For numerous reasons, it can be difficult for foster youth to succeed in postsecondary education. This chapter offers insight into state-level policies and programs, community college programs dedicating to supporting foster youth, and a framework for creating a structured support system to increase student success.

The purpose of this study was to examine all states' participation guidelines for alternate assessments based on alternate achievement standards (AA-AAS) and to analyze these guidelines for common and contrasting themes. State alternate assessment participation guidelines were found for all 50 states. Participation guidelines were coded, and 12…

Various approaches to the professional development school (PDS)--each designed for its respective audience, mission, and purpose for engagement--have shaped the professional development school effort during the past 25 years. Central to these approaches is improving teacher quality in the service of student learning. This provides direction for…

All students, including students with disabilities, must be included in state accountability systems as required by law. In April 2007, federal regulations provided states the flexibility to offer another assessment option--an Alternate Assessment based on Modified Achievement Standards (AA-MAS) for some students with disabilities. The AA-MAS is…

When implemented by local school districts, the guidelines in this document should result in a process that will produce a consistent link between educational outcomes and planning. By June 1981, each local school district must complete each of the following steps. (1) Develop essential student outcomes for both state-mandated and locally…

This brief is intended to provide State Education Agency (SEA) and Local Education Agency (LEA) educators with a brief overview of key components of GraduateFIRST, a Georgia program targeting issues impacting school completion for students with disabilities. Georgia's GraduateFIRST program has redefined the state's approach to raising graduation…

Federal regulations (U.S. Department of Education, 2007a) provide states with the flexibility to offer an alternate assessment based on modified academic achievement standards (AA-MAS). This assessment option is for a small group of students with disabilities who can make significant progress, but may not reach grade-level achievement within the…

The Missouri School Improvement Program is designed to promote excellence in the public schools of the state. Missouri has a dual responsibility for the quality of education provided its citizens. This document outlines the state's vision and expectations for a quality school. The standards are organized in three sections: resource standards,…

This resource manual for administrators, supervisors, and teachers was developed to foster the effective use of the in-class instructional model in basic skills improvement (BSI) programs in elementary schools. Funded by federal, state, and local sources, BSI programs are designed to be coordinated with school districts' developmental programs to…

This guide provides information about the assessment and inclusion of all students in statewide and district assessment programs. In particular, it focuses on tactics for including students with disabilities in assessment to achieve a more complete picture of student learning and educational accountability. It is designed to help Wisconsin…

Describes strategic planning efforts in eight states (Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, and Wisconsin) to implement guidelines in "Information Power" (1998, American Library Association) relating good school library media programs to student achievement success. Discusses Web pages; state conferences;…

This paper presents the findings of the 2008 Community College Survey of Student Engagement (CCSSE). This year, CCSSE zeroes in on high expectations and high support as it presents the results of its 2008 survey. Both are critical to student success: Students do best when expectations are high "and" they receive support that helps them…

The Continuous Uniform Evaluation System (CUES) provides the means for Arizona school districts to demonstrate accountability for achieving the goal of assisting all public school students in Arizona to develop the basic skills of reading, writing, and computation. These suggested guidelines for the development and implementation of a continuous…

This report presents findings of the National Academy of Education Panel on the Evaluation of the Trial State Assessment (TSA) concerning the 1990 National Assessment of Educational Progress (NAEP) mathematics TSA program. The Panel's recommendations regarding the continuation of TSAs for review by the Congress, states, and Executive Branch of the…

Designed for parents and family members of students with disabilities, this policy statement clarifies federal requirements for including children with disabilities in state and district-side assessment programs. Information is presented in a question-and-answer format that addresses: (1) requirements under the Individuals with Disabilities…