(i) identifying and analyzing the aca-
demic risk factors that most reliably pre-
dict dropouts, such as by using longitu-
dinal data of past cohorts of students; 
(ii) identifying specific indicators of 
student progress and performance, such as 
attendance, academic performance in core 
courses, and credit accumulation, to guide 
decisionmaking; 
(iii) identifying or developing a mech-
anism for regularly collecting and ana-
lyzing data about the impact of interven-
tions on the indicators of student progress 
and performance; and 
(iv) analyzing academic indicators to 
determine whether students are on track to 
graduate secondary school in the standard 
number of years; 
(B) providing academically rigorous edu-
cation options that lead to a secondary school 
diploma consistent with readiness for postsec-
ondary education and the workforce, based on 
an analysis of data described in paragraph (3) 
and other student-level data and designed to 
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meet the students’ needs and interests, such 
as— 
(i) effective research-based dropout 
prevention, credit and dropout recovery, 
and recuperative education programs for 
students who are not making sufficient 
progress to graduate high school in the 
standard number of years or have dropped 
out of high school; 
(ii) providing students with post-sec-
ondary learning opportunities, such as 
through access to a relevant curriculum or 
course of study that enables a student to 
earn a secondary school diploma and— 
(I) an associate’s degree; or 
(II) not more than 2 years of 
transferable credit toward a postsec-
ondary degree or credential; 
(iii) combining rigorous academic edu-
cation with career training, including 
training that leads to postsecondary cre-
dentials, for students; 
(iv) increasing access to Advanced 
Placement or International Baccalaureate 
courses and examinations; or 
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(v) developing and utilizing innovative, 
high quality distance learning strategies to 
improve student academic achievement; 
(C) 
providing 
targeted 
research-based 
interventions for middle schools that feed into 
the high schools identified by the local edu-
cational agency as needing whole school reform 
or replacement; 
(D) identifying and implement strategies 
for pairing academic support with integrated 
student services and case-managed interven-
tions for students requiring intensive supports, 
which may include partnership with other exter-
nal partners; 
(E) providing technical assistance to high 
schools identified for 1 of the categories de-
scribed in section 106(b)(2) through— 
(i) streamlining and prioritizing re-
sources to organize support for schools in 
whole school reform or replacement, such 
as through identifying and developing cat-
egories or clusters of schools with similar 
school improvement needs; and 
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(ii) assisting schools in identifying 
secondary school reform partners and 
other external partners; and 
(F) supporting the use of data to improve 
teaching and learning, including— 
(i) improving longitudinal student 
data systems; 
(ii) regularly analyzing and commu-
nicating data to educators, parents, and 
students that they can use; and 
(iii) building principals’ and teachers’ 
data and assessment literacy. 
(7) ENSURE
CONTINUOUS
HIGH
SCHOOL
IM-
PROVEMENT.— 
(A) IN GENERAL.—The local educational 
agency shall ensure the continuous improve-
ment of high schools by— 
(i) evaluating the progress of each 
high school in making continuous and sub-
stantial progress based on the high school’s 
annual growth targets identified under 
paragraph (4) for the school; and 
(ii) determining the high school’s 
progress and taking appropriate actions, as 
provided in subparagraphs (B) and (C). 
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(B) ON TRACK.—Each high school that is 
meeting the school’s annual growth targets 
identified in the high school improvement plan 
for the high school, shall continue to implement 
school improvement activities in accordance 
with the high school improvement plan. 
(C) NOT ON TRACK.— 
(i) ANNUAL REVIEW.—For each high 
school that is not meeting the high school’s 
annual growth targets, the local edu-
cational agency shall— 
(I) after the first year that the 
high school fails to meet the high 
school’s annual growth targets, review 
the high school improvement plan and 
develop and implement a new plan; 
and 
(II) after the high school fails to 
meet the high school’s annual growth 
targets for 2 or more consecutive 
years, reclassify the school as a school 
in need of whole school reform or re-
placement, as appropriate based on 
the State educational agency’s cat-
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egorization system described in sec-
tion 106(b)(2). 
(ii) 
RESUBMISSION
OF
SCHOOL 
PLAN.—For each high school that fails to 
meet the high school’s annual growth tar-
gets for 2 or more consecutive years, the 
local educational agency may develop and 
submit to the State educational agency for 
review a new school improvement plan, as 
the local educational agency determines ap-
propriate. 
(8) ASSURANCES.—The local educational agen-
cy shall ensure that high schools receiving additional 
students due to other high schools being replaced 
under subsection (c) will have sufficient capacity, re-
sources, and funding to deliver a high quality edu-
cation to all students. 
(9) CAPACITY AND NEEDS ASSESSMENT.— 
(A) IN GENERAL.—Each school improve-
ment team described in subsection (b)(2) and 
the local educational agency shall conduct a 
high school capacity and needs assessment for 
the high school served by the team that in-
cludes— 
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