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Researchers continue to examine the long-term impacts of pre-K participation, and more sophisticated methods and better data may help solidify the consensus that has already emerged: investing in early childhood education plays an important role in preparing young children for success in the early grades and pays off in the long run.
Labor market economists project that by 2020, two-thirds or more of all jobs will require some postsecondary education — either a certificate, a credential or a degree at the associate level or higher.
Report of the Committee to Improve Reading and Writing in Middle and High Schools
Nationwide, students in the middle grades and high school are failing to develop the reading and writing skills they need in order to meet higher academic standards. This major SREB report on adolescent literacy discusses the urgency of the problem in depth and presents specific solutions for SREB states based on the recommendations of the SREB Committee to Improve Reading and Writing in Middle and High Schools, chaired by Governor Tim Kaine of Virginia, the SREB Board chair. The report includes a message from SREB President Dave Spence and status reports on recent state actions on the issue.
The Next Generation of School Accountability
A Blueprint for Raising High School Achievement and Graduation Rates
Report of the Committee to Improve High School Graduation Rates and Achievement
This report recommends strategies that states and public schools can use to improve student achievement and raise graduation rates. The report is based on the recommendations of the SREB Committee to Improve High School Graduation Rates and Achievement, led by Governor Sonny Perdue of Georgia.
This snapshot summarizes important takeaways from four research studies published in 2017 that reinforce the value of pre-K. High-quality pre-K programs help prepare children for school, especially dual language learners and children from low-income families. Head Start programs can disrupt the cycle of poverty. And pre-K shows effects on outcomes such as math achievement and the likelihood of graduating from high school.
The majority of states nationwide and all 16 SREB states link eligibility for a driver’s license to school attendance (and in some cases to academic performance). This policy brief compares attend ‘n’ drive laws across SREB states, takes a look at their effectiveness, and offers recommendations for states.
Don’t Be Afraid to Say “Dyslexia”
Acknowledging and identifying dyslexia is step one in helping struggling readers
Researchers estimate that dyslexia affects at least one in 10 people. As defined by the International Dyslexia Association, dyslexia is a neurobiological learning disability, unrelated to intelligence, characterized by differences in the way the brain processes language. These differences result in difficulties developing skills that are important for reading and writing. While it cannot be outgrown, individuals with dyslexia can learn strategies to help them overcome the unique challenges it presents.