Starting with the high school graduating Class of 2009, Success Boston has provided transition coaching to Boston Public Schools (BPS) high school graduates, many of whom are from groups traditionally underrepresented in college. In the first few years of Success Boston Coaching (SBC), the program served approximately 300 students per year. In…

Real Talk means real results! To reach students who may see school as an obstacle rather than an opportunity, connection and trust must come first. Paul Hernandez, a former at-risk student, is now a nationally recognized, award-winning educator and trainer. His Real Talk is a practical methodology that helps education professionals build rapport…

The Linking Learning to Careers (LLC) program offered high school students with disabilities an individualized and targeted approach to strategically plan for their futures. The Vermont Division of Vocational Rehabilitation (DVR) designed LLC to build on its usual services for high school students to emphasize unpaid and paid work-based learning…

This handbook updates the general descriptions for the indicators of the Pan-Canadian Education Indicators Program (PCEIP) as new sets of tables are released. It is a reference document that gives readers a broad understanding of each indicator, rather than the very specific methodological descriptions that would be necessary to reproduce the…

In 2013, the Arizona State University (ASU) Preparatory Academy (ASU Prep) was awarded an Investing in Innovation (i3) Grant through the U.S. Department of Education. The district applied with an ambitious grant designed to innovate programming for a total of six schools: two elementary (one Kindergarten through grade 5; one Kindergarten through…

This report provides an overview of and learning agenda for the Save for College Program, a New York City scholarship and savings platform that incorporates family, school, neighborhood, and systems-level components. The report describes the program's design and approach, as well as its context and implementation to date. It also discusses metrics…

The Kentucky Valley Educational Cooperative and Green River Regional Educational Cooperative received an Investing in Innovation (i3) development grant from the U.S. Department of Education to implement the Creating College and Career Readiness (C3R) initiative. The initiative offered a suite of software developed by WIN Learning (WIN) to support…

A growing number of community colleges and four-year universities are seeking to improve student outcomes by redesigning academic programs and student support services following the guided pathways approach. These institutions are mapping out highly structured, educationally coherent program pathways for students to follow by starting with the end…

The "Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV): was intended to raise the academic and technical rigor of secondary and postsecondary CTE instruction in order to prepare students for entry into high-skill, high-wage, or high-demand occupations. Under "Perkins IV," CTE generally means a sequence of…

The Department of Education Strategic Plan for Fiscal Years 2014-2018 describes the key policy and operational priorities for the agency. The Plan details the Department's strategic performance goals, objectives and indicators of success over the next five years. The Plan also provides an overview of our Fiscal Year 2014-2015 agency Priority…

The "Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV)" continues a longstanding federal investment in career and technical education (CTE) through grants to states and subgrants to local entities such as local education agencies (LEAs) and institutions of higher education (IHEs). As the fourth reauthorization of a…

The "Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV)" reinforces a longstanding federal commitment to supporting career and technical education (CTE). Although federal contributions account for only a fraction of total state and local spending on CTE, federal policy has had, and continues to have, a large…

States have made tremendous progress in developing longitudinal data systems that can track student progress and answer critical policy questions. However, more work is needed, particularly on certain elements. Data on course-taking and grades (element 6), college readiness test scores (element 7), and other feedback from post-secondary…

Now that all 50 states and the District of Columbia are building statewide longitudinal data systems, the next step is to ensure that the information in these systems is used to improve student learning. The Data Quality Campaign (DQC) has identified 10 actions that states can take to ensure that the right data are available and accessible and…