| Acknowledgments |
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ix | |
| Introduction |
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1 | (12) |
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PART I WHY INTEGRATE GRADES 9 THROUGH 14? |
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13 | (30) |
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Confessions of an Education Fundamentalist: Why Grade 12 Is Not the Right End Point for Anyone |
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15 | (12) |
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Doing the Math: What It Means to Double the Number of Low-Income College Graduates |
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27 | (16) |
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PART II ONE SYSTEM ACROSS 9-14: THE STATE OF THE STATES |
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43 | (36) |
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45 | (10) |
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The History of the Separation of K-12 and Postsecondary Education |
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55 | (10) |
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A College-Ready Nation: An Idea Whose Time Has Come |
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65 | (8) |
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Raising Expectations for Academic Achievement |
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73 | (6) |
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PART III ALIGNMENT AND INTEGRATION OF STANDARDS, ASSESSMENTS, AND CURRICULUM ACROSS 9-14 |
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79 | (42) |
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Alignment of High School Expectations to College and Work |
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81 | (6) |
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All One System: The Promise of O*Net |
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87 | (6) |
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Challenges in the Transition from High School to College |
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93 | (12) |
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Sending Signals to Students: The Role of Early Placement Testing in Improving Academic Preparation |
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105 | (8) |
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The California Early Assessment Program: Implications for States in Developing Readiness Agendas |
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113 | (8) |
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PART IV PATHWAYS ACROSS 9-14: PRACTICES IN PLACE |
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121 | (44) |
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Lessons from the Field: A Tale of Two Early College High Schools |
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123 | (10) |
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133 | (6) |
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Combining Middle and High School to Improve College Success |
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139 | (4) |
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CUNY College Now: Extending the Reach of Dual Enrollment |
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143 | (8) |
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Academic Identity Development: Student Experiences in Two Early College High Schools |
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151 | (8) |
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Secondary-Postsecondary Learning Opportunities: Some Promising Practices |
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159 | (6) |
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PART V PATHWAYS ACROSS 9-14: EMERGING POLICIES |
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165 | (54) |
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Creating Pathways for Struggling Students within a 9-14 System |
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167 | (8) |
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State Policies that Support the Integration of 9-14: The Case of Early College High Schools |
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175 | (8) |
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Return on Investment Analysis of Integrating Grades 9-14 |
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183 | (8) |
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Using Dual Enrollment to Build a 9-14 System |
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191 | (12) |
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Evolution of an Innovation: A Commentary on the State of Accelerated Learning |
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203 | (8) |
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Exploring Education Reform Systemically: The United Kingdom's Nuffield 14-19 Review |
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211 | (8) |
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PART VI WHAT COMES NEXT? ACCOUNTABILITY, DATA SYSTEMS, FINANCING |
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219 | (60) |
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Postsecondary Numerical Goals as Catalyst for P-16 Reform: Texas Sends a Message |
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221 | (6) |
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Assessing and Reporting Progress: Florida's Integrated Data Systems |
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227 | (6) |
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Data Requirements for a Coherent P-16 System |
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233 | (6) |
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Seamless Data Systems to Promote Student Progression |
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239 | (10) |
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Developing a P-20 Budget Tool: Giving Direction to Oregon Public Education |
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249 | (10) |
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Financing Higher Aspirations and Better Preparation |
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259 | (10) |
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Integrating Public Finance into Strategies for Improving Preparation, College Enrollment, and Persistence |
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269 | (10) |
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| Notes and References |
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279 | (22) |
| About the Editors |
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301 | (2) |
| About the Authors |
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303 | (10) |
| Index |
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313 | |
