demonstrate their capacity to implement and sustain their program;
involve institutions of higher education, employers, community-based organizations, parent organizations, and other stakeholders in the school improvement process;
provide school staff and other stakeholders with high-quality training and technical assistance;
facilitate student transitions from secondary schools that do not award diplomas to secondary schools that do, and from the latter to postsecondary education;
enable their program through policies that may include budgeting, governance, curriculum, and scheduling autonomies;
place students, when possible, in a school or program of study that the student or their parents choose;
ensure that students are able to fully participate in their school or program of study and are not placed in a school or program of study on the basis of their prior academic achievement or status as a poor, minority, disabled, or limited English proficient student; and
arrange for an ongoing and rigorous evaluation of their program, and disseminate best practices.