Overview

Right now, America's high schools don't prepare most young people to face the challenges of today's economy. A third of the students who start high school don't graduate on time, and only half of those who do graduate have the skills that colleges and employers expect them to have. For African-American and Hispanic students, the statistics are even worse. Half won't graduate, and only half of those who do have the skills they need. Our goal is to ensure that every student in the United States graduates from high school ready for college, work, and citizenship.

We work with partners, including schools, school districts, states, and a variety of education organizations, to redesign high schools, school systems, and education policies to help all schools achieve their mission of teaching all the nation's children what they need to know. Education experts and experience tell us what works for young people: "the new 3 R's"—a rigorous curriculum, relevant classes, and meaningful relationships with adults who push students to achieve. These new 3 R's are the building blocks of successful high schools, and we look for ways to make them a part of students' everyday experiences.

In 2005, we worked extensively with governors and other state leaders, and state governments made significant progress in demanding rigor in their high schools. In February, the National Governors' Association held the National Education Summit on High Schools, at which Bill Gates gave a keynote address. In his speech he called U.S. high schools "obsolete" and encouraged governors to demonstrate their commitment to meeting the challenge facing our nation. The speech made headlines, and governors led the charge to develop state policies to improve their schools. Following the summit, more than half the states took concrete steps to increase graduation rates and set higher graduation standards. By making good education policy, states are raising the bar for all their high schools.

We also received evaluations of the schools we have supported in our early grantmaking, and what we learned is helping us adjust our priorities. These schools are revamping their cultures and creating environments where it's easy to learn, but their students still aren't excelling on tests. We will continue to emphasize great teaching and challenging classes as well as structural reform so that these new and better schools can reach the goal they've been working toward: graduates who are ready for college and work.