Understanding the Factors that Affect Graduation Rates in Public School Districts in the United States, and Improving Strategies Used to Raise Graduation Rates in the Los Angeles Unified School District PDF Download
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Author: Julio A. Martinez (Graduate student) Publisher: ISBN: Category : Languages : en Pages : 33
Book Description
Graduation rates at public schools in the United States are not where they are supposed to be. The average national graduation rate is 84.6%. Public schools have struggled to raise graduation rates to 100% and to make sure students are getting the best education possible. High school dropouts usually have a difficult time finding a full-time job and earn considerably less in their lifetime than graduates do. As adults, they tend to need assistance with housing, food, and other vital necessities. Dropouts also tend to commit more crimes and have a higher chance of being incarcerated during their adulthood. Low graduation rates are attributable to factors inherent to students' socioeconomic backgrounds, behaviors, and choices, as well as challenges faced by the public school districts. The factors predicting academic failure among high school students are dynamically intertwined and co-dependent. Many policies have passed and failed or not done enough to raise graduation rates to the ultimate goal of 100%. This proposed study intends to shed light on the factors that affect graduation rates in the Los Angeles Unified School District and finding ways to improve the strategies that are currently being used to monitor and raise graduation rates. This paper will propose a two-phase mixed methods approach via an emailed or mailed survey to administrators, parents, and students querying their knowledge and opinion on the factors that affect graduation rates at their schools. Suggested improvements to strategies to raise graduation rates that are currently in place will be the result of the study.
Author: Julio A. Martinez (Graduate student) Publisher: ISBN: Category : Languages : en Pages : 33
Book Description
Graduation rates at public schools in the United States are not where they are supposed to be. The average national graduation rate is 84.6%. Public schools have struggled to raise graduation rates to 100% and to make sure students are getting the best education possible. High school dropouts usually have a difficult time finding a full-time job and earn considerably less in their lifetime than graduates do. As adults, they tend to need assistance with housing, food, and other vital necessities. Dropouts also tend to commit more crimes and have a higher chance of being incarcerated during their adulthood. Low graduation rates are attributable to factors inherent to students' socioeconomic backgrounds, behaviors, and choices, as well as challenges faced by the public school districts. The factors predicting academic failure among high school students are dynamically intertwined and co-dependent. Many policies have passed and failed or not done enough to raise graduation rates to the ultimate goal of 100%. This proposed study intends to shed light on the factors that affect graduation rates in the Los Angeles Unified School District and finding ways to improve the strategies that are currently being used to monitor and raise graduation rates. This paper will propose a two-phase mixed methods approach via an emailed or mailed survey to administrators, parents, and students querying their knowledge and opinion on the factors that affect graduation rates at their schools. Suggested improvements to strategies to raise graduation rates that are currently in place will be the result of the study.
Author: Elaine M. Allensworth Publisher: Consortium on Chicago School Research ISBN: 9780990956389 Category : Languages : en Pages : 94
Book Description
Sixteen years ago, high school students in Chicago Public Schools (CPS) were almost as likely to drop out as they were to graduate; today they are three times as likely to graduate as drop out. What is driving this remarkable increase? A new report from the UChicago Consortium on School Research addresses the extent to which various factors could account for the changes in graduation rates, including changes in student performance and student demographics, increasing numbers of charter and selective enrollment high schools that serve Chicago students, and changes in school practices around improving attendance and course performance. The study uses age cohorts - following students from freshman year in CPS until they turn 19. This allows the cohorts to be comparable over time, regardless of changes in grade promotion criteria. It finds graduation rates have increased by 22 percentage points over the last 16 years, from 52.4 percent among students who turned 19 in 1998, to 74.8 percent in 2014, with the most rapid increase occurring in the last six years. Freshman on-track rates have also risen during the same period, from 48 percent among students who were 19 years old in 1998 to 81 percent for students who will turn 19 in 2017, suggesting graduation rates will continue to rise. While changes in student demographics account for some of the increase in graduation rates, improvements in student performance in high school -compared to similar students who started high school in the past-accounts for most of the change; students are passing more classes and earning more credits in ninth grade. Not only are more students graduating, but they are leaving high school with higher achievement than graduates in prior years.
Author: Robert Balfanz Publisher: ISBN: Category : Languages : en Pages : 21
Book Description
This is the first in a series of briefs examining the progress in raising high school graduation rates over the past decade. During this period, the prevailing belief has been that all students who wanted to or needed to graduate did so. However, it is now recognized that in every state there are too many communities and schools where high school graduation is not the norm. Moreover, a widespread national consensus developed that state and national graduation rates were far from where they needed to be to insure success in the 21st century. As awareness of the magnitude, scope and consequences of the nation's graduation challenge grew in the past decade, many states and communities responded with a call to action and a diversity of attempts to increase graduation rates. Has this made a difference? How far do we still have to go to graduate all students from high school prepared for college, career, and civic life? This first data brief looks at progress in raising graduation rates in the nation and its 50 states. It examines national and statewide progress in raising the high school graduation rate between 2002 and 2006. (Contains 3 tables.) [This document was produced by The Everyone Graduates Center, located at the Center for Social Organization of Schools, Johns Hopkins University.].
Author: Lawrence R. Mishel Publisher: ISBN: Category : Education Languages : en Pages : 112
Book Description
In a knowledge-driven economy, those without at least a high school diploma will be far more limited in their work prospects than those with one. But scholars and educators disagree on the rate of graduation in U.S. high schools. Some new statistics seriously understate minority graduation rates and fail to reflect the tremendous progress in the last few decades in closing the black-white and the Hispanic-white graduation gaps. Rethinking High School Graduation Rates and Trends analyzes the current sources of available data on high school completion and dropout rates and finds that, while graduation rates need much improvement, they are higher, and getting better.
Author: National Academy of Education Publisher: National Academies Press ISBN: 0309163072 Category : Education Languages : en Pages : 154
Book Description
High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Author: Ben Levin Publisher: ISBN: 9781299398412 Category : Academic achievement Languages : en Pages : 208
Book Description
"More High School Graduates" is a comprehensive guide for school leaders and government policymakers committed to boosting high school graduation rates. Drawing from his knowledge as an education official and professor, author Ben Levin presents a system to turn around secondary schools that is adaptable for local-, district-, and state-level decision making. Offering a road map for improvement, this book's practical and specific recommendations have increased graduation rates across hundreds of high schools. Components include: (1) Keeping track of all students' progress and intervening early to prevent failure; (2) Establishing curriculum and graduation requirements that support increased student success; (3) Improving teaching and learning; (4) Connecting with the community to engage families, local businesses, and other stakeholders in improving graduation rates; and (5) Implementing methods for planning, communicating, and winning support. The stigma of "dropout factories" hangs over school districts and education agencies. This book helps turn any school or district into a success factory producing more graduates and better learning outcomes. [Foreword by Michael Fullan. This book is a joint publication with opc.].
Author: Richard J. Murnane Publisher: ISBN: Category : Economics Languages : en Pages :
Book Description
I survey the evidence on patterns in U.S. high school graduation rates over the period 1970-2010 and report the results of new research conducted to fill in holes in the evidence. I begin by pointing out the strengths and limitations of existing data sources. I then describe six striking patterns in graduation rates. They include stagnation over the last three decades of the twentieth century, significant race-, income-, and gender-based gaps, and significant increases in graduation rates over the first decade of the twenty-first century, especially among blacks and Hispanics. I then describe the models economists use to explain the decisions of individuals to invest in schooling, and examine the extent to which the parameters of the models explain recent patterns in graduation rates. I find that increases in the nonmonetary costs of completing high school and the increasing availability of the GED credential help to explain stagnation in the face of substantial gaps between the wages of high school graduates and school dropouts. I point out that there are several hypotheses, but to date, very little evidence to explain the increases in high school graduation rates over the first decade of the twenty-first century. I conclude by reviewing the evidence on effective strategies to increase high school graduation rates, and explaining why the causal evidence is quite modest.
Author: Publisher: ISBN: 9781878477538 Category : College attendance Languages : en Pages : 55
Book Description
"The report examines retention and degree attainment of 210,056 first-time, full-time students at 356 four-year non-profit institutions, using a combination of CIRP (Cooperative Institutional Research Program) Freshman Survey data and student graduation data from the National Student Clearinghouse"--Publisher's web site.
Author: Richard J. Mumane Publisher: ISBN: Category : Economics Languages : en Pages : 0
Book Description
I survey the evidence on patterns in U.S. high school graduation rates over the period 1970-2010 and report the results of new research conducted to fill in holes in the evidence. I begin by pointing out the strengths and limitations of existing data sources. I then describe six striking patterns in graduation rates. They include stagnation over the last three decades of the twentieth century, significant race-, income-, and gender-based gaps, and significant increases in graduation rates over the first decade of the twenty-first century, especially among blacks and Hispanics. I then describe the models economists use to explain the decisions of individuals to invest in schooling, and examine the extent to which the parameters of the models explain recent patterns in graduation rates. I find that increases in the nonmonetary costs of completing high school and the increasing availability of the GED credential help to explain stagnation in the face of substantial gaps between the wages of high school graduates and school dropouts. I point out that there are several hypotheses, but to date, very little evidence to explain the increases in high school graduation rates over the first decade of the twenty-first century. I conclude by reviewing the evidence on effective strategies to increase high school graduation rates, and explaining why the causal evidence is quite modest.
Author: Julio A. Martinez (Graduate student)
Author: Julio A. Martinez (Graduate student)
Author: Elaine M. Allensworth
Author: Robert Balfanz
Author: Lawrence R. Mishel
Author: National Academy of Education
Author: Ben Levin
Author: Richard J. Murnane
Author: 
Author: Richard J. Mumane
Author: