Skip Navigation

Search Results: (1-15 of 27 records)

 Pub Number  Title  Date
WWC PGDP24 Preventing Dropout in Secondary Schools
This practice guide provides school educators and administrators with four evidence-based recommendations for reducing dropout rates in middle and high schools and improving high school graduation rates. Each recommendation provides specific, actionable strategies; examples of how to implement the recommended practices in schools; advice on how to overcome potential obstacles; and a description of the supporting evidence.
NCES 2017051 Status and Trends in the Education of Racial and Ethnic Groups 2017
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
REL 2017266 Puerto Rico school characteristics and student graduation: Implications for research and policy
The purpose of the study is to examine the relationship between Puerto Rico’s high school characteristics and student graduation rates. The study examines graduation rates for all public high schools for students who started grade 10 in 2010/11 (in Puerto Rico high school begins in grade 10) and were expected to graduate at the end of the 2012/13 school year, which were the most recent graduation data available. Using data provided by the Puerto Rico Department of Education as well as publicly available data, this study first examined the correlational relationships between graduation rates and two types of variables: student composition characteristics, which are not amenable to change or intervention but help to improve the description of graduation trends in Puerto Rico (for example, the percentage of students who are living in poverty); and school characteristics, which are amenable to change or intervention by officials (for example, the ratio of students per teacher). Regression analyses were used to estimate the conditional association between various characteristics and on-time graduation in Puerto Rico high schools after controlling for other factors. The percentage of students proficient in Spanish language arts was associated with higher graduation rates, after controlling for other school characteristics both overall and by subgroup (males, females, students below poverty, and special education students). After controlling for other characteristics, the percentage of students proficient in mathematics was not associated with graduation rates. Lower student-to-teacher ratios were associated with higher graduation rates for males, students living in poverty, and special education students, after controlling for other school characteristics. The percentage of highly qualified teachers was associated with lower graduation rates overall and for all subgroups except females, after controlling for other school characteristics. Correlations between each school characteristic and graduation rates are also presented in the report. The findings from this study provide a starting point for stakeholders in Puerto Rico who are interested in addressing the low rates of graduation in their high schools and communities through the use of data-driven decision-making.
REL 2017261 Are two commonly used early warning indicators accurate predictors of dropout for English learner students? Evidence from six districts in Washington state
This study examined the graduation and dropout rates of current and former English learner students compared to those who had never been English learners in six school districts in the south King County area of Washington state. It also looked at the accuracy of the early warning indicators used to predict dropping out--such as attendance, course failures, and suspensions--for different groups of English learner and non-English learner students. The six districts are part of the Road Map Project, an ambitious cradle-to-career initiative that seeks to double the number of students on track to graduate from college or earn a career credential between 2010 and 2020. As part of the initiative, the districts have been using a common set of early warning indicators since 2011. The authors examined up to eight years of data on a total of 9,595 students who entered high school in 2008/09 in one of the six study districts. This report highlights notable differences in graduation and dropout rates among subgroups of English learner students. It also finds that the early warning indicators used by the six districts were poor predictors of dropout for all students, but particularly for newcomer English learner students. This may be evidence of the importance of selecting and validating indicators specific to the population for which they will be used. Given that the accuracy of the Road Map Project indicators varied for subgroups of English learner students, other states and districts may want to examine the accuracy of their own indicators for different student populations. If early warning indicators are weaker for a specific subgroup of English learner students, then teachers, counselors, and others may want to monitor the needs of that group in other ways.
NCES 2016007 Status and Trends in the Education of Racial and Ethnic Groups 2016
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
NCES 2015066 Early High School Dropouts: What Are Their Characteristics?
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09) to examine the extent to which high school students drop out of school between the ninth and eleventh grade and how dropout rates vary by sex, race/ethnicity, and socioeconomic status. HSLS:09 is a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. HSLS:09 surveyed students, their parents, math and science teachers, school administrators, and school counselors.
REL 2015056 A Practitioner's Guide to Implementing Early Warning Systems
To stem the tide of students dropping out, many schools and districts are turning to early warning systems (EWS) that signal whether a student is at risk of not graduating from high school. While some research exists about establishing these systems, there is little information about the actual implementation strategies that are being used across the country. This report summarizes the experiences and recommendations of EWS users throughout the United States.
REL 2015055 School mobility, dropout, and graduation rates across student disability categories in Utah
This report describes the characteristics of students with disabilities in Utah public schools, and presents the single-year mobility and dropout rates for students in grades 6–12, as well as the four-year cohort dropout and graduation rates, for students who started grade 9 for the first time in 2007/08 and constituted the 2011 cohort. Results are reported for students with disabilities as a group and then further disaggregated by each of the disability categories. Using statewide administrative data, the research team found that, as a group, Utah students with disabilities had poorer outcomes than their general education classmates, but outcomes varied by disability category, highlighting the heterogeneity among students with disabilities. Results indicate, for example, that students with emotional disturbance, multiple disabilities, intellectual disability, traumatic brain injury, or autism were at greatest risk of failing to graduate during the four-year high school time frame, with graduation rates below 50 percent. Students with autism, multiple disabilities, or intellectual disability had dropout rates lower than those of general education students and students with disabilities as a group but also had low graduation rates and the highest retention rates after four years. In contrast, students with hearing impairment/deafness had four-year graduation rates roughly on par with general education students. By disaggregating the various student outcomes by disability category, educators and policymakers gain new information about which students with disabilities are most in need of interventions to keep them on track to receive a high school diploma.
NCES 2014391 Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010–11 and 2011–12
This report includes four-year on-time graduation rates and dropout rates for school years 2010-11 and 2011-12. A four-year on-time graduation rate provides measure of the percent of students that successfully complete high school in 4-years with a regular high school diploma. This report includes national and state-level Averaged Freshman Graduation Rates, which NCES has been producing for many years as an estimator for on-time graduation. New to this year’s report, NCES builds off the Office of Elementary and Secondary Education’s release of state-level Regulatory Adjusted Cohort Graduation Rate data required under Title I of the Elementary and Secondary Education Act.
REL 2014005 Does raising the state compulsory school attendance age achieve the intended outcomes?
Many states have raised the compulsory school attendance age to 17 or 18, anticipating that a reduction in dropout, truancy, and discipline problems will more than compensate for the higher costs of educating students longer. This review examines the evidence on whether a higher compulsory school attendance age results in improved student outcomes.

Against this background, this review addresses the following research questions:
  • What changes have occurred in dropouts, truancy, and disciplinary actions in states that raised their compulsory school attendance age during 2002–11?
  • What broader social outcomes have been identified in studies using national datasets?
  • How have these states measured changes in these expected outcomes?
NCES 2013309REV Public School Graduates and Dropouts from the Common Core of Data: School Year 2009–10
This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9–12 for public schools in school year 2009–10 as reported by State Education Agencies to the NCES Common Core of Data Universe Survey of public elementary and secondary institutions.
NCES 2012046 Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
REL 2012134 Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region
This report examines how well the freshman on-track indicator developed by the Consortium on Chicago School Research predicts on-time graduation in two urban districts in the Midwest Region. This indicator classifies students at the end of the first year of high school as on-track or off-track to graduate based on grade 9 course credits earned and failures.

REL Midwest examined on-track and off-track rates and for recent freshman cohorts as well as 4-year graduation rates for on-track and off-track students.

Key findings include:
  • For both districts, students who were on track at the end of grade 9 graduated on time at a higher rate than did students who were off track. This was the case both overall and for student subgroups based on gender, race/ethnicity, special education status, free or reduced-price lunch status, age, and proficiency level on grade 8 state math and reading assessments.
  • For the 2005/06 cohort, the on-time graduation rate in District A was 80.7 percent for on-track students and 30.2 percent for off-track students; in District B, it was 91 percent for on-track students and 45 percent for off-track students.
  • On-track status was a significant predictor of on-time graduation, even after controlling for student background characteristics and grade 8 achievement test scores. The effect size for on-track status was larger than the effect sizes for any student background characteristic and for achievement test scores.
REL 2012020 Updating a Searchable Database of Dropout Prevention Programs and Policies in Nine Low-Income Urban School Districts in the Northeast and Islands Region
This technical brief describes updates to a database of dropout prevention programs and policies in 2006/07 created by the Regional Education Laboratory (REL) Northeast and Islands and described in the Issues & Answers report, Piloting a searchable database of dropout prevention programs in nine low-income urban school districts in the Northeast and Islands Region (Myint-U et al. 2009). To update the database, a key informant from each of the nine pilot districts was interviewed on the status and characteristics of the dropout prevention pro-grams and policies in 2010/11. Based on this new information, this brief classifies programs and policies as new, discontinued, or sustained since 2006/07, the years in which programs were included in the database (Myint-U et al. 2009). The term active is used to refer to the combination of new and sustained programs and policies—that is, all programs and policies being implemented in 2010/11.
NCES 2012022 Public-Use Data Files and Documentation (FRSS 99): Dropout Prevention Services and Programs Survey
This file contains data from a fast-response survey titled "Dropout Prevention Services and Programs." This survey provides national estimates on how public school districts identify students at risk of dropping out, programs used specifically to address the needs of students at risk of dropping out of school, the use of mentors for at-risk students, and efforts to encourage dropouts to return to school. NCES released the results of this survey in the First Look report “Dropout Prevention Services and Programs in Public School Districts: 2010–11” (NCES 2011-037).

Questionnaires and cover letters were mailed to the superintendent of each sampled school district in September 2010. The letter introduced the study and requested that the questionnaire be completed by the person most knowledgeable about dropout prevention services and programs in the district. Respondents were offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in October 2010 and completed in January 2011. The weighted response rate was 89 percent.

The survey asked respondents to report information on various services or programs offered by districts specifically to address the needs of students at risk of dropping out of school. Respondents reported on the types of transition support services used to help all students transition from a school at one instructional level to a school at a higher instructional level. Data on the various factors used to identify students who were at risk of dropping out were also collected. Other survey topics included whether the district tried to determine the status of students who were expected to return to school in the fall but who do not return as expected, and whether the district follows up before the next school year with students who drop out to encourage them to return to school. Respondents also reported whether the district used various types of information to determine whether to implement additional district-wide dropout prevention efforts.
   1 - 15     Next >>
Page 1  of  2