| Acknowledgments |
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ix | |
| Introduction |
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1 | |
| PART I WHY INTEGRATE GRADES 9 THROUGH 14? |
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13 | |
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1 Confessions of an Education Fundamentalist: Why Grade 12 Is Not the Right End Point for Anyone |
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15 | |
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2 Doing the Math: What It Means to Double the Number of Low-Income College Graduates |
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27 | |
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| PART II ONE SYSTEM ACROSS 9-14: THE STATE OF THE STATES |
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43 | |
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45 | |
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Andrea Venezia, Joni Finney, and Patrick M. Callan |
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4 The History of the Separation of K-12 and Postsecondary Education |
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55 | |
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Michael W. Kirst and Michael D. Usdan |
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5 A College-Ready Nation: An Idea Whose Time Has Come |
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65 | |
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Kristin D. Conklin and Stefanie Sanford |
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6 Raising Expectations for Academic Achievement |
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73 | |
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| PART III ALIGNMENT AND INTEGRATION OF STANDARDS, ASSESSMENTS, AND CURRICULUM ACROSS 9-14 |
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79 | |
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7 Alignment of High School Expectations to College and Work |
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81 | |
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Christine Tell and Michael Cohen |
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8 All One System: The Promise of O*Net |
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87 | |
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9 Challenges in the Transition from High School to College |
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93 | |
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10 Sending Signals to Students: The Role of Early Placement Testing in Improving Academic Preparation |
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105 | |
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Bridget Terry Long and Erin K. Riley |
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11 The California Early Assessment Program: Implications for States in Developing Readiness Agendas |
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113 | |
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| PART IV PATHWAYS ACROSS 9-14: PRACTICES IN PLACE |
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121 | |
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12 Lessons from the Field: A Tale of Two Early College High Schools |
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123 | |
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Cecilia Cunningham and Roberta S. Matthews |
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13 Another Route to College |
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133 | |
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14 Combining Middle and High School to Improve College Success |
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139 | |
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15 CUNY College Now: Extending the Reach of Dual Enrollment |
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143 | |
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Tracy Meade and Eric Hofmann |
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16 Academic Identity Development: Student Experiences in Two Early College High Schools |
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151 | |
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Michael J. Nakkula and Karen C. Foster |
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17 Secondary-Postsecondary Learning Opportunities: Some Promising Practices |
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159 | |
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Jennifer Brown Lerner and Betsy Brand |
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| PART V PATHWAYS ACROSS 9-14: EMERGING POLICIES |
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165 | |
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18 Creating Pathways for Struggling Students within a 9-14 System |
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167 | |
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Adria Steinberg and Cheryl Almeida |
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19 State Policies that Support the Integration of 9-14: The Case of Early College High Schools |
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175 | |
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20 Return on Investment Analysis of Integrating Grades 9-14 |
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183 | |
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Robert Palaich, John Augenblick, and Margaretha Maloney |
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21 Using Dual Enrollment to Build a 9-14 System |
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191 | |
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22 Evolution of an Innovation: A Commentary on the State of Accelerated Learning |
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203 | |
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23 Exploring Education Reform Systemically: The United Kingdom's Nuffield 14-19 Review |
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211 | |
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| PART VI WHAT COMES NEXT? ACCOUNTABILITY, DATA SYSTEMS, FINANCING |
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219 | |
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24 Postsecondary Numerical Goals as Catalyst for P-16 Reform: Texas Sends a Message |
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221 | |
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25 Assessing and Reporting Progress: Florida's Integrated Data Systems |
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227 | |
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26 Data Requirements for a Coherent P-16 System |
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233 | |
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Chrys Dougherty and Lynn Mellor |
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27 Seamless Data Systems to Promote Student Progression |
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239 | |
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28 Developing a P-20 Budget Tool: Giving Direction to Oregon Public Education |
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249 | |
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Jill Kirk, John Tapogna, and Duncan Wyse |
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29 Financing Higher Aspirations and Better Preparation |
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259 | |
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30 Integrating Public Finance into Strategies for Improving Preparation, College Enrollment, and Persistence |
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269 | |
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| Notes and References |
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279 | |
| About the Editors |
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301 | |
| About the Authors |
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303 | |
| Index |
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313 | |
