Publications
Georgia: A Decade of Progress
This report outlines a decade of the state’s progress toward meeting SREB’s Challenge to Lead education goals. Data on key education measures for each of the 12 goals are presented, with commentary that puts the information in a regional and national context. The lead figures on each page also are available as PowerPoint slides at http://www.sreb.org/index.html
Florida: A Decade of Progress
This report outlines a decade of the state’s progress toward meeting SREB’s Challenge to Lead education goals. Data on key education measures for each of the 12 goals are presented, with commentary that puts the information in a regional and national context. The lead figures on each page also are available as PowerPoint slides at http://www.sreb.org/index.html
Delaware: A Decade of Progress
This report outlines a decade of the state’s progress toward meeting SREB’s Challenge to Lead education goals. Data on key education measures for each of the 12 goals are presented, with commentary that puts the information in a regional and national context. The lead figures on each page also are available as PowerPoint slides at http://www.sreb.org/index.html
Arkansas: A Decade of Progress
This report outlines a decade of the state’s progress toward meeting SREB’s Challenge to Lead education goals. Data on key education measures for each of the 12 goals are presented, with commentary that puts the information in a regional and national context. The lead figures on each page also are available as PowerPoint slides at http://www.sreb.org/index.html
Alabama: A Decade of Progress
This report outlines a decade of the state’s progress toward meeting SREB’s Challenge to Lead education goals. Data on key education measures for each of the 12 goals are presented, with commentary that puts the information in a regional and national context. The lead figures on each page also are available as PowerPoint slides at http://www.sreb.org/index.html
Increasing Access & Equity: A Whole School Approach
In this article that appeared in the March 2019 edition of ACTE’s Techniques magazine, SREB’s Dale Winkler and Scott Warren address how SREB’s school improvement frameworks provide a structure that empowers schools to make the changes needed to expand or improve access to high-quality programs and ensure that all students — regardless of their gender, race, socioeconomic background, ability level or location — discover a purpose for learning and life.
This article is reproduced with the kind permission of ACTE.
Literacy Across the Curricula
Teacher Success Stories
The teachers featured in this publication describe their experiences using literacy-based assignments to immerse students in grade-level assignments. Read how the practices increased student learning and achievement across disciplines.
Making Math Matter
High-Quality Assignments That Help Students Solve Problems and Own Their Learning
This report presents results of teacher and student surveys on how powerful Mathematics Design Collaborative practices are shifting how teachers teach. It also summarizes student achievement data from schools using the strategies in four states. In vignettes and testimonials, teachers who completed SREB professional development on MDC share how they have grown as teachers and how their students’ understanding of math concepts has improved.
Engaging Students in Deeper Learning Through Powerful Literacy and Mathematics Assignments
Too many students graduate high school without the foundational literacy and math skills needed to succeed in postsecondary education and careers. This can change if students are exposed to literacy and math practices that expose them to the types of grade-level assignments that will advance their achievement and prepare them for college and careers.
SREB offers professional development to teachers in powerful literacy and math practices that produce positive results. Read about survey results of more than 37,000 students.
Connecting Classrooms, Careers and College
SREB’s Making Schools Work School Improvement Process
Connecting Classrooms, Careers and College offers a guide to SREB’s Making Schools Work school improvement process and related services.
Valuing Both Cs in College- and Career-Readiness Accountability Systems
How states can use career pathways to close credential attainment and skills gaps.
This publication explores how state accountability systems currently address college readiness and academic and technical career readiness and offers recommendations and examples of policies and practices that incentivize and reward districts and schools for preparing more students to earn credentials and degrees in high-demand career fields.
Case Study: Columbia Area Career Center
Project-Based Learning: A Formula for Rapid Results
This case study details how a Missouri tech center took steps aimed at making its center a national leader in CTE by taking on a daunting and improbable task: implementing project-based learning schoolwide in less than a year.
Case Study: Hunterdon County Polytech Career Academy
Hunterdon County Polytech Career Academy is a shared-time career academy in New Jersey. The center made drastic changes to transform a traditional vocational school into a vibrant 21st-century CTE center.
Case Study: Piedmont High School
Raising Rigor and Expectations
Piedmont High School is a high-achieving school with a 2015 graduation rate of 99 percent. This case study details how the school used the High Schools That Work design to put in place the building blocks to foster a culture of continuous improvement to ensure every student has the opportunity to succeed.
Turnaround High School Principals: Recruit, Prepare and Empower Leaders of Change
The publication takes an in-depth look at the kinds of principals required to turn around the lowest-performing 5 percent to 10 percent of public high schools in America. Schools stuck at the bottom of the performance chart need first–rate principals with the motivation, vision, skill and commitment to make dramatic improvements in schools and student achievement. The report describes how we can identify, prepare and support these “turnaround” principals.
Recognizing Academic Achievement in Career/Technical Education: Conditions for Awarding Academic Credit for Career/Technical Courses
This report details the merits and challenges involved in awarding academic credit to career/technical courses that embrace rigorous college-and career-readiness academic standards equivalent to those found in traditional academic courses.
Progress Over a Decade in Preparing More Effective School Principals
Over the past 10 years, SREB has helped states and public universities across the region evaluate their state policies for preparing school principals who are leaders of instruction. This benchmark report reviews the past decade and looks at 10 learning-centered leadership indicators to gauge how far states have come and how far they need to go in selecting, preparing and supporting leaders of change.
Case Study: Summit Technology Academy
This case study details how Summit Technology Academy offers rigorous programs of study that blend classroom instruction with real-world, hands-on experiences to get students college- and career-ready.
Case Study: Blackman High School – Raising Expectations of All Students
Blackman High School (BHS) in Murfreesboro, Tennessee is committed to raising expectations, enhancing academic studies and providing extra help for students. Administrators ask all teachers, regardless of the content area, to integrate reading and writing into their lessons. This case study details how BHS used the HSTW school improvement model to increase its graduation and retention rates and prepare students for both college and careers.
Case Study – Fort Mill High School: A Culture of Continuous Improvement
This case study details Fort Mill High School’s dedication to a culture of continuous improvement. The school has established “The Power of I” redo/reteach and relearn policy, an extra help center, a mastery algebra program, and enriching career-technical studies linked to rigorous academics. It has helped Fort Mill earn an on-time graduation rate of more than 90 percent.
