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https://clinton.presidentiallibraries.us/files/original/ed03ec593c341e3fae2a34914a5ea1a8.pdf
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�;WnctAre NeviArnerkan:H
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New American High Schools are preparing all students
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to meet the ch..1llenges of the 21st centu!),
committed to achieving high academic standards for all
students,
all students for postsecondary
education, and prmiding students opportunities to
learn about and ex,])lore careers, They have high rates of .
, attendance and highschool completion, ,
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enrollment and student achievement, They differ
traditional high schools, in many ways:,
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,,0 High S~dar,d,s, They have
pectaiions for
stcidents:
Safe learning environrrients wher~ sti.tdentsfeel~<
cOimected to the schooland are knoWJ1well,and,':
supponedby carfug ~dultS, "; :~-';;
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,,0 Tea<;hers W~r~g T~geilier. Th~Yh~ve
aricl pro~~de"
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o Technology to Enhance Achievement. They use
technology,to expand access to information, enhance
manage schedules and analyze student
progress,
o Strong Partnerships. They cultivate strong
• for teachers
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o Strong Principal Leadership~, They have piincipa~',
whoprovide.strong, e!Tectiveleadership,a.nd"v.:ho> '
workc()~abcirati\;~lywith teachers"on,~h.o91, " '
o A ~ocuson Student, Learning. Tht':yfocus
",'n'~~'~1nrr;:':~~;t~~ Th':'t1 ni~~e,;"
pannerships with parents, middle schools,
postsecondary institutions, conununity leaders, and
Wny 00 We Neea New
American Hign Senools?
Repons from the National Center for
Education Statistics show that many
students are not receiving the
academic preparation needed to
succeed in college and the
.knowledge-based economy of the
21st
o More than 20% of young Americans between the
ages of 18-25 do not graduate from high schooL
o Of the high school graduates who go on to college,
half drop out by the end of their sophomore year.
To succeed in the lllfonnatioll Age, students
need to be:
cJ Knowledgeable, with a high level of academic skills
o Effective communicators, thinkers and
problem-solvers
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effecti~l~lyin'
.' work; fanuly fmd'comrimnitY , , , , ,
Able to reason, und~rstand and imalyze information
o TechnolOgically competent
o Continuous learners
use a \vide
of student
assessments to ensure that students have mastered
their subjects, They use student assessment and
evaluation data to continually improve instruction,
staff development, management, and organization
with the central
of increasing student
achievement,
,0 Small and' Safe Enviro~ents. They create sHi.all;:
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Wnat Is tne New American
Hign Senoollnitiative?
The Department of Education launched the New
American High School Initiative in 1996, In coordination
with Blue Ribbon Schools, the depanment ',-,-'JI'.'""'-'-"
outstanding high schools that are committed to
standards for all students and have achieved excellent
results. The initiative showcases schools that represent the
broad range of high schools in the country:
comprehensive high schools, magnet
redeSigned
vocationalctechnical schools, chaner
theme
schools, pilot schools and alternative schools serving the
needs of at-risk youth.
As part of the initiative, the department
infomlation and technical
assistance, conducts research
and evaluations, and promotes
standards-based rdonn efforts,
�~ow (anJour )cnool or d)cnool in
Your (ommunity Become aNew
American ~ign )cnool?
Access Our Resources dn~ Pro~ucts:
Call 1-800-USA-LEARN to receive:
o Applications (package also available on our web site)
o New American High Schools: Schools at the Leading
Schools compete to become New American High
School~ Schools must supply compelling evidence
indicat(ng that they have undenaken standards-based,
locally ~riven reform effons that positively affect key
indicat!:>rs o[school improvement and student success.
Documentation must include:
of Reform
o AimIng High: Strategies to Promote
Standards
o In Their Own Words: Students and Educators Talk
about What Matters
o Key High School Rdorm
o Increases in student achievement .
o Increases in student
o
o
An Overview of
Research FindIngs
o New American High Schools Video
o A list of New American High Schools that you can
In;'r';~cPC
contact directly to discuss strategies that work.
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Visit Our Website
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. studies of 5ucc~ssful Sch9ols,.resehch findings'on'high
school rdorm;or'even takE: ~'!Vi~u~\,'i6uf through
Ncw:Am~rican:High S~h60l:'Visit.o~r0eh'siteat .......•••..
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Kendra Brooks - Subject Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36031" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
Description
An account of the resource
The Kendra Brooks Subject Files contain correspondence, reports, articles, memos, and various printed material. Other documents include background information for education events and meetings. The files include material pertaining to charter schools, national testing, SAT preparation, school safety, school modernization/construction, affirmative action, Blue Ribbon Schools, class–size reduction, teacher quality, Limited English Proficiency (LEP), the White House Initiative on Education Excellence for Hispanic Americans, Tribal Colleges and Universities, Historically Black Colleges and Universities (HBCU’s), the Individuals with Disabilities Education Act (IDEA), and Title 1 of the Elementary and Secondary Education Act of 1965.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Extent
The size or duration of the resource.
157 folders in 16 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[Education - Survey and Analysis of Teacher Salary Trends, 1998]
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Subject Files
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 12
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/KendraBrookssubjectfile.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
1/17/2012
Source
A related resource from which the described resource is derived
647992-education-survey-analysis-teacher-salary-trends-1998.pdf
647992