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This document is part of a series of guides designed to help school district leaders address one of the toughest challenges in American education: dropout rates of 30 percent nationwide, 50 percent in many big cities, and 60 percent or more in the lowest-performing schools. It includes tools for data analysts to drill down into the data and use their findings to arm school leaders with actionable information. Urban districts are using data--or should be--to address the challenge of students dropping out of school. Numbers are crunched in databases with hundreds of thousands of student records to know the size of the dropout problem and the track record of schools in stemming the loss. Data tools are employed to calculate the cost of various options, from closing schools and opening new ones to providing interventions such as evening school. Performance data are analyzed to evaluate the success of the district's portfolio of schools. In sum, data provide the foundation for the myriad district decisions involved in matching student needs to school and program choices. It is quite likely that leaders in your district are intent on using data to inform some hard choices ahead--but they need your help. The analyses and charts in this guide illustrate the work you need to do to answer the questions they encountered in the "This School Works for Me: Creating Choices to Boost Achievement. A Guide for America's School Leaders" (ED515670) and "This School Works for Me: Creating Choices to Boost Achievement. An Implementation Guide for School District Administrators" (ED515665) guides.

This document is part of a series of guides designed to help school district leaders address one of the toughest challenges in American education: dropout rates of 30 percent nationwide, 50 percent in many big cities, and 60 percent or more in the lowest-performing schools. It includes tools for data analysts to drill down into the data and use their findings to arm school leaders with actionable information. Urban districts are using data--or should be--to address the challenge of students dropping out of school. Numbers are crunched in databases with hundreds of thousands of student records to know the size of the dropout problem and the track record of schools in stemming the loss. Data tools are employed to calculate the cost of various options, from closing schools and opening new ones to providing interventions such as evening school. Performance data are analyzed to evaluate the success of the district's portfolio of schools. In sum, data provide the foundation for the myriad district decisions involved in matching student needs to school and program choices. It is quite likely that leaders in your district are intent on using data to inform some hard choices ahead--but they need your help. The analyses and charts in this guide illustrate the work you need to do to answer the questions they encountered in the "This School Works for Me: Creating Choices to Boost Achievement. A Guide for America's School Leaders" (ED515670) and "This School Works for Me: Creating Choices to Boost Achievement. An Implementation Guide for School District Administrators" (ED515665) guides.

This document is part of a series of guides designed to help school district leaders address one of the toughest challenges in American education: dropout rates of 30 percent nationwide, 50 percent in many big cities, and 60 percent or more in the lowest-performing schools. It includes tools for data analysts to drill down into the data and use their findings to arm school leaders with actionable information. Urban districts are using data--or should be--to address the challenge of students dropping out of school. Numbers are crunched in databases with hundreds of thousands of student records to know the size of the dropout problem and the track record of schools in stemming the loss. Data tools are employed to calculate the cost of various options, from closing schools and opening new ones to providing interventions such as evening school. Performance data are analyzed to evaluate the success of the district's portfolio of schools. In sum, data provide the foundation for the myriad district decisions involved in matching student needs to school and program choices. It is quite likely that leaders in your district are intent on using data to inform some hard choices ahead--but they need your help. The analyses and charts in this guide illustrate the work you need to do to answer the questions they encountered in the "This School Works for Me: Creating Choices to Boost Achievement. A Guide for America's School Leaders" (ED515670) and "This School Works for Me: Creating Choices to Boost Achievement. An Implementation Guide for School District Administrators" (ED515665) guides.

This document is part of a series of guides designed to help school district leaders address one of the toughest challenges in American education: dropout rates of 30 percent nationwide, 50 percent in many big cities, and 60 percent or more in the lowest-performing schools. It includes tools for data analysts to drill down into the data and use their findings to arm school leaders with actionable information. Urban districts are using data--or should be--to address the challenge of students dropping out of school. Numbers are crunched in databases with hundreds of thousands of student records to know the size of the dropout problem and the track record of schools in stemming the loss. Data tools are employed to calculate the cost of various options, from closing schools and opening new ones to providing interventions such as evening school. Performance data are analyzed to evaluate the success of the district's portfolio of schools. In sum, data provide the foundation for the myriad district decisions involved in matching student needs to school and program choices. It is quite likely that leaders in your district are intent on using data to inform some hard choices ahead--but they need your help. The analyses and charts in this guide illustrate the work you need to do to answer the questions they encountered in the "This School Works for Me: Creating Choices to Boost Achievement. A Guide for America's School Leaders" (ED515670) and "This School Works for Me: Creating Choices to Boost Achievement. An Implementation Guide for School District Administrators" (ED515665) guides.

This document is part of a series of guides designed to help school district leaders address one of the toughest challenges in American education: dropout rates of 30 percent nationwide, 50 percent in many big cities, and 60 percent or more in the lowest-performing schools. It includes tools for data analysts to drill down into the data and use their findings to arm school leaders with actionable information. Urban districts are using data--or should be--to address the challenge of students dropping out of school. Numbers are crunched in databases with hundreds of thousands of student records to know the size of the dropout problem and the track record of schools in stemming the loss. Data tools are employed to calculate the cost of various options, from closing schools and opening new ones to providing interventions such as evening school. Performance data are analyzed to evaluate the success of the district's portfolio of schools. In sum, data provide the foundation for the myriad district decisions involved in matching student needs to school and program choices. It is quite likely that leaders in your district are intent on using data to inform some hard choices ahead--but they need your help. The analyses and charts in this guide illustrate the work you need to do to answer the questions they encountered in the "This School Works for Me: Creating Choices to Boost Achievement. A Guide for America's School Leaders" (ED515670) and "This School Works for Me: Creating Choices to Boost Achievement. An Implementation Guide for School District Administrators" (ED515665) guides.

The "Closing the Achievement Gap" series explores the Casey Foundation's education investments and presents stories, results, and lessons learned. This publication presents an in-depth look at the Foundation's multi-year investment in a school district feeder pattern in Atlanta, and stories about Casey contributions to district improvement in Oakland and Philadelphia. Foundations contributions include: (1) Bringing partners to the table, enabling schools to provide multiple coordinated programs; (2) Funding a student success strategy consultant; (3) Civic Site team to enable school leadership to envision itself as part of an entire pattern to graduate young people prepared to succeed as adults; and (4) Funding work on curriculum assignment and school transition. [For the entire "Closing the Achievement Gap" series, see ED500487 through ED500493.]

This document is part of a series of guides designed to help school district leaders address one of the toughest challenges in American education: dropout rates of 30 percent nationwide, 50 percent in many big cities, and 60 percent or more in the lowest-performing schools. This second guide in the series offers a detailed examination of the six key questions that districts are addressing: (1) How are your students progressing--and which are struggling? (2) What kind of school choices do you provide to meet diverse student needs--and how well are those schools and programs performing? (3) How will you manage a change process, inviting multiple stakeholders inside and outside the system to make the kinds of changes that the data suggest are needed? (4) How can you strengthen your portfolio of options? (5) How will you provide support to schools? and (6) What policy changes are needed? Leaders in some large urban districts have taken the lead in trying to solve the dropout crisis. They are tracking students through high school, monitoring their progress in earning credits, and investing in strategies that are having some success. They are offering different options for students who take a day job to support their families, students who have given up on schools with bell schedules, and students who are older than most of the others in their classrooms. New small schools in New York, Boston, and Chicago and Achievement Academies in Chicago have increased graduation rates. Targeted recuperative programs in New York and Chicago have had greater success with students who were off track to graduate than large comprehensive schools. Every district addressed in these guides has been able to identify "beat-the-odds" schools that are outperforming their peers. These districts have learned that: (1) many students who drop out fall off track in 9th grade, often earlier; (2) about 25 percent of students who eventually drop out start 9th grade on track for a diploma but then lose ground, dispelling the common assumption that they arrive from middle school already far behind; (3) a few key indicators are very good predictors of who will not graduate; (4) credit accumulation is a better predictor of dropouts than other factors that are often believed to be predictive, such as ethnicity and special education; and (5) school and program options other than the comprehensive high school, with a different structure and culture, can significantly improve graduation rates. This guide describes how to apply what these districts have learned. [For the related reports, see "This School Works for Me: Creating Choices to Boost Achievement. A Guide for Data Analysts" (ED515666); "Supplement to This School Works for Me: Creating Choices to Boost Achievement. A Guide for Data Analysts" (ED515667); and "This School Works for Me: Creating Choices to Boost Achievement. A Guide for America's School Leaders" (ED515670).]

This document is the first in a series of guides designed to help school district leaders address one of the toughest challenges in American education: dropout rates of 30 percent nationwide, 50 percent in many big cities, and 60 percent or more in the lowest-performing schools. It describes in abbreviated form how district leaders and decisionmakers can: (1) pinpoint how students are progressing and which students, by name, are most likely to struggle in school and drop out; (2) introduce some high-leverage strategies to get students back on track for a diploma; and (3) identify the mix of school choices and programs that will prepare more students for colleges and careers. (Lists 5 resources.) [For the related reports, see "This School Works for Me: Creating Choices to Boost Achievement. A Guide for Data Analysts" (ED515666); "This School Works for Me: Creating Choices to Boost Achievement. An Implementation Guide for School District Administrators" (ED515665); and "Supplement to This School Works for Me: Creating Choices to Boost Achievement. A Guide for Data Analysts" (ED515667).]

This booklet, which highlights and explains the 1975 National Energy Plan, is intended to improve the general public's understanding of U.S. energy policy. Sections in the publication include: (1) The Energy Problem and the Need for Planning; (2) Basic Principles of the Plan and How They Apply; (3) Overcoming the Oil and Gas Shortage; (4) The Importance of Time; (5) Near-term: Now-1985; (6) Midterm: 1985-2000; (7) Long-term: Beyond 2000; (8) The Importance of Environmental Research, Development, and Demonstration; (9) The Role of the Federal Government in Energy Development; and (10) New Directions. (RH)

The "Closing the Achievement Gap" series explores the Casey Foundation's education investments and presents stories, results, and lessons learned. This publication presents stories about two successful charter efforts and Foundation contributions. Contributions include: (1) Supporting a variety of activities and programs; (2) Financial support for coaching and other services that schools could not otherwise afford; (3) Development of effective and replicable authorizing and accountability systems; (4) Policy analysis; (5) Research funding on issues critical to quality and consistency; and (6) Recruitment of additional donors. [For the entire "Closing the Achievement Gap" series, see ED500487 through ED500493.]

The "Closing the Achievement Gap" series explores the Casey Foundation's education investments and presents stories, results, and lessons learned. This publication presents stories about two successful charter efforts and Foundation contributions. Contributions include: (1) Supporting a variety of activities and programs; (2) Financial support for coaching and other services that schools could not otherwise afford; (3) Development of effective and replicable authorizing and accountability systems; (4) Policy analysis; (5) Research funding on issues critical to quality and consistency; and (6) Recruitment of additional donors. [For the entire "Closing the Achievement Gap" series, see ED500487 through ED500493.]

This report presents a plan developed by the Energy Research and Development Administration (ERDA) concerning future energy sources. The plan summarizes ERDA's current views on the energy technologies the U.S. will need to achieve long-term energy independence. The role of the private sector in the development and commercialization of new energy technologies is addressed, and conservation technologies are ranked with supply technologies as the highest priorities for national action. (MH)

This report presents a plan developed by the Energy Research and Development Administration (ERDA) concerning future energy sources. The plan summarizes ERDA's current views on the energy technologies the U.S. will need to achieve long-term energy independence. The role of the private sector in the development and commercialization of new energy technologies is addressed, and conservation technologies are ranked with supply technologies as the highest priorities for national action. (MH)

This report presents a plan developed by the Energy Research and Development Administration (ERDA) concerning future energy sources. The plan summarizes ERDA's current views on the energy technologies the U.S. will need to achieve long-term energy independence. The role of the private sector in the development and commercialization of new energy technologies is addressed, and conservation technologies are ranked with supply technologies as the highest priorities for national action. (MH)

261 p. : 23 cm

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I'm going to reveal my top 3 choices that I would recommend for creating an online course or membership site.I use these 3 in my business every day and they are all fantastic!Below are links to all the 6 software, plus 3 must-have books. DOTCOM Secrets and EXPERT Secrets and Funnel Hacker's Cookbook.Enjoy,BrianP.S. Some of the links are affiliate links, which means I get paid a small referral when a person uses one of those links. So I wanted to say, thank you so much using my affiliate links!Kajabi: https://app.newkajabi.com/r/NGdhX2eX/t/2vxuof5bClickfunnels Software: https://clickfunnels.com/?cf_affiliate_id=1288786&affiliate_id=1288786&aff_sub=dashboard&aff_sub2=trialFunnel Hacker's Cookbook: https://funnelhackerscookbook.com/fh-cookbook?cf_affiliate_id=1288786&affiliate_id=1288786Kartra (Affiliate): https://hercules.krtra.com/t/qBCfUV9FRarKThinkific: https://www.thinkific.com/Udemy: https://www.udemy.com/Teachable: https://teachable.com/Dotcom Secrest Book: https://dotcomsecrets.com/go?cf_affiliate_id=1288786&affiliate_id=1288786Expert Secrets Book: https://expertsecrets.com/?cf_affiliate_id=1288786&affiliate_id=1288786--- Send in a voice message: https://anchor.fm/clicksandfunnels/message

I'm going to reveal my top 3 choices that I would recommend for creating an online course or membership site.I use these 3 in my business every day and they are all fantastic!Below are links to all the 6 software, plus 3 must-have books. DOTCOM Secrets and EXPERT Secrets and Funnel Hacker's Cookbook.Enjoy,BrianP.S. Some of the links are affiliate links, which means I get paid a small referral when a person uses one of those links. So I wanted to say, thank you so much using my affiliate links!Kajabi: https://app.newkajabi.com/r/NGdhX2eX/t/2vxuof5bClickfunnels Software: https://clickfunnels.com/?cf_affiliate_id=1288786&affiliate_id=1288786&aff_sub=dashboard&aff_sub2=trialFunnel Hacker's Cookbook: https://funnelhackerscookbook.com/fh-cookbook?cf_affiliate_id=1288786&affiliate_id=1288786Kartra (Affiliate): https://hercules.krtra.com/t/qBCfUV9FRarKThinkific: https://www.thinkific.com/Udemy: https://www.udemy.com/Teachable: https://teachable.com/Dotcom Secrest Book: https://dotcomsecrets.com/go?cf_affiliate_id=1288786&affiliate_id=1288786Expert Secrets Book: https://expertsecrets.com/?cf_affiliate_id=1288786&affiliate_id=1288786--- Send in a voice message: https://anchor.fm/clicksandfunnels/message

The purpose of this manual is to support school districts and schools in developing diverse and equitable magnet programs. It is intended to help stakeholders during the planning phases of developing new magnet schools or during the revision or expansion of existing magnet schools. The manual focuses on: (1) Why districts should consider intentionally diverse magnets; (2) Evidence for intentionally diverse magnets; (3) The background of magnet schools; (4) Developing a diverse and equitable magnet school; (5) First door strategies to enroll a diverse student body; (6) Second door strategies to facilitate successful integration of diverse student groups; (7) Sustaining a magnet school; and (8) How to build political will for diverse and equitable magnet schools.

The purpose of this manual is to support school districts and schools in developing diverse and equitable magnet programs. It is intended to help stakeholders during the planning phases of developing new magnet schools or during the revision or expansion of existing magnet schools. The manual focuses on: (1) Why districts should consider intentionally diverse magnets; (2) Evidence for intentionally diverse magnets; (3) The background of magnet schools; (4) Developing a diverse and equitable magnet school; (5) First door strategies to enroll a diverse student body; (6) Second door strategies to facilitate successful integration of diverse student groups; (7) Sustaining a magnet school; and (8) How to build political will for diverse and equitable magnet schools.

310 p. in various pagings ; 21 cm

The City of Dubuque Housing and Community Development Department, in partnership with the Four Mounds HEART Program, is rehabilitating properties and providing homeownership incentives to residents. For more information, visit www.cityofdubuque.org/housing.

PRIORITY 2

This paper serves as a supplement to the "This School Works for Me: Creating Choices to Boost Achievement. A Guide for Data Analysts" report. This paper contains the following sections: (1) Initial Steps; (2) Developing Baseline District Facts; (3) Identifying Effective Options; (4) Identifying Effective Options: Preventative; and (5) Identifying Effective Options: Recuperative. [For the related reports, see "This School Works for Me: Creating Choices to Boost Achievement. A Guide for Data Analysts" (ED515666); "This School Works for Me: Creating Choices to Boost Achievement. An Implementation Guide for School District Administrators" (ED515665); and "This School Works for Me: Creating Choices to Boost Achievement. A Guide for America's School Leaders" (ED515670).]