Money makes a lot of things happen, but can it drive more states to tackle comprehensive school reform? States have been working hard to put in place the changes required to apply for the Race to the Top funds. Our Jan Richter looks at what it means, and what states are doing to try to earn the money.

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.

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.

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.

On July 14, 2009, President Obama unveiled the American Graduation Initiative, a plan to raise graduation rates, improve facilities, and develop new technology. The plan would allow colleges to improve remedial and adult education programs and integrate developmental classes into academic and vocational classes and provide comprehensive personalized services to help students plan their careers and stay in school.

A new report from the Center for American Progress explores how policymakers can strengthen the nation's postsecondary education program to help working adults who need additional education to get ahead. It suggests increasing class-schedule flexibility, offering credits and credentials in addition to traditional degrees.

A June 23, 2009 New York Times editorial put a human face on the struggles of students arriving in America as children and graduating high school only to face huge barriers imposed by their undocumented status. The editorial argued that the DREAM Act could open doors for these young people and should not be held hostage to larger immigration reform dreams.

What is the secret behind students staying in school? Interesting courses? GPA? A new CDC study shows the unwavering support of teachers and community members is a primary contributor to students' success in school. During a June 23, 2009 Congressional briefing, experts from the Search Institute, CDC and local schools shared their insight on how to create these essential connections and their lasting impact on students. We've got the scoop.

While the evidence on the impact of after-school programs on academic and other outcomes is unclear, kids who do not attend at all - some 7 million unsupervised children - tend to have more academic and behavioral problems, reports MDRC in this one-page summary of the evaluation research.