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Education’s digital revolution: It was never just about ‘digitalness’

  • Danielle Stangler
  • January 24, 2019

“So when do I get my username and password?” That’s a common question for new students in Graduation Alliance programs. And it’s an important one. In the world of digital education, usernames and passwords are the keys that unlock the school building. And while keys are unquestionably important, they don’t matter much if there’s nothing

As the New Year begins, we look back at what we’ve accomplished in 2018

  • Danielle Stangler
  • January 10, 2019

This New Year, we’re taking stock of what we’ve done over the past 12 months — and feeling proud of what we’ve accomplished including the celebration of 1,890 graduates! In districts across the United States, we continued our dropout recovery partnerships, and started a lot of new ones, too — giving thousands of young people

‘I am more focused and motivated to succeed’

  • matthew laplante
  • November 28, 2018

Madeline wasn’t convinced a traditional high school was quite right for her. When her boyfriend suggested she try Graduation Alliance, as he had, she took after his hard-working example. “In high school I had trouble focusing. It was hectic and I just wanted to have fun,” Madeline said. “With Graduation Alliance I can do my

‘I can go to college and get my career started’

  • matthew laplante
  • November 21, 2018

Kayla has always been a go-getter. With big dreams for the future, the Spokane, Washington, native wanted a fast-track through high school so she could get down to business—with a business license. “Now that I’ve graduated, I can go to college and get my career started,” she said. “I’m planning to get my business license

‘Now I feel I can catch any of my dreams’

  • matthew laplante
  • November 14, 2018

Tristen was performing perfectly in a traditional high school setting. That is, until he moved to a new town for his senior year. “The school literally gave me panic attacks the moment I walked in. It was so much bigger than any school I’d ever been too,” he said. “Finishing high school was my biggest

‘I could not get that job without a high school diploma’

  • matthew laplante

Jordan was ready to start his career and leave school forever. The problem? He hadn’t yet earned a high school diploma. “School itself was my biggest challenge,” Jordan said. “Just having to work on someone else’s schedule was hard. I couldn’t found time.” When a counselor in his traditional high school told him about opportunities

‘Before, I didn’t like the homework, so I didn’t do it’

  • matthew laplante
  • November 7, 2018

Nate wanted to be in school, but his home life made that hard.  So when an enrollment counselor from Graduation Alliance left a voicemail for him, after being referred by his local school district, he immediately called back. “I work full time, so my family and challenges at home really started to interfere with my

‘The flexibility it gave my schedule was great’

  • matthew laplante
  • October 31, 2018

While growing up, Cassie never became too attached to friends in school. Her family moved around about once a year—making friends stopped being worth the effort. “High school kids are not exactly known to be friendly sometimes,” Cassie said. “The pressures and school atmosphere for the social aspect was hard for me to want to

‘A giant weight has been lifted’

  • matthew laplante
  • October 26, 2018

Hannah knew the value of education. Having grown up in a small private school, she was eager to continue her learning in a traditional high school setting. But the change was overwhelming, partly due to the sheer size of the campus and class sizes. “School was already hard,” Hannah said. “Then, I got sick for

Non-cognitive skills development should be an intentional outcome of our education system

  • matthew laplante
  • October 22, 2018

This year marks the 30th anniversary of political economist Andrew Weiss’ seminal paper demonstrating that the relationship between high school graduation and earnings can be explained by non-cognitive factors — such as a lower propensity to quit — rather than the simple accumulation of knowledge. Twenty years after that revelation, Nobel Prize-winning economist James Heckman