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.
Between 2000 and 2017, total undergraduate enrollment in degree-granting postsecondary institutions increased by 27 percent (from 13.2 million to 16.8 million students). By 2028, total undergraduate enrollment is projected to increase to 17.2 million students.
Undergraduate Enrollment. (2019). NCES. Retrieved from https://nces.ed.gov/programs/coe/indicator_cha.asp
This article discuss about The State Board of Education advise to make changes to Ohio's new and more rigorous graduation requirements. This article show the conditions that the board ignore, and the problem lies in the other options recommended by the board. This article also give suggestion to create a tiered diploma system based on current graduation requirements.
Aldis, C. L., Churchill, A. (2017). State board's graduation fix falls woefully short. Fordham Institute. Retrieved from https://fordhaminstitute.org/national/commentary/state-boards-graduation-fix-falls-woefully-short
This paper uses student-level data from a statewide community college system to examine the validity of placement tests and high school information in predicting course grades and college performance.
Belfield, C. R., & Crosta, P. M. (2012). Predicting Success in College: The Importance of Placement Tests and High School Transcripts. CCRC Working Paper No. 42. Community College Research Center, Columbia University.
This fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields.
Brennan, R. L. (Ed.) (2006). Educational measurement (4th ed.). Westport, CT: Praeger Publishers.
This report examines key indicators on the educational progress and challenges students face in the United States by race/ethnicity. The report also has special sections on public school teachers by race/ethnicity and characteristics of post-secondary institutions serving specific minority racial/ethnic groups.
de Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., Branstetter, C., and Wang, X. (2019). Status and Trends in the Education of Racial and Ethnic Groups 2018 (NCES 2019-038). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/ pubsearch/.
This study examines that assumption, asking the question: how well do student grades correlate with test scores, school demographics, student performance on college entrance exams, and the historical difficulty for getting A’s (is it easier or harder to get A’s). The study found that students who scored higher on end-of-course (EOC) examinations also had higher grades. However having high grades did not correlate with doing well on the examination.
Gershenson, S. (2018). Grade Inflation in High Schools (2005–2016).
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.
This study examined the policies and practices of a representative sample of high schools to identify how they structure their credit recovery programs.
Malkus, N. (2019). Practice Outpacing Policy? Credit Recovery in American School Districts. American Enterprise Institute.
This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. The report draws on a wide array of surveys and administrative data sets to present statistics on high school dropout and completion rates at the state and national levels. The report also includes data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates) and data on alternative high school credentials.
McFarland, J., Cui, J., Rathbun, A., & Holmes, J. (2018). Trends in High School Dropout and Completion Rates in the United States: 2018. Compendium Report. NCES 2019-117. National Center for Education Statistics.
This report provides a detailed analysis of long-term dropout and completion trends and student characteristics of high school dropouts and completers. The first measure examined was the “event dropout rate” which is the percent of students who drop out in grades 10-12 without a high school diploma or alternative credential. The event dropout rate for SY 2015-16 was 4.8%, which translated into 532,000 students.
McFarland, J., Cui, J., Rathbun, A., and Holmes, J. (2018). Trends in High School Dropout and Completion Rates in the United States: 2018 (NCES 2019-117). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved December 14, 2018 from http://nces.ed.gov/pubsearch.
This report provides the most recent year of data available for each dropout and completion rate, summarizes long-term trends, and examines the characteristics of high school dropouts and completers.
McFarland, J., Cui, J., Rathbun, A., and Holmes, J. (2019). Trend in High School Dropout and Completion Rates in the United States:2018. National Center for Education Statistics. NCES 2019-117 US Department of Education.
How important are teenagers' cognitive skills in predicting subsequent labor market success? Do cognitive skills pay off in the labor market only for students who go to college? Does college benefit only students who enter with strong basic skills? These questions are often part of current policy debates about how to improve the earnings prospects for young Americans.
Murnane, R. J., Willett, J. B., Duhaldeborde, Y., & Tyler, J. H. (2000). How important are the cognitive skills of teenagers in predicting subsequent earnings?. Journal of Policy Analysis and Management, 19(4), 547-568.
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.
This report seeks to highlight some disparities to draw the public’s and policymakers’ attention to the urgent need to address this educational and civil rights crisis. Using a more accurate method for calculating graduation rates, they provide estimates of high school graduation rates, distinguished at the state and district level, and disaggregated by race.
Orfield, G., Losen, D., Wald, J., & Swanson, C. B. (2004). Losing our future: How minority youth are being left behind by the graduation rate crisis. Civil Rights Project at Harvard University (The).
The focus of the report is on the performance of U.S. students relative to their peers in other countries on TIMSS and TIMSS Advanced 2015, and, for TIMSS results, on changes in achievement since 2011 and 1995. This report also describes the characteristics of students who participated in the advanced mathematics and physics assessments at the end of high school, and describes the performance of males and females in these subjects. In addition, it includes achievement in Florida, and international benchmarks to provide a way to interpret the scale scores by describing the types of knowledge and skills students demonstrate at different levels along the TIMSS scale.
Provasnik, S., Malley, L., Stephens, M., Landeros, K., Perkins, R., and Tang, J.H. (2016). Highlights From TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context (NCES 2017-002). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved from http://nces.ed.gov/pubsearch.
In this paper, we analyze racial differences in the math section of the general SAT test, using publicly available College Board population data for all of the nearly 1.7 million college-bound seniors in 2015 who took the SAT. The evidence for a stubborn race gap on this test does meanwhile provide a snapshot into the extraordinary magnitude of racial inequality in contemporary American society. Standardized tests are often seen as mechanisms for meritocracy, ensuring fairness in terms of access. But test scores reflect accumulated advantages and disadvantages in each day of life up the one on which the test is taken. Race gaps on the SAT hold up a mirror to racial inequities in society as a whole. Equalizing educational opportunities and human capital acquisition earlier is the only way to ensure fairer outcomes.
Reeves, R. V., Halikias, D. (2017). Race Gap in SAT scores highlight inequality and Hinder Upward Mobility. Brookings. Retrieved from https://www.brookings.edu/research/race-gaps-in-sat-scores-highlight-inequality-and-hinder-upward-mobility/
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 table allows you to compare a student’s SAT® scores with the performance of other 2012 college-bound seniors who took the test some time in high school. Please keep in mind that relationships between test scores and other factors are complex and interdependent. Other factors do not directly affect test performance; rather, they are associated with educational experiences both on tests and in schoolwork.
SAT® Percentile Ranks for 2012 College-Bound Seniors: Critical Reading, Mathematics and Writing Percentile Ranks by Gender and Ethnic Groups. (2012). The College Board. Retrieved from http://secure-media.collegeboard.org/digitalServices/pdf/research/SAT-Percentile-Ranks-by-Gender-Ethnicity-2012.pdf
The averaged freshman graduation rate provides an estimate of the percentage of students who receive a regular diploma within 4 years of entering ninth grade.
Snyder, T. D., & Dillow, S. A. (2012a). Averaged freshman graduation rates for public secondary schools, by state or jurisdiction: Selected years, 1990–91 through 2008–09. [Table 113]. Retrieved from http://nces.ed.gov/programs/digest/d11/tables/dt11_113.asp
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
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 article provide charts, graphs, maps, and visualizations of all feature data that Education Week released in 2017 and convey some big takeaways about U.S. schools, students, and teachers in 2017.
U.S. Education in 2017 in 10 Charts. Education Week, December. (2017). Retrieved from https://www.edweek.org/ew/section/multimedia/us-education-in-2017-in-10-charts.html
This article presents some recommendations for employment and career-building by addressing two major vital to transition: competitive employment outcomes and postsecondary education.
Wehman, P. (2002). A new era: Revitalizing special education for children and their families. Focus on Autism and Other Developmental Disabilities, 17(4), 194-197.