This “snapshot,” published by the National High School Center, explains how Thomas A. Edison High School in Philadelphia implemented a Ninth-Grade Success Academy.
This issue brief, published by the National High School Center, suggests that transitions into high school can be eased when both structural and specialized curricula reforms are in place.
MDRC’s research on Career Academies, First Things First, Project GRAD, and Talent Development suggests that the twin pillars of high school reform are structural changes to improve personalization and instructional improvement.
Context, Components, and Initial Impacts on Students’ Performance and Attendance
During the first three years of implementation in six urban schools, The Talent Development Middle School model—an ongoing, whole-school reform initiative—had a positive impact on math achievement for eighth-graders but appeared to produce no systematic improvement in outcomes for seventh-graders.
Relying on 427 classroom observations conducted over a three-year period, this study traces changes in teachers’ instructional practices in the First Things First schools.
Context, Components, and Initial Impacts on Ninth-Grade Students’ Engagement and Performance
An examination of the implementation and early impacts of Talent Development, a whole-school reform initiative, found that the model produced substantial gains in ninth-grade students’ course completion and promotion rates.
Career Academies produced substantial and sustained improvements in earnings of young men after high school, without limiting opportunities to attend college.
High School Reform Conference Series
How can evidence-based research help improve low-performing high schools? This report summarizes the first in a series of conferences designed to bring together researchers, practitioners, and policymakers to address that question.