School-wide Reform
Quality school-wide reform efforts require a thoughtful, well-informed, and sustained process that includes planning, implementation, and ongoing improvement. The articles below describe school features that support effective adolescent literacy instruction and provide examples of successful school-wide programs.
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Academic Literacy Instruction for Adolescents
Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J. Francis, D. J, Rivera, M. O., Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Created by the Center on Instruction to assist literacy specialists in their work, this report makes research-based recommendations for improving academic literacy instruction in 1) content areas, 2) for English language learners, and 3) in classes with struggling readers. The report also includes advice and comments from eight literacy experts.
Adolescent Literacy Resources: Linking Research and Practice
Meltzer, J., Cook Smith, N. and Clark, H. Adolescent Literacy Resources: Linking Research and Practice. Retrieved Oct. 22, 2007, from http://www.alliance.brown.edu/pubs/adlit/alr_lrp.pdf.
This book from the Education Alliance at Brown University reviews relevant research from the past 20 years and describes the implications for instruction, curriculum, school structure, professional development, and assessment.
Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth Graders to Timely Graduation and College Enrollment
Ascher, Carol and Maguire, Cindy. (2007). Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth Graders to Timely Graduation and College Enrollment. Annenberg Institute for School Reform at Brown University.
This report describes a qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that were "beating the odds" by producing higher than predicted graduation and college-going rates for ninth-graders who entered with far below-average eighth-grade reading and math scores.
Institute staff identified four key strategies that helped these students beat the odds: academic rigor, networks of timely supports, college expectations and access, and effective use of data. The report concludes with recommendations for maintaining and scaling up the success of these schools through better distribution of resources, greater school control over enrollment, a stronger system of support and accountability, and a district office of postsecondary education.
Closing the Expectations Gap 2007
Reprinted with permission. Copyright © 2007, Achieve, Inc. Retrieved Oct. 17, 2007 from http://www.achieve.org/node/844.
Achieve, Inc. undertook this survey of state-level high school reform as part of its American Diploma Project. In an effort to examine progress toward aligning high school work with the demands of higher education and the workplace, the study evaluated graduation requirements, academic standards, assessment, accountability (i.e. holding high schools accountable for their graduates’ college readiness); and data systems that can follow students longitudinally from pre-K through college.
Improving Literacy Instruction in Middle and High Schools: A Guide for Principals
Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
When principals are school literacy leaders, reading outcomes improve for middle and high school students. This guide from the Center on Instruction outlines the elements of school-level planning and leadership found in successful schools. It emphasizes three areas: leadership activities, the use of data to guide instruction, and appropriate and effective instructional materials.
Improving Literacy Outcomes for ELLs in High School: Considerations for States and Districts in Developing a Coherent Policy Framework
Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J. Francis, D. J, Rivera, M. O., Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
This overview from the National High School Center examines the roles of states and school districts in supporting English Language Learners. Among the key findings — ELL students who access accelerated and enriching academics rather than remediation, succeed at higher levels, and Latino ELL students are overrepresented in special education. To build the capacity of teachers to appropriately identify which ELL students would benefit from special education services and which would benefit from more inclusive strategies, states must be explicit about what is expected of professional development and teacher preparedness.
Making Progress Toward Graduation: Evidence from the Talent Development High School Model
Kemple, J.J., Herlihy, C.M., and Smith, T.J. (2005). Making Progress Toward Graduation: Evidence from the Talent Development High School Model. New York: MDRC.
An Evaluation of the Talent Development comprehensive school reform model in five Philadelphia high schools. Students participating in the Talent Development model demonstrated substantial gains in attendance, academic course credits earned, and promotion rates. The strong improvement in the first year of high school is consistent with the model's focus on building supportive and personalized learning environments.
Meeting Five Critical Challenges of High School Reform: Lessons from Research on Three Reform Models
Quint, J. (2006). Meeting Five Critical Challenges of High School Reform: Lessons from Research on Three Reform Models. New York: MDRC.
This report highlights three comprehensive high school reform initiatives evaluated by MDRC — Career Academies, First Things First, and Talent Development — and offers research-based lessons on five challenges schools face: creating a personalized and orderly learning environment; assisting students who enter high school with poor academic skills; improving instructional content and practice; preparing students for the world beyond high school, and stimulating change in overstressed high schools.
Reading at Risk: The State Response to the Crisis in Adolescent Literacy
NASBE Study Group on Middle and High School Literacy. (2005). Reading at Risk: The State Response to the Crisis in Adolescent Literacy. Alexandria, VA: National Association of State Boards of Education.
This report presents a framework to tackle the difficult job of creating a state-wide, full-scale approach to adolescent literacy. Also included is a State Policymakers' Literacy Checklist and brief profiles of the two state programs: Just Read, Florida and The Alabama Reading Initiative.
Ready or Not: Creating a High School Diploma that Counts
Reprinted with permission. Copyright © 2004, Achieve, Inc. Retrieved Oct. 17, 2007 from http://www.achieve.org/node/552.
This report of the America Diploma Project — a partnership of Achieve, Inc., The Education Trust, and the Thomas B. Fordham Foundation — outlines the English and math skills high school graduates must possess to be successful in college and career, and offers a set of benchmarks to help school systems establish graduation requirements that will ensure that a diploma signifies mastery of these competencies.
