U.S. Department of Education

Office of Planning, Evaluation and Policy Development

Policy and Program Studies Service (PPSS)

September 12, 2016

USING EVIDENCE TO CREATE 

NEXT GENERATION HIGH SCHOOLS

Next Generation High Schools are schools that redesign the high school experience to make it 

more engaging and worthwhile for high school students. In order to create such Next 

Generation High Schools, schools, districts, and States should utilize evidence-based strategies 

to transform high schools in ways that engage students and help prepare them for college and 

career success. Evidence-based strategies encompass a variety of approaches. Strategies can 

include providing students with rich, personalized coursework and hands-on experience aligned 

to postsecondary and career-readiness standards. These strategies often may involve 

opportunities to engage in postsecondary learning with the ability to gain college credit while in 

high school and incorporate educational technologies for individualized and project-based 

learning in addition to competency-based learning. Additional strategies can change 

instructional approaches and student supports, such as access to educators with strong content 

knowledge in all subjects, including science, technology, engineering and mathematics (STEM);

as well as needed academic, wrap-around, and college and career counseling services.

This document highlights six general evidence-based strategies to improve America’s high 

schools for the next generation.1Though many of the effective strategies may share common 

features, each has been identified by the research literature as a stand-alone intervention or 

model for improving students’ educational outcomes. Reviewed strategies for enhancing 

students’ high school and college outcomes include: 1) participation in rigorous curriculum; 2) 

small learning communities/small schools of choice; 3) career academies; 4) dual enrollment; 5) 

early college high schools; and 6) college and career counseling.

2

 

1

The following criteria were used in selecting these particular strategies: (1) they were general strategies or approaches and (2) 

they were supported by studies that have met the What Works ClearinghouseTM (WWC) evidence standards according to WWC 

certified reviewers or that authors of this document believe may meet WWC standards based on an informal review. The WWC

provides educators, policymakers, researchers, and the public with a centralized and trusted source of scientific evidence of 

what works in education. In addition to these general strategies, there are proprietary interventions that may meet the WWC 

evidence standards which schools, districts, and States can consider pursuing. To find evidence about education interventions, 

see the WWC database at http://ies.ed.gov/ncee/wwc/findwhatworks.aspx and 

http://ies.ed.gov/ncee/wwc/documentsum.aspx?sid=19 for information on WWC evidence standards.

2

For more information about the specific studies supporting these strategies, see the Appendix.
Using Evidence to Create Next Generation Schools

2

Strategy 1: Participation in rigorous curriculum

Students who engage in a rigorous high school curriculum have the potential to improve their 

academic performance and be more prepared for college-level coursework. Rigorous 

curriculum can mean offering students higher level courses, which may be advanced, honors,

Advanced Placement (AP) courses or those included in accelerated curricula like the 

International Baccalaureate Diploma Programme (IBDP). Several correlational studies have 

identified a connection between taking rigorous coursework and improved academic 

achievement for students.

3

A quasi-experimental4study from 2012 found improvements in 

several student outcomes for those students enrolled in rigorous courses. By analyzing the high 

school transcripts of more than 100,000 Florida students, researchers found that those taking 

advanced courses (e.g., AP, International Baccalaureate, advanced, honors) in either 9th or 10th

grade had improved math achievement, high school completion, and college enrollment over

those who did not.5

Strategy 2: Small learning communities/small schools of choice

Small learning communities and small schools of choice serve a limited number of students in 

order to foster strong relationships between students, teachers, and members of the 

community to enhance students’ learning experiences. Smaller-scale settings allow for 

personalized learning, which can improve the rigor and use of real world applications in 

coursework and create a sense of belonging for students that is both motivating and 

encouraging. Teaching and learning in this smaller scale and close-knit framework has 

demonstrated some positive effects on high school persistence and completion. A notable 

example is New York City’s “small schools of choice” (SSC) movement which began in the early

2000s. In a study of urban public high school students from disadvantaged communities who –

in most instances – were randomly assigned through a lottery to attend a SSC, students who 

attended the SSC had improved language arts achievement and higher graduation rates than

those who did not.6

 

3

A summary of some of the research by the Center for Public Education is available at 

http://www.centerforpubliceducation.org/Main-Menu/Instruction/Is-high-school-tough-enough-At-a-glance/Is-high-schooltough-enough-Full-report.html

4

This document uses terms like quasi-experimental and experimental studies. A quasi-experimental study (alsoalso known as a

quasi-experimental design study or QED), as defined by Part 77.1 of the Education Department General Administration

Regulations (EDGAR), means a study using a design that attempts to approximate an experimental design by identifying a

comparison group that is similar to the treatment group in important respects. An experimental study may refer to a

randomized controlled trial, which employs random assignment of, for example, students, teachers, classrooms, schools, or

districts to receive the intervention being evaluated (the treatment group) or not to receive the intervention (the control

group).

5

Long, M. C., Conger, D., and Iatorola. (2012). “Effects of high school course-taking on secondary and postsecondary success.”

American Educational Research Journal. https://eric.ed.gov/?id=EJ960491

6

Bloom, H. S., & Unterman, R. (2013). Sustained progress: New findings about the effectiveness and operation of small public 

high schools of choice in New York City. https://eric.ed.gov/?id=ED545475 
Using Evidence to Create Next Generation Schools

3

Strategy 3: Career academies

Career academies, another high school redesign model, typically serve fewer than 200 students

and are usually located within a larger high school. Career academies are similar to the small 

schools model mentioned above, but are set apart by the focus on career-related and academic 

coursework coupled with work experience, often through partnerships with local employers. 

Originally designed as a dropout prevention strategy to keep at-risk high school students 

engaged in their education, career academies now serve a broader segment of students, 

including those who are college-bound, with career-themed curricula and hands-on 

experiences. Research suggests that career academies can be an effective model for improving 

longer-term outcomes.7For example, in a randomized controlled trial of 1,400 racially diverse 

students attending nine urban high schools across the United States, those assigned to a career 

academy within their high schools earned nearly $17,000 more over an eight-year period after 

high school graduation than did students who were assigned to the regular high school 

program.

8

Strategy 4: Dual enrollment

Dual enrollment, or allowing students to take one or more credit-bearing, college-level courses 

(but not necessarily a full certificate or degree program) while still in high school, is a strategy 

for improving college readiness and completion outcomes both at the high school and college 

levels. By providing high school students with college-level coursework and, in some cases 

experiences on a college campus, dual enrollment can promote students’ understanding of, and 

adjustment to, the rigor of college-level work and to engage with the college environment, both 

essential for future college success. Dual enrollment models vary: in some, students attend 

classes taught by college faculty on a college campus, while others involve college or speciallytrained high school teachers providing college-level coursework in a high school. In a quasiexperimental study that analyzed nationally representative federal data, students who 

participated in dual enrollment programs were significantly more likely to complete college –

and in particular, earn a bachelor’s degree – than their peers who did not.9

 

7 What Works Clearinghouse. (2015). Career Academies. https://eric.ed.gov/?id=ED559721

8

Kemple, J. J., & Willner, C. J. (2008). Career Academies: Long-term impacts on labor market outcomes, educational attainment, 

and transitions to adulthood. http://tinyurl.com/jr4997w 

9

An, B. P. (2013). “The impact of dual enrollment on college degree attainment: Do low-SES students benefit?” Educational 

Evaluation and Policy Analysis. https://eric.ed.gov/?id=EJ1009522
Using Evidence to Create Next Generation Schools

4

Strategy 5: Early college high schools

The “early college” high school model, similar to but more immersive than dual enrollment, 

involves high schools partnering with colleges so that all students in the high school have the 

opportunity to earn an associate’s degree – or up to two years of college credits – concurrently 

with a high school diploma. The aim of many early college high schools is to improve college 

readiness and increase access for students historically underrepresented in higher education by 

providing college credits and sub-baccalaureate degrees at little or no cost. A recently 

conducted randomized controlled trial consisting of more than 2,400 predominantly lowincome students and ten “early colleges” in five states across the country found that those who 

attended “early colleges” experienced improved language arts achievement, college entry, and 

postsecondary degree attainment compared to those who attended traditional high schools.

10

Strategy 6: College and career counseling

College and career counseling serves a critical role in the college-going and career-building 

process. School counselors and other college access professionals can provide students with the 

necessary information and guidance to navigate the complex, longitudinal steps of applying to 

and entering college (e.g., college entrance exams, admissions applications, student financial 

aid applications) and realizing their career goals. Research suggests that the availability and 

quality of college and career counseling varies widely among schools, often due to limited 

financial resources and other counselor time commitments.11 In a randomized controlled trial 

involving approximately 1,150 seniors who attended 12 high schools in New Hampshire, those 

who received individually tailored college coaching were significantly more likely to enroll and 

persist in college than seniors who did not.

12 This college counseling model is also promising

because of its low cost for high schools, as college coaches can be undergraduate volunteers

from a nearby college. In another randomized controlled trial studying approximately 930 lowincome high school graduates in Boston, college-bound students who received college and 

financial aid counseling the summer before college had a higher rate of persistence into their

sophomore year than students who were not offered summer counseling.13

 

10 Berger, A., Turk-Bicakci, L., Garet, M., Song, M., Knudson, J., Haxton, C., et al. (2013). Early college, early success: Early college 

high school initiative impact study. Washington, DC: American Institutes for Research. 

http://www.air.org/sites/default/files/downloads/report/ECHSI_Impact_Study_Report_Final1_0.pdf

11 Perna et al. (2008). “The role of college counseling in shaping college opportunity: Variations across high schools.” The 

Review of Higher Education. http://eric.ed.gov/?id=EJ782662

12 Carrell, S., & Sacerdote. B. (2013). Late interventions matter too: The case of college coaching. 

http://econ.msu.edu/seminars/docs/Carrell%20Sacerdote%20College%20Coaching%20Late%20Interventions%207.16.12.pdf

13 Castleman, B. L., Page, L. C., & Schooley, K. (2014). The forgotten summer: “Does the offer of college counseling after high 

school mitigate summer melt among college-intending, low-income high school graduates?” Journal of Policy Analysis and 

Management. https://eric.ed.gov/?id=EJ1027721
Using Evidence to Create Next Generation Schools

5

Conclusion

The six evidence-based strategies in this document can be used to create Next Generation High 

Schools that improve important student outcomes, such as high school completion, readiness 

for college and careers, or later income. These strategies do not represent all potentially 

successful or innovative strategies for Next Generation High Schools – others could include 

personalized learning and access to high-quality digital tools and technology that enable such 

personalization. The strategies instead provide a number of options that when combined with 

each other or with other successful interventions may provide a full, engaging high school 

experience. In the coming months, the Department will release a series of briefs about specific

high school strategies designed to improve graduation rates, based on survey results from a 

nationally representative sample of 2,142 public high schools.14 Together, this information can 

be used to understand ways that high schools are and should be working to transform the high 

school experience to ensure successful futures for all students.

 

14 These briefs are part of the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS) and 

can be found at http://www2.ed.gov/about/offices/list/opepd/ppss/reports-high-school.html.
6

Appendix: Research Inventory for Evidence-Based Strategies

Strategy Citation Research Design & 

Evidence Level15

Improved 

Outcomes Study Link

Rigorous 

Curriculum

Long, M. C., Conger, D., and 

Iatorola. (2012). “Effects of 

high school course-taking on 

secondary and postsecondary 

success.” American Educational 

Research Journal, 49(20), 285-

322.

Quasi-experimental 

design

May meet WWC 

evidence standards 

with reservations

High school 

completion; 

postsecondary 

enrollment

https://eric.ed.gov/?id

=EJ960491

Small learning 

communities / 

small schools of 

choice

Bloom, H. S., & Unterman, R. 

(2013). Sustained progress: 

New findings about the 

effectiveness and operation of 

small public high schools of 

choice in New York City. New 

York, NY: MDRC.

Randomized 

controlled trial

Meets WWC evidence 

standards without 

reservations

English/language 

arts 

achievement; 

high school 

completion

https://eric.ed.gov/?id

=ED545475

Small 

Learning 

Communities 

________

Small Schools 

of Choice

Herman, J. L., Wang, J., Rickles, 

J., Hsu, V., Monroe, S., Leon, S., 

et al. (2012). Evaluation of 

Green Dot's Locke 

transformation project: 

Findings for cohort 1 and 2 

students (CRESST report 815). 

Los Angeles, CA: National 

Center for Research on 

Evaluation, Standards, and 

Student Testing (CRESST).

Quasi-experimental 

design

May meet WWC

evidence standards 

with reservations 

High school 

completion

https://eric.ed.gov/?id

=ED531993

Small learning 

communities / 

small schools of 

choice

Kemple, J., Herlihy, C., & Smith, 

T. (2005). Making progress 

toward graduation: Evidence 

from the Talent Development 

High School model. New York: 

MDRC.

Quasi-experimental 

design

Meets WWC evidence 

standards with 

reservations

High school 

persistence

https://eric.ed.gov/?id

=ED485348

 

15 See note on p. 8 for a description of the evidence levels.
Appendix: Research Inventory for Evidence-Based Strategies 7

Strategy Citation Research Design & 

Evidence Level15

Improved 

Outcomes Study Link

Career 

Academies

Kemple, J. J., & Willner, C. J. 

(2008). Career Academies: 

Long-term impacts on labor 

market outcomes, educational

attainment, and transitions to 

adulthood. New York, NY: 

MDRC.16

Randomized 

controlled trial

Meets WWC evidence 

standards without 

reservations

High school 

completion

http://www.mdrc.org/

publication/careeracademies-long-termimpacts-workeducation-andtransitions-adulthood

Dual enrollment

An, B. P. (2013). “The impact of 

dual enrollment on college 

degree attainment: Do low-SES 

students benefit?” Educational 

Evaluation and Policy Analysis, 

35, 57-75.

Quasi-experimental 

design

Meets WWC evidence 

standards with 

reservations

Postsecondary 

completion

https://eric.ed.gov/?id

=EJ1009522

Dual 

Enrollment

Fowler, M. (2007). A program 

evaluation of achieving a 

college education plus

(Unpublished doctoral 

dissertation). Northern Arizona 

University.

Quasi-experimental 

design

May meet WWC 

evidence standards 

with reservations

High school 

completion; 

postsecondary 

enrollment

http://eric.ed.gov/?id

=EJ934822

Dual enrollment

Struhl, B., & Vargas, J. (2012). 

Taking college courses in high 

school: A strategy guide for 

college readiness: The college 

outcomes of dual enrollment in 

Texas. Boston, MA: Jobs for the 

Future.

Quasi-experimental 

design

May meet WWC 

evidence standards 

with reservations

Postsecondary 

enrollment; 

postsecondary 

attainment

https://eric.ed.gov/?id

=ED537253

Dual enrollment

Taylor, J. L. (2013). Community 

college dual credit: Differential 

participation and differential 

impacts on college access and 

completion (Doctoral 

dissertation). University of 

Illinois at Urbana-Champaign.

Quasi-experimental 

design

May meet WWC 

evidence standards 

with reservations

Postsecondary 

enrollment; 

postsecondary 

attainment

https://www.ideals.illi

nois.edu/bitstream/ha

ndle/2142/44429/Jaso

n_Taylor.pdf?sequenc

e=1

 

16 See also WWC’s Career Academies report available at https://eric.ed.gov/?id=ED559721 and Center for Evidence-Based 

Policy report available at http://toptierevidence.org/wp-content/uploads/2014/09/Career-Academies-Summary.pdf
Appendix: Research Inventory for Evidence-Based Strategies 8

Strategy Citation Research Design & 

Evidence Level15

Improved 

Outcomes Study Link

Early college 

high schools

Berger, A., Turk-Bicakci, L., 

Garet, M., Song, M., Knudson, 

J., Haxton, C., et al. (2013). 

Early college, early success: 

Early college high school 

initiative impact study. 

Washington, DC: American 

Institutes for Research.

Randomized 

controlled trial

Meets WWC evidence 

standards without 

reservations

High school 

completion; 

English/language 

arts 

achievement; 

postsecondary 

enrollment; 

postsecondary 

attainment; less 

developmental 

education

http://www.air.org/sit

es/default/files/downl

oads/report/ECHSI_Im

pact_Study_Report_Fi

nal1_0.pdf

Early college

high schools

Cellini, S. R. (2006). Smoothing 

the transition to college? “The 

effect of Tech-Prep programs 

on educational attainment.” 

Economics of Education Review, 

25(4), 394-411.

Quasi-experimental 

design

May meet WWC 

evidence standards 

with reservations

High school 

completion

http://home.gwu.edu/

~scellini/Index/Resear

ch_files/EER_TechPrep.pdf

Early College 

High Schools

Edmunds, J. A., Bernstein, L., 

Unlu, F., Glennie, E., Willse, J., 

Smith A., & Arshavsky, N. 

(2012). “Expanding the start of 

the college pipeline: Ninthgrade findings from an 

experimental study of the 

impact of the early college high 

school model.” Journal of 

Research on Educational 

Effectiveness, 5(2), 136-159.

Randomized 

controlled trial

Meets WWC evidence 

standards without 

reservations

Algebra I 

completion; 

school 

attendance; 

lower 

suspension rates

https://eric.ed.gov/?id

=EJ961443

Early college 

high schools

Miller, L., & Corritore, M. 

(2012). Assessing the impact of 

North Carolina's early college 

high schools on college 

preparedness (Working paper), 

Center on Education Policy and 

Workforce Competitiveness, 

University of Virginia.

Quasi-experimental 

design

May meet WWC 

evidence standards 

with reservations

Mathematics 

achievement

http://curry.virginia.e

du/uploads/resourceLi

brary/7_Miller_EarlyC

ollegeSchools.pdf
Appendix: Research Inventory for Evidence-Based Strategies 9

Strategy Citation Research Design & 

Evidence Level15

Improved 

Outcomes Study Link

College and 

career 

counseling

Avery, C. (2013). Evaluation of 

the College Possible program: 

Results from a randomized 

controlled trial. NBER Working 

Paper No. 19562. National 

Bureau of Economic Research.

Quasi-experimental 

design

Meets WWC evidence 

standards with 

reservations

Applications 

made to 4-year 

and selective 

postsecondary 

institutions

https://eric.ed.gov/?id

=ED544548

Carrell, S. E., & Sacerdote, B. 

(2013). Late interventions 

matter too: The case of college 

coaching. NBER Working Paper 

No. 19031. National Bureau of 

Economic Research.

Randomized 

controlled trial

Meets WWC evidence 

standards without 

reservations

Postsecondary 

enrollment; 

postsecondary 

persistence

http://econ.msu.edu/

seminars/docs/Carrell

%20Sacerdote%20Coll

ege%20Coaching%20L

ate%20Interventions%

207.16.12.pdf

College and 

Career 

Counseling

and career 

counseling

Castleman, B. L., Page, L. C., & 

Schooley, K. (2014). The 

forgotten summer: “Does the 

offer of college counseling after 

high school mitigate summer 

melt among college-intending, 

low-income high school 

graduates?” Journal of Policy 

Analysis and Management, 

33(2), 320-344.

Randomized 

controlled trial

Meets WWC evidence 

standards without 

reservations

Postsecondary 

persistence

https://eric.ed.gov/?id

=EJ1027721

College and 

career 

counseling

Constantine, J. M., Seftor, N. S., 

Martin, E. S., Silva, T. & Myers, 

D. (2006). Study of the effect of 

Talent Search program on 

secondary and postsecondary 

outcomes in Florida, Indiana 

and Texas. Washington, DC: 

U.S. Department of Education.

Quasi-experimental 

design

Meets WWC evidence 

standards with 

reservations

High school 

completion; 

postsecondary 

enrollment

https://eric.ed.gov/?id

=ED493358
Appendix: Research Inventory for Evidence-Based Strategies 10

NOTE – Each research study has one of the following 

evidence level designations:

 Meets WWC evidence standards without reservations. Reviewed by WWC certified 

reviewers and met the highest rating for group design standards set by the WWC

(See also http://ies.ed.gov/ncee/wwc/documentsum.aspx?sid=19)

 Meets WWC evidence standards with reservations. Reviewed by WWC certified 

reviewers and met the middle rating for group design standards set by the WWC

(See also http://ies.ed.gov/ncee/wwc/documentsum.aspx?sid=19) 

 May meet WWC evidence standards without reservations. Informally reviewed by the 

authors of this document because the study has not yet been reviewed by the WWC and 

based on the belief that the study “may meet” the highest rating for group design 

standards

 May meet WWC evidence standards with reservations. Informally reviewed by the 

authors of this document because the study has not yet been reviewed by the WWC and 

based on the belief that the study “may meet” the middle rating for group design 

standards