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The Bureau of Labor Statistics project that more than half of all new jobs through 2014 will require at least some college experience. Yet scores on the 2008 ACT[C] national college admission and placement exam suggest that only 22 percent of high school students are likely to succeed in first-year, credit-bearing college courses. Outdated high schools are yielding graduates unprepared for today's knowledge-driven economy. Governors, state legislatures, boards of education, education chiefs, and business leaders are responding to this challenge by implementing the policies contained in the 2005 "Action Agenda for Improving America's High Schools." This publication gauges state progress since the release of the original report and reiterates that the agenda for state action must continue to center on college- and career-readiness to help maintain U.S. competitiveness. The update offers new ideas and practices, showing state leaders how to: (1) Restore Value to the High School Diploma; (2) Redesign High Schools; (3) Improve Schools by Providing Excellent Teachers and Principals; (4) Set Goals, Measure Progress, and Hold High Schools and Colleges Accountable; and (5) Improve Education Governance. This report represents the four partner organizations' shared vision for the changes needed in today's high schools. (Contains 120 notes and 2 figures.) [For, "An Action Agenda for Improving America's High Schools," see ED496277.]

The National Governors Association, Council of Chief State School Officers, and the National Association of State Boards of Education jointly devised recommendations in 11 areas in order to achieve America's education goals for every student since the passage of the No Child Left Behind Act (NCLB) of 2001. These recommendations included giving states and schools the flexibility to use "growth models" to gain credit for increasing student achievement; creating rewards and differentiating consequences; supporting meaningful, long-term school reform; and ensuring fair testing of special populations. Recommendations also ask that the reauthorization include a renewed state-federal partnership that will provide states the flexibility to ensure the law works effectively in each state. The recommendations are made in an effort to improve the academic achievement of all students to ensure they are prepared for postsecondary education, work, and lifelong learning in the 21st century. These recommendations represent the major issues Congress will face in reauthorizing NCLB. The Governors (National Governors Association), chief state school officers (Council of Chief State School Officers), and state boards of education members (National Association of State Boards of Education) also recommend additional amendments to the law as outlined in their respective NCLB and Elementary and Secondary Education Act (ESEA) policies.

Many states that are implementing programs designed to institute higher academic standards are seeing signs that suggest they might want to "slow" some efforts, "stop" others, or "detour" to explore a different approach. Now is a good time for state leaders to take stock of lessons learned so they can review and refine approaches to educational reform. The State Education Improvement Partnership (SEIP) created this overview report to help governors, state legislators, members of state boards of education, and chief state school officers in realizing opportunities in standards-based education reform and to provide policymakers and opinion leaders with a national update and perspective on standards-based reform efforts. It highlights successes and puts current challenges in context; shares promising practices and recognizes the reality that dramatic improvements are possible and, in many places, already under way; and spurs continuing actions by policymakers, educators, parents, and others to put public education systems into practice that help many more students reach the desired standards. This report points out the ways of sustaining school improvement. (RT)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on the educational policy implications of alternative methods of teacher training and certification. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of the present teacher credentialing and training system and discusses four other credentialing alternatives by James W. Guthrie; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (JG)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on ways to increase the policy-making effectiveness of state boards of education. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of the policy-making functions of state boards by David L. Colton; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (Author/JG)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on the role of state boards of education in political issues affecting education. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of the political role of state boards of education by Michael D. Usdan; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (Author/JG)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on improving relationships between state boards of education and state legislators. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of the political role of state boards of education by Michael W. Kirst; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (Author/JG)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on compensatory education programs for disadvantaged and minority children. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of goals and strategies for educating disadvantaged children by Edward A. Nelsen, Robert E. Grinder, and Morrison F. Warren; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the authors of section 2. (Author/JG)

The authors of this report argue that state boards of education must play an active part in assisting local districts with planning for enrollment decline. The authors review statistical data showing that enrollment decline in big city schools is generally worse than in other areas. State boards must be prepared to help districts that stand to lose state aid because of fewer students. But declining enrollment aid provisions should be directed only at those districts with the highest rates of decline. The authors also suggest that districts encourage retirement for school staff by lowering the retirement age and by eliminating penalties for early retirement. Inservice training should be provided to keep the staff informed. State boards should provide technical assistance to local districts to encourage more effective management of limited resources. A list of recommendations directed at state board of education members supplements this report. (Author/DS)

A number of policy questions has emerged as a result of various efforts to improve special education and vocational education services to handicapped students at the secondary level through linkages among general education, special education, and vocational education. These questions reflect recent research findings which demonstrate that the percentage of handicapped adults represented in the work force is far less than the percentage of nonhandicapped adults. Contributing factors include the following: a perceived decline in the number of handicapped students receiving special education services at the secondary level; severe shortages of personnel who are trained in both special education and vocational education; limited vocational education programs and service delivery options; and a limited funding base. The overriding questions are whether education can become more responsible to the overall needs of handicapped youth and how to determine the most effective means of accomplishing that objective. An analysis of the needs assessment data from four states has identified six issues as most clearly reflecting the state of the art for vocational education of handicapped youth: (1) interagency cooperation, (2) personnel preparation, (3) funding, (4) service delivery/program options, (5) program evaluation, and (6) services to Native Americans and other minority handicapped youth. (Author/JH)

The National Task Force on Desegregation Strategies was established in 1977 to encourage State leadership to become involved in fostering integrated education. This report summarizes the findings and recommendations of the Task Force after three years of work. The Task Force identified three outstanding tasks that must be approached simultaneously in order to desegregate schools: the elimination of urban segregation through educational planning and housing policy, the extension of the States' responsibility for desegregation, and the development of new approaches to attack racial and ethnic bias. Nine proposals were made to assist States in carrying out their commitments to desegregation. They called for (1) clear policy directives, (2) commitment to policy, (3) understanding and using existing state policy, (4) encouraging Federal coordination of programs for urban integration, (5) financial and psychological incentives, (6) incentives to increase residential opportunities for minorities, (7) technical assistance, (8) monitoring and sanctions, and (9) public understanding and support. (Author/MK)

This collection of papers addresses significant issues related to the training of general educators to prepare them for the education of handicapped students in regular classrooms. Authors make specific recommendations for policymakers as they consider effective inservice and preservice programs. Papers are presented on the following topics: (1) an overview of special education personnel development for general educators; (2) response of educators to Public Law 94-142; (3) state leadership in educational personnel development; (4) options for action by state board members to improve the preparation of educational personnel; (5) inservice training; (6) preservice training programs for teachers and administrators; (7) comprehensive personnel and program development in exceptional student education through a partnership between institutions of higher education and state boards of education; (8) delivery of quality inservice education; and (9) strategies for overcoming major inservice problems. (JD)

This report includes three papers addressing the issue of technology and education written from the perspectives of business and corporate concerns, educator's concerns, and "collaborative" concerns (labor, business, education, and government). The report includes a commentary by the editor providing an overview of the papers' themes and discussing areas not raised by the papers. In "Forecasting Needs: The High Technology Industry," Robert P. Henderson discusses the conditions that impede the growth of high technology industry and focuses on the lack of proper technical preparation of students in elementary and secondary schools. The second paper, "Improving Math, Science and Technical Education" by Michael W. Kirst, outlines the factors related to modernizing American industry, including public education's need to improve students' technical preparation; also discussed are alternative solutions to the problem. The third paper, "Minnesota Wellspring: Educators as Collaborators in Spurring Technological Innovation" by Donna J. Knight, describes the themes that underpin the Wellspring organization, a collaboration of leaders in labor, business, education, and government. Six appendixes are included. (MD)

In this compilation, five alumni of the Institute for Educational Leadership's Journalism Fellowship Program assess the impact of policies and conditions under the Reagan administration on state education in Washington, Wisconsin, Massachusetts, Nebraska, and Texas. An introduction reviews the Reagan administration's education program and budget. A summary of the impacts found by the journalists notes that the poor, minorities, and large urban school districts were hardest hit but that other elementary, secondary, and higher education programs were affected. It also mentions the responses of states and state lobbyists. A brief discussion outlines some of the implications of the federal programs for education. The articles' authors and titles are as follows: Constantine Angelos in Washington, "'A Double Whammy' State and Federal Cutbacks"; David Bednarek in Wisconsin, "Federal Cuts Affect Urban Poor and Minorities"; Muriel Cohen in Massachusetts, "Local Funds Limited by Property Tax Lid"; Jack Kennedy in Nebraska, "State Unlikely to Make Up Federal Cuts"; and Dale Rice in Texas, "'Building a Cadillac on a Model T Budget.'" (RW)

A survey of the states' efforts to initiate alcohol and drug abuse prevention education programs in local school districts found that: (1) almost without exception, alcohol and drug abuse prevention education is part of the health education curriculum; (2) more than half of the states require local school districts to offer comprehensive K-12 substance abuse prevention programs, with choice of curriculum, implementation, and program design left to local school districts; (3) most states do not require preservice or inservice training for school personnel in substance abuse prevention education; (4) almost all states have designated one or more department of education staff members for administering state-level substance abuse prevention policies and services; and (5) many states have established councils comprised of representatives from state agencies, business, and the community that deal with substance abuse prevention education. Survey results are presented in narrative and tabular format, and the National Association of State Boards of Education recommendations to State Boards of Education are included. (JD)

This report describes collaborative efforts among secondary and postsecondary educators and state policymakers to improve the quality of academic preparation for college and to extend the opportunity for good preparation to more students. The report is divided into three major sections. The first section, "Strategies for Improving College Readiness: Courses and Competencies," presents descriptions and examples of the following linkage strategies: (1) courses for college admission; (2) college preparatory curricula; (3) competencies for college study; and (4) dissemination of information on higher education standards. The second section, "More Strategies: Academic Preparation and Motivation," presents descriptions and examples of the following additional collaborative strategies: (1) early intervention; (2) outreach; (3) acceleration; and (4) feedback and exchange among institutions. The third section, "Guidelines for States," offers 15 recommendations to facilitate linkage between secondary and higher education at the state level. The report includes the following five tables: (1) "Courses for College Admission: 1983 State Actions"; (2) "Comparison of New Statewide Admissions Policies"; (3) "College Preparatory Curricula: 1983 State Actions"; (4) "Special Diplomas: 1983 State Actions"; and (5) "Competencies for Success in College: Planned State Actions." A bibliography lists materials in the following categories: (1) background works; (2) brochures on preparation for college; (3) regional and national surveys; and (4) state reports. Four appendices provide lists of relevant organizations and agencies and names of the members of the project advisory committee. (AF)

Pregnant and parenting teenagers account for a sizable and growing proportion of the population served by public schools. Pregnant and parenting students face significant barriers to academic achievement, largely because traditional school environments often conflict with the competing demands of pregnancy and child rearing. Moreover, the children of teen parents are themselves at high risk for educational failure, as their prospects for academic success are directly correlated with the educational attainment of their mothers. Both the size of this population and its high risk of educational failure make issues relating to pregnant and parenting teens particularly relevant to the national education goals. This report examines the issue, focusing primarily on teen mothers rather than teen fathers, as teen mothers with children to care for vastly outnumber teen fathers and represent a much greater proportion of the school-age population. Following an introduction, the report discusses: the relationship between the national education goals and pregnant and parenting teens; legal requirements relating to pregnant and parenting teens and Goals 2000; strategies for success; federal education reform legislation and the implications for efforts to assist pregnant and parenting teens; and recommendations for state education agencies. A conclusion emphasizes the necessity for educators to ensure that pregnant students and their children receive the assistance they need to succeed in school if the national education goals are to become a reality. Contains 44 references. (TJQ)

Research during the 1960's revealed that the benefits and burdens of public schooling were not equal. At the same time, the "taxpayers revolt" was taking place in school districts all across the country. Constitutional challenges struck down state systems of school finance in a half-dozen or so states. Fourteen states enacted substantial reforms in the 1972, 1973, and 1974 legislative sessions. The nature of these reforms, their effectiveness, and the role of state boards of education in further reform efforts, are explored in this pamphlet. (MLF)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on community education and the use of school facilities to meet the needs of the entire community. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of the educational philosophy behind community education and strategies for developing community education programs by Curtis Van Voorhees; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (Author/JG)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on ways of increasing the public visibility, responsiveness, and effectiveness of state boards of education. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of guidelines for increasing state board effectiveness by Tim L. Mazzoni, Jr.; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (Author/JG)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on state governance of education and more specifically, on the role of the state board in educational governance. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of educational governance by Russell W. Meyers; section 3 presents a number of action alternatives for state boards recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (Author/JG)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on statewide planning and governance of vocational education, and particularly on the role of state boards of education and state advisory councils on vocational education. Section 1 presents a brief overview and summary of the booklet. Section 2 contains three related articles, including "The Role and Responsibilities of State Boards of Education in State Planning and Coordination of Postsecondary Vocational Education," by John K. Folger and Aims C. McGuinness, Jr.; "The Role of the State Advisory Councils on Vocational Education and Their Relationships to State Boards of Education," by Reginald Petty; and "Governance of Vocational Education," by Lowell A. Burkett. Section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the authors of section 2. (Author/JG)

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on issues related to the use of educational accountability and assessment models at the state level. Section 1 contains a brief overview and summary of the booklet; section 2 presents a review and analysis of educational accountability and assessment by Arthur R. Olson; section 3 presents a number of action alternatives recommended by the staff of the National Association of State Boards of Education; and section 4 contains footnotes and a brief annotated bibliography prepared by the author of section 2. (Author/JG)

Recognizing the need for a new approach to the problem of federal/state jurisdictional overlaps in delivery of services to Indians, the Bureau of Education for the Handicapped contracted with the National Association of State Boards of Education and Indian Education Training, Inc. to conduct a series of national and regional conferences which would identify problem areas, make recommendations, establish linkages, and create communication networks among the major providers of educational services to handicapped Indian children. A national conference was held in Washington, D.C. in November, 1977, which brought together knowledgeable representatives from Indian tribes and a number of federal and state agencies. These experts discussed the problems confronting the provision of a free, appropriate public education to handicapped Indian children and identified five broad areas of concern: child-find, due process, evaluation and testing, training and program development, and support services. These issues were examined in detail by state and federal agency personnel, representatives of Indian tribes, and advocates at the regional conferences held later in the year. Findings of the regional conferences were summarized and 11 recommendations were specified. (Author/AN)

A National Association of State Boards of Education (NASBE) project to develop a systematic collaborative approach to the development of policies and programs for career education emphasized the relationship between career education and the Youth Employment and Training Programs. NASBE worked with five states (Louisiana, Michigan, Mississippi, New Jersey, and New York) to identify problem areas between career education and Comprehensive Employment and Training Act (CETA) in terms of meeting needs of CETA-eligible youth. States indicated such concerns as development of quality programs, more involvement by the educational system in program planning and initiation, and initiating or increasing private-sector involvement. Responses included dissemination of information on exemplary models and federal or state-level funding, establishment of a network or exemplary programs for the CETA planning cycle, and inducement and technical assistance for innovative projects involving collaboration. A multi-media presentation outlining the process for policy development and state activities was developed. States presented their recommendations on new initiatives or changes to improve youth employment programs to members of the Vice President's Task Force on Youth Unemployment and staff from federal agencies, congressional offices, and national education associations. (Attachments, amounting to over one-half of the report, provide project materials, including needs assessment and evaluation forms and results.) (YLB)

Task force activities in three states regarding Comprehensive Employment and Training Act (CETA) and education collaboration activities on three policy issues are summarized. Focus is on three specific issue areas in three states: academic credit for work experience (Maryland), educational components of CETA (Louisiana), and administrative requirements of CETA (Minnesota). The six-step collaborative process used in each state is outlined: problem identification, goal-setting, establishment of time frames, group seeks information, constituency input, and progress report. The specific activities are described together with corresponding outcomes. In addition, the report presents an overview of the governance structure of the education community at the state level and of educational governance of specific CETA-education issues in each of the project states. The information found in the appendixes, amounting to one-half of the report, includes summaries of copies of the products developed by each state (policy statements, state board of education resolutions, position papers, reports, and handbooks) and organization charts and directories of key contacts in the education, employment, and training governance structure in the three project states. (YLB)

To help state policy makers and program developers, researchers gathered information on government policies regarding adolescent pregnancy and parenthood. Data were compiled through a questionnaire survey of health, education, and social service agencies in the federal government and all 50 states. The report describes federal programs relevant to pregnant adolescents and adolescent parents, including food supplements, mother and child health services, family planning, and Medicaid. A sixty-page table summarizes all the states' policies and programs concerning adolescent pregnancy or parenthood in seven areas, comprising the policies' legal frameworks; interagency cooperation within states; funding sources; state-level committees currently considering these problems; education on sex, pregnancy, and parenthood; and the issue of minors' consent for family planning services. The report also gives a state-by-state narrative description of relevant policies and programs, before concluding with recommendations for model policies on adolescent pregnancy and parenthood. Among the researchers' findings are that there is increasing recognition of adolescent pregnancy and parenthood as a problem, but that most states lack adequate data, funds, and interagency coordination to handle it. Appended are a copy of the survey questionnaire and a list of key contact persons the survey used. (Author/RW)

Intended as a practical guide, the handbook presents information on implementation issues of P.L. 94-142, the Education for All Handicapped Children Act, and Section 504 of the Rehabilitation Act of 1973. The book is organized into two main sections: an overview of federal, state, and local responsibilities in special education, legislative background, and special education programs and placements; and questions and answers on general and specific issues, including the relationship between P.L. 94-142 and Section 504, funding, child count, individualized education programs, least restrictive environment, due process, and related services. (CL)

The book is intended to help policymakers understand issues involved in gifted and talented education. Initial chapters review the state of the art in state and federal policies toward education of gifted and talented students and outline steps in decisionmaking regarding policy development (determining the framework, making basic decisions, refining and expanding basic policy decisions, and translating policies into action). The succeeding seven papers detail the services provided by the states of California, Connecticut, Idaho, Illinois, North Carolina, Ohio, and Washington. Information in the profiles is organized according to the following topics: state statutory and administrative policy, statistical profile, identification procedures, allocation and distribution of funds, state central services, program standards and current programs, professional preparation, program evaluation, degree of service provision, past and future, and major stimulants for change and growth. (CL)