September 2005 Show Resources—High Schools: Expanding the Promise of No Child Left Behind
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Resources for High School Education

Selected Department of Education Resources

Office of Elementary and Secondary Education

OESE provides financial assistance to State and local education agencies for both public and private preschool, elementary, and secondary education. Working together with these and other education partners, the Office of Elementary and Secondary Education promotes and supports equal educational opportunities and educational excellence for all students.

Office of Vocational and Adult Education (OVAE)

The OVAE website has information, research, and resources to help prepare young people and adults for postsecondary education, successful careers, and productive lives. Specific programs initiatives, and other resources related to high school include:

Math and Science Initiative

In today's fast-paced world, amid the new challenges of sprinting technological advances, global economic competition, and homeland security concerns, America's students need high-quality instruction in math and science in order to keep ahead. With passage of the No Child Left Behind Act, the US Department of Education affirmed its commitment to ensuring that high schools use research-based methods to teach math and science skills, and measure student progress.

No Child Left Behind: Expanding the Promise

The Guide to President Bush's Fiscal Year 2006 Education Agenda which includes a comprehensive proposal that builds on the stronger accountability provisions of the No Child Left Behind Act to improve the quality of secondary education and ensure that every student not only graduates from high school, but graduates prepared to enter college or the workforce with the skills to succeed.

Selected resources for the September 2005 Broadcast of Ed News

Achieve, Inc.

Achieve serves as a significant national voice for quality in standards-based education reform and regularly convenes governors, CEOs and other influential leaders to sustain support for higher standards and achievement for all of America's schoolchildren.

The Business Roundtable

Through its Education and Workforce Task Force, the Roundtable works to improve education performance and workforce competitiveness in the United States, with an emphasis on ensuring that American students have the skills and knowledge needed to succeed in the worldwide economy. The Task Force promotes standards-based education reform in states, with a focus on the policy changes needed to produce measurable results.

California Academy of Mathematics and Science

The California Academy of Mathematics and Science is a comprehensive magnet high school that seeks to increase the nation's pool of graduates in mathematics and science. Located on the campus of California State University, Dominguez Hills, the Academy develops the talents of motivated students to become thoughtful and productive members of an increasingly global and technological society. The high school is an educational partnership between CSU, the Long Beach Unified School District and ten other Los Angeles Basin school districts.

College Board

The College Board is a national nonprofit membership association whose mission is to prepare, inspire, and connect students to college success and opportunity. Each year, the College Board serves over three million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®).

Education Trust

The Education Trust works for the high academic achievement of all students from kindergarten through college. They strive to close the achievement gap that separates low-income students and students of color from other youth. The Education Trust provides assistance to school districts, colleges, and community-based organizations to help raise student achievement and offers expert testimony on policies that are intended to improve education.

High Schools That Work (HSTW)

HSTW is the nation's first large-scale effort to engage state, district and school leaders and teachers—in partnerships with students, parents and the community—to help improve the way high school students are prepared for work and further education. Their mission is to prepare high school students for both postsecondary education and a career by having students complete a solid academic core and either an academic, a career/technical or a combined concentration.

Institute for Educational Leadership (IEL)

The mission of IEL is to improve education and the lives of children and their families through positive and visionary change. They have a wide variety of programs some of which are listed below:

  • National High School Alliance
    The National High School Alliance (HS Alliance) is a partnership of over forty organizations representing a diverse cross-section of perspectives and approaches, but sharing a common commitment to promoting the excellence, equity, and development of high school-age youth.
  • Catalog of Research on Secondary School Reform (CoRSSR)
    The CoRSSR is an on-line catalog of research that has recently been completed and published. The research focuses on questions of implementation, effectiveness and policies that specifically address one or more of the key attributes of the effective schools.
  • National Clearinghouse for Comprehensive School Reform (NCCSR)
    The NCCSR collects and publicizes information regarding education reform efforts that have built the capacity of schools to help raise the academic achievement of all students. Its website offers good information on comprehensive school reform (CSR) including the Comprehensive School Reform Demonstration Project (CSRD).

Maryland PTA

PTA is the largest child advocacy organization with over 7 million members in the National PTA and with nearly 239,000 members in the Maryland PTA, whose sole purpose is the education and welfare of all children at home and in the schools and communities nationwide.

National Association of Secondary School Principals (NASSP)

NASSP is the preeminent organization of and national voice for middle level and high school principals, assistant principals, and aspiring school leaders from across the United States and more than 45 countries around the world. In 1996, NASSP released its seminal report, Breaking Ranks: Changing an American Institution, to stimulate high school reform. Recently, NASSP released Breaking Ranks II to engage principals, teacher leaders, and the entire school community in reforming the American high school into an academically rigorous, personalized learning environment that is improved through collaborative leadership.

National Dropout Prevention Center

The mission of the National Dropout Prevention Center is to serve as a research center and resource network for practitioners, researchers, and policymakers to reshape school and community environments to meet the needs of youth in at-risk situations so these students receive the quality education and services necessary to succeed academically and graduate from high school.

Paint Valley Local Schools

Located in Bainbridge, one of Ohio's poorest communities, Paint Valley recently revised the middle and high school curriculum, raised standards and expectations for all students and implemented a vigorous guidance program. Prior to the reforms, Paint Valley suffered from poor test scores and its students attended college at a rate significantly lower than the state average. In 1999, the district was placed on state "academic watch." Now, school morale, test scores, and college attendance have all greatly improved

San Diego City Schools

The site provides links and information on all schools and initiatives in the San Diego City Schools District, including the district's comprehensive parent involvement efforts.

Talent Development High School (TDHS)

The TDHS is a comprehensive reform model for large high schools that face serious problems with student attendance, discipline, achievement scores and dropout rates. The model consists of specific changes in school organization and management in order to establish a strong and positive learning environment. It also contains curricular and instructional innovations to help transition all students into advanced high school work in English and Mathematics.


No Child Left Behind

Helping Your Child Series

The Helping Your Child publication series focuses on providing parents with the tools and information necessary to help their children succeed in school and in life. Titles of particular interest are Helping Your Child Through Early Adolescence and Helping Your Child Become a Responsible Citizen—available in English and Spanish.

No Child Left Behind—Especially for Parents Page

On this site, the U.S. Department of Education offers information about public school choice, supplemental services, testing and accountability, as well as parenting tips on reading and homework.

  • Tools for Student Success: Selected Publications for Parents and Teachers — This catalog provides brief descriptions of a number of publications featuring the latest research and most effective practices in subjects such as reading, homework, and staying drug free, as well as information on how to obtain these publications in hard copy or online.
  • No Child Left Behind: A Parents Guide — This is the essential guide for parents, and provides answers to questions about No Child Left Behind and what the law means for parents, in an accessible and easy to understand format.
  • Questions Parents Ask About Schools — This pamphlet provides answers to commonly asked questions on topics such as Getting Ready for School, Monitoring School Work, Helping with Reading, and Working with Schools and Teachers.


Dr. Henry Johnson is the Assistant Secretary for Elementary and Secondary Education at the U.S. Department of Education. Specifically, Dr. Johnson directs, coordinates and recommends policy for programs designed to assist state and local education agencies with: improving the achievement of elementary and secondary school students; helping ensure equal access to services leading to such improvement for all children, particularly children who are economically disadvantaged; fostering educational improvement at the state and local levels; and providing financial assistance to local education agencies whose local revenues are affected by federal activities. Prior to joining the Department, Johnson was the State Superintendent of Education for the state of Mississippi.

Dr. Gene Bottoms is Senior Vice President of the Southern Regional Education Board (SREB) and Director of SREB's High Schools that Work (HSTW) initiative. HSTW aims to improve high school achievement for career-bound students. The program involves over 1,000 high schools in over 30 states. Numerous other states and school districts throughout the nation are adopting the HSTW goals and key practices as a way to improve high school for all youth, especially career-bound youth. Prior to joining SREB, Dr. Bottoms served as Executive Director of the American Vocation Association, where he emphasized academics as an integral part of vocational education at the secondary and postsecondary levels.

Dr. Kathleen Clark is the principal of the California Academy of Mathematics and Science (CAMS), a magnet high school located on the campus of California State University, Dominguez Hills (CSUDH). The high school is an educational partnership between CSU, the Long Beach Unified School District and ten other Los Angeles Basin school districts. As the founding principal of CAMS, Dr. Clark managed the high school since it opened in 1990. Under her stewardship, CAMS has raised $12 million in private support for its innovative programs. Before her tenure with CAMS, she managed magnet programs in the Long Beach Unified School District and taught at both the elementary and secondary levels.

Jason Kamras (via video), a mathematics teacher at Sousa Middle School in Washington, D.C., was named the 2005 National Teacher of the Year by the Council for Chief State School Officers at a White House ceremony on April 20th. He joined Sousa in 1996 as a member of Teach For America. Mr. Kamras successfully lobbied his principal to double the instructional time allotted for math and redesigned the curriculum to emphasize the increasing use of technology, meeting all learning styles and putting instruction into a real-world context. The curricular changes, piloted with his own students in 2002, helped decrease the percentage of students scoring "below basic" on the Stanford 9 test from 80 percent to just 40 percent. Additionally, his students have met the school district's math adequate yearly progress target every year since the No Child Left Behind legislation was implemented.

Esther Parker is the President of the Maryland PTA and Chairman of the Maryland Parent Advisory Council (M-PAC). She has been involved in the PTA since the late 1970's, including roles as President, Parent/Family Involvement Chairman, and First Vice President of the Anne Arundel County Council of the PTA. Ms. Parker has been a member of the Awards office and the Nominating and Budget & Finance committees, in addition to serving as Program and General Chair for Maryland PTA's annual Summer Leadership Conference and Convention. She recently helped design the new M-PAC for the Maryland State Department of Education, which recently made recommendations on how the State Department of Education can meet their parental involvement goals throughout the state.

Ayeola Boothe Kinlaw is the Director of K-12 Equity and Access Initiatives for the Advanced Placement Program (AP) of the College Board. College Board's AP Program offers a range of access and equity initiatives, including, financial and technical assistance to schools and teachers interested in expanding minority and disadvantaged student access to AP courses. Ms. Kinlaw began her career teaching leadership development skills to high school students in the Washington D.C area. She has a master's degree in education, with a concentration in education policy, from the Harvard Graduate School of Education.

Beatrice Fernandez is a resource teacher and the coordinator of the San Diego City School District's (SDCSD) Parent University. As a core district initiative, SDCSD's Parent University provides parents of Title I students free classes to help boost their child's academic achievement, improve overall parenting skills and strengthen home-school relationships. She began her career as a teacher in 1980, and has worked in the area of parent involvement since 1985. In 2003, she chaired San Diego's No Child Left Behind Educational Fair for Latino families in collaboration with the U.S. Department of Education's White House Initiative on Educational Excellence for Hispanic Americans and MANA, A National Latina Organization. She is an adjunct professor in the Education Department at the University of San Diego and San Diego State University.


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Last Modified: 09/10/2013