A Call to Action: Transforming High School for All Youth - April 2005
On April 11, 2005, the National High School Alliance announced the official release of A Call to Action: Transforming High School for All Youth, a framework of six core principles and recommended strategies for preparing all of our nation's youth for college, careers, and active civic participation. It is the result of the National High School Alliance's work over the past two years to tap the expertise of its diverse partnership of 40+ national organizations to identify what it takes to produce high academic achievement, close the achievement gap, and promote civic and personal growth among all high-school-age youth.

CRISIS OR POSSIBILITY? Conversations About the American High School - May 2004
Students from a range of socioeconomic and ethnic backgrounds are disengaging from and/or dropping out of high school each day. This new report from the National High School Alliance looks at how leaders are beginning to transform America's traditional, comprehensive high school in ways that make it responsive to the needs of all students. Based on proceedings from a series of conferences in the fall of 2003, the report identifies seven "key levers for change," and exposes the gaps and challenges that remain.

HS Alliance Partner Resources - Spring 2004
This table of resources from National High School Alliance partners are organized according to the six agenda topics of of the Spring 2004 Regional Summits convened by the Office of Vocational and Adult Education, U.S. Department of Education.
I. Setting Expecations and Aligning Systems
II. Promising Practices to Help Striving Students
III. Engaging District Leadership to Support the Development of Principals and Teachers
IV. Assessment, Accountability, and Data with Meaning for Students, Teachers, and Leaders
V. Nurturing a System of Choice, Innovation, and Excellence
VI. Implementation of NCLB in Rural States and Communities

Protocol on Relevant and Connected Learning - April  2004
The discussion guide is designed to help collect and organize observations and reflections during the interactive
sessions with local teachers and students. The guide is organized using the “Six A’s” framework developed by Jobs for the Future:

I. Academic Rigor
II. Authenticity
III. Active Exploration
IV. Applied Learning
V. Adult Connections
VI. Assessment Practices

Protocol on Personalization and Social Support - December 2003
The focus of this meeting on personalization and social support creates a natural extension of the previous two partner meetings—one on the role of family and community in high school reform, and the other on professional learning communities in schools. Communities are an essential aspect of the personalization and social supports that youth need; and, professional learning communities among adults model and set the tone for a culture of shared respect and trusting relationships that personalization and social support seek to provide students. Both community engagement and professional learning communities can also provide the infrastructure in which adults have the opportunity to acquire the skills required to successfully enact personalization and social support in a way that is intimately linked to academic achievement and social development of high school-aged youth.

Protocol on School-Based Professional Learning Communities - March 2003
The protocol is organized into six characteristics that define a high quality professional learning community. Section six outlines the elements that need to be in place in order to support the five characteristics. For each section, key indicators are phrased as questions.

I. Shared Norms and Values
II. Collective Responsibility for Shared Norms and Values
III. Focus on Student Learning
IV. De-Privatization of Practice
V. Collaboration
VI. Conditions and Structures

Protocol on Strong Neighborhoods, Strong Schools - October 2002
The focus of the Fall 2002 High School Alliance meeting was the role of the community in high school reform and youth development. Activities were structured both to emphasize the important role of community in school reform and youth development, and to provide an opportunity for partners to learn firsthand about it. Approximately forty partners of the HS Alliance were in attendance for this day and a half-long meeting.

ALL OVER THE MAP: State Policies to Improve the High School - May 2002
This report examines trends, policy assumptions and tensions that key state education statutes and board requirements hold for high schools. The state policies considered are divided into three categories: policies specific to high schools, such as compulsory schooling, Carnegie Units and curriculum, and General Education Development - GED policies that detail opportunities to learn, such as teacher certification, student retention/promotion, and alternative schools policies that are new and in rapid flux, such as standards and accountability, assessment and high school exit tests.