different pathways to teaching. The study finds that the gap between the qualifications of NYC teachers in high-poverty and low-poverty NYC schools has narrowed substantially since 2000, mostly ensuing from the city's concentrated effort to match exceptionally capable teachers with very needy students and the virtual substitution of newly hired uncertified teachers in high-poverty schools with new hires from alternative certification routes: NYC Teaching Fellows and Teach for America.

Using individual teacher and student-level longitudinal data from North Carolina, this research brief presents selected findings from work examining the stability of value-added model estimates of teacher effectiveness, focusing on their implication for teacher tenure policies and making high stakes personnel decisions. Findings show year-to-year correlations in teacher effects are modest, but pre-tenure estimates of teacher job performance do predict estimated post-tenure performance in both math and reading, and would therefore seem to be a reasonable metric to use as a factor in making substantive teacher selection decisions.

Using data from the Health and Retirement Study, we consider how parental education relates to four outcomes in the children's generation: education, lifetime earnings, health, and wealth. By focusing on parents' and children's ranks, we characterize relative mobility in terms of distributions of outcomes and can see patterns that even a relatively disaggregated analysis, like a quintile-based transition matrix, can obscure. Our results show relatively high intergenerational mobility except at extremes, where very low-ranked parents are much more likely to have very low-ranked children and very high-ranked parents are much more likely to have very high-ranked children.

A college education strongly affects whether or not children from poor or low-income families move up the economic ladder when they become adults. But they are less likely to enroll in either two- or four-year colleges, and less likely to complete a degree when they do, relative to those from middle- and upper-income families — even after accounting for differences in academic preparation. We review current federal efforts to help low-income students attend college, and recommend new policies that would improve their academic preparation, provide more effective guidance on selecting and paying for college, and improve retention and graduation rates.

A new Child Trends brief finds that youth who have not participated in out-of-school time programs are significantly more likely than are their participating peers to live in an unsupportive neighborhood; to spend more than two hours a day watching TV or playing video games; and to have parents who are in poor health, who don't exercise, and who have less than a high school education.