This document discusses what is needed for accurate graduation rates and provides data on state graduation rates, along with adequate yearly progress information.
Hall, D. (2005). Getting Honest about Grad Rates: How States Play the Numbers and Students Lose. Education Trust.
This paper describes two models for understanding dropping out as a developmental process that may begin in the earliest grades.
Finn, J. D. (1989). Withdrawing from school. Review of educational research, 59(2), 117-142.
The American Academy of Pediatrics just released a policy statement regarding the negative impact that chronic student absenteeism has on children’s health. They cite numerous ways the two are linked. The policy statement finishes with a discussion of roles the medical community can play working with schools and families to help address this problem.
Allison, M. A., & Attisha, E. (2019). The Link Between School Attendance and Good Health. Pediatrics, e20183648.
The Condition of Education. This year’s report presents 49 indicators of important developments and trends in U.S. education.
Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., ... & Zhang, J. (2012). The Condition of Education 2012. NCES 2012-045. National Center for Education Statistics.
The Condition of Education. This year's report presents 50 indicators of important developments and trends in U.S. education.
Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., & Tahan, K. (2011). The Condition of Education 2011. NCES 2011-033. National Center for Education Statistics.
This book examines research on the problem of student dropouts and standardized and high stakes testing. Information comes from papers presented at a 2000 workshop in which experts offered their diverse perspectives and technical expertise.
Beatty, A., Neisser, U., Trent, W. T., & Heubert, J. P. (2001). Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. National Academy Press, 2101 Constitution Avenue, NW, Lockbox 285, Washington, DC 20055.
This paper examines the effects of school characteristics on both the probability of dropping out and the strongest predictor of dropping out-absenteeism.
Bryk, A. S., & Thum, Y. M. (1989). The effects of high school organization on dropping out: An exploratory investigation. American Educational research journal, 26(3), 353-383.
This information is used to determine the current number of charter schools in each state and to estimate total charter school enrollment at the national level.
David, R., & Hesla, K. (2018). Estimated public charter school enrollment, 2017–2018. Washington, D.C.: National Alliance for Public Charter Schools. Retrieved from https://www.publiccharters.org/sites/default/files/documents/2018-03/FINAL%20Estimated%20Public%20Charter%20School%20Enrollment%252c%202017-18_0.pdf
This Digest examines some of the ways that truancy affects both individuals and society. It identifies factors that may place students at greater risk of becoming truant and lists some consequences of nonattendance, including delayed promotion and graduation, lowered self-esteem, and lessened employment potential.
DeKalb, J. (1999). Student truancy. ERIC Digest
Fine, M. (1986). Why urban adolescents drop into and out of public high school. Teachers College Record, 87(3), 393-409.
This investigation examines the aspect of the structural and regulatory environment of schools to identify features that are associated with higher levels of engagement among eighth-grade students at risk.
Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. The Journal of Negro Education, 62(3), 249-268.
This brief describes seven promising programs that have developed a coordinated response to reduce truancy and juvenile delinquency.
Garry, E. M. (1996). Truancy: First Step to a Lifetime of Problems. Juvenile justice bulletin.
The report examines the effect of state funding systems and high stakes testing on special
Greene, J. P., & Forster, G. (2002). Effects of Funding Incentives on Special Education Enrollment. Civic Report.
This report uses a newly defined version of the Greene Method to calculate graduation rates for the public school class of 2000, comparing results to those of 1998.
Greene, J. P., & Winters, M. A. (2002). Public School Graduation Rates in the United States. Civic Report.
There are both personal and societal costs of dropping out.
Hale, L. F. (1998). School dropout prevention: Information and strategies for parents. National Association of School Psychologists. Retrieved September, 30, 2005.
The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately
Holtzman, W. H., Messick, S., & National Research Council. (1982). Placing children in special education: A strategy for equity. National Academies.
The purpose of this article is to provide prospectus to the problem and develop key recommendations that may be utilized by urban districts to reduce its financial costs and to significantly improve staff and student attendance.
Jacobs, K. D., & Kritsonis, W. A. (2007). An Analysis of Teacher and Student Absenteeism in Urban Schools: What the Research Says and Recommendations for Educational Leaders. Online Submission.
In this study, the authors examined whether students of different racial-ethnic groups vary in attachment and engagement and whether properties of schools (eg, racial-ethnic composition) influence these outcomes over
and above individual characteristics.
Johnson, M. K., Crosnoe, R., & Elder Jr, G. H. (2001). Students' attachment and academic engagement: The role of race and ethnicity. Sociology of education, 318-340.
This report examines data on out of school suspension rates in every school district in the country.
Losen, D. J., Hodson, C. L., Keith, I. I., Michael, A., Morrison, K., & Belway, S. (2015). Are we closing the school discipline gap?.
This report examines the educational progress and challenges students face in the United States by race/ethnicity. This report shows that, over time, 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 have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance.
Musu-Gillette, L., Robinson, J., McFarland, J., KewalRamani, A., Zhang, A., & Wilkinson-Flicker, S. (2016). Status and Trends in the Education of Racial and Ethnic Groups 2016. NCES 2016-007. National Center for Education Statistics.
The authors report a randomized field experiment (N = 15,329) that tests the impact of two types of symbolic awards on student attendance: preannounced awards (prospective) and surprise awards (retrospective).
Robinson, C., Gallus, J., Lee, M., & Rogers, T. (2018). The Demotivating Effect (and Unintended Message) of Retrospective Awards.
This descriptive summary is one of the first reviews to examine the number of days of “lost instruction” resulting from student suspensions. The study examines the total number of days lost nationwide, disparities among different student subgroups, and differences across individual states. The impact of loss of instruction due to suspensions has a lifelong impact on students, including: lower graduation rates (Rumberger and Losen, 2017), increased involvement in the juvenile justice system (Mowicki, 2018), and arrests as adults Rosenbaum (2018).
Russell W. Rumberger and Daniel J.Losen, The Hidden Cost of California’s Harsh School Discipline, The Civil Rights Project at UCLA, (2017) Retrieved from http://www.schooldisciplinedata.org/ccrr/docs/CostofSuspensionReportFinal.pdf
Janet Rosenbaum (2018). Educational and Criminal Justice Outcomes 12 Years After School Suspension. Youth & Society.
Jacqueline M. Mowicki, Discipline Disparities for Black Students, Boys and Students with Disabilities, GAO (March 2018). Retrieved from http://www.gao.gov/assets/700/690828.pdf
This report presents findings associated with public high school graduation and event dropout counts for the 2008–09 school year. These data were collected as part of the Common Core of Data Survey Collection, a universe collection of public schools operating in the United States and associated other jurisdictions.
Stillwell, R., Sable, J., & Plotts, C. (2011). Public school graduates and dropouts from the common core of data: School year 2008–09. (NCES 2011-312). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http:// nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011312
For the first time in recent history, a majority of the schoolchildren attending the nation's public schools come from low income families. The pattern was spread across the nation. This paper show the percentage data from across the country.
Suitts, S. (2015). A new majority research bulletin: Low income students now a majority in the nation’s public schools. Atlanta, GA: Southern Education Foundation.
This paper outlines the consequences that these young people face after leaving high school.
Sum, A., Khatiwada, I., McLaughlin, J., & Palma, S. (2009). The consequences of dropping out of high school. (Paper 23). Retrieved from Center for Labor Market Studies Publications website: http://hdl.handle.net/2047/d20000596
Employment status of the civilian population 25 years and over by educational attainment
U.S. Bureau of Labor Statistics. (2013). Employment status of the civilian population 25 years and over by educational attainment. [Table A-4]. Retrieved from https://www.bls.gov/webapps/legacy/cpsatab4.htm
The final regulations establish a uniform and more accurate measure of calculating high school graduation rate that is comparable across states; strengthen public school choice and supplemental educational services requirements; and increase accountability and transparency.
U.S. Department of Education. (2008). A uniform, comparable graduation rate: How the final regulations for Title I hold schools, districts, and states accountable for improving graduation rates. Retrieved from https://www2.ed.gov/policy/elsec/reg/proposal/uniform-grad-rate.pdf
This report examines students’ sense of belonging and participation at school, two of the most important measures of student engagement.
Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation. Results from PISA 2000. Organisation for Economic Co-operation and Development.