It should be built accessible from the start. Marcie Lipsitt is awesome. She says she filed 873 Web-accessibility complaints with the Office for Civil Rights last year  in all U.S. states and territories. I agree with her and hope more school districts will comply with the federal laws without her having to file more complaints.
Palo Alto school website violates disabilities act, advocate says
The University of Pennsylvania – Graduate School of Education Division of Applied Psychology & Human Development is conducting a research study of young adults with psychiatric disabilities who are going to college.
• If you are between the ages of 18-25,
• you have a current diagnosis of a mood, anxiety, or psychotic disorder
(e.g. major depression, bipolar, generalized anxiety disorder, obsessive-
compulsive disorder, schizophrenia, or schizoaffective disorder),
• you received your diagnosis before beginning college,
• and you will be a full-time or part-time college student in Fall 2014
You may qualify for a research study exploring the experiences of young adults with mental illness and their transitions into higher education.
Eligible participants will be interviewed at a location of their convenience, two times over the course of an academic year. Total interview time will be approximately 2 – 3 hours.
Participants will be compensated with $25 gift cards each time that they are interviewed.
Co-Principal Investigator & primary study contact: Laura C. Murray, PhD(c), MSEd, MA
For more information please call: 310-463-9692 Or email: lamurray [at] gse.upenn.edu
Courses Matter in High School as Much as College
- The quality of courses completed in high school is a greater predictor of college success than test scores, class rank, or grade point average.
- Students are more likely to pass high-level courses than low-level courses. Thus, the research suggests that increasing access by all students to advanced academic course work will improve student academic achievement.
- Those who enter high school with test scores in the lowest quartile learn more in academically rigorous courses than they do in either the low-level vocational or general courses in which they are traditionally enrolled. Moreover, students enrolled in lower-level courses were more likely to earn a “D” or “F” in those courses despite their level of ability.
- When minority students are required to take rigorous college preparatory curricula, they rise to the challenge:
For example, the San Jose Unified School District in California recently showed dramatic results after it required all students to take the A–G curriculum required for admission to the University of California system. Between 1998 and 2002, test scores of African American 11th graders increased nearly seven times as much as those of African American students across the state. What’s more, the more rigorous requirements have not resulted in the increase in dropout rates that some had predicted.
- Taking a rigorous high school curriculum that includes math, at least through Algebra II, cuts in half the gap in college completion rates between white students and African American and Latino students.
Remedial/Developmental College Courses
- Nearly 30% of college freshmen are immediately placed into remedial courses that cover material they should have learned in high school.
- Students who require remediation are generally less successful in college and are less likely to earn degrees than their peers who do not require remediation. 76% of college students requiring remedial reading, and 63% requiring remedial math, do not earn either an associate’s or a bachelor’s degree.
- Over the course of their college careers, more than 40% of postsecondary students will take at least one remedial course.
Taken from Improving High School Graduation Requirements Michigan Merit Curriculum • Research Says That… v.12.01.06