Download or read book Comparing Graduation Rates in Alternative High Schools and Traditional High School written by Laura Lee Felix and published by . This book was released on 2012 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to investigate the graduation rates of Riverside County high schools, comparing continuation schools and regular high school settings. The study also investigated the dropout rate in continuation schools and regular high schools. Specifically, this study investigated graduation rates of traditional high school and continuation school; and the dropout ratio of traditional high school and continuation school. This study investigated the rates of graduation of Riverside County high schools, comparing continuation schools and regular high school settings. The study concluded there was no difference in the graduation rates by school type- traditional, continuation, and alternative schools, using one way analysis of variance. The study also investigated the dropout rate in continuation schools and regular high schools. The study concluded there was no difference in drop-out rates among school type-traditional and alternative school settings during the 2005, 2007, 2008, 2009 school years. For the 2006 school year for that school year could be due to an increasing population. Another factor may be that some students may not have received the amount or appropriate assistance they needed.

Download or read book Handbook of Research on K 12 Online and Blended Learning written by RIchard E. Ferdig and published by Lulu.com. This book was released on 2014 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online and blended learning. The beginning chapters lay the groundwork of the historical, international, and political landscape as well as present the scope of research methodologies used. Subsequent sections share a synthesis of theoretical and empirical work describing where we have been, what we currently know, and where we hope to go with research in the areas of learning and learners, content domains, teaching, the role of the other, and technological innovations."--Book home page.

Download or read book Characteristics of Alternative Public High Schools written by Lisa Ryan and published by . This book was released on 2009 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decreasing the high school dropout rate in the United States is gaining a great deal of national attention. One of the key strategies that has been identified to decrease dropout rate is to offer at-risk students alternatives to traditional school. This study contributed to our knowledge about alternative high schools for at-risk by using data from the large-scale, nationally representative 2003-04 Schools and Staffing Public School Survey. Using an effective schools conceptual framework, the author used logistic regression analyses to compare the characteristics of regular and alternative public high schools. An overall model was created that could predict two thirds of the variance associated with the dependent variable. The author also conducted multiple regression analyses to determine which of the five constructs of school inputs, schools structures, classroom structures, student support, and program rigor and relevance, were statistically significant predictors for the outcome measures, which included graduation rate, percent attendance at 2-year college, percent attendance at 4-year college, and average daily attendance at public alternative high schools for at-risk students. Several significant findings were discovered, for example, classroom structures and processes were found to be associated with graduation rate at public alternative high schools. Implications of the findings were discussed.

Download or read book The Effect of A Minimum Credit Diploma Pathway on High School Graduation Rate written by Teresa Strickland and published by . This book was released on 2015 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many paths to high school graduation. The reauthorization of the Elementary and Secondary Education Act has driven schools to be creative in seeking strategies by which students successfully earn their high school diploma. In this non-experimental, causal-comparative study, a large Western North Carolina school district utilizes a minimum credit diploma to help students who previously experienced repeated academic failure achieve high school graduation by earning 21 course credits. The district requires traditional diploma-seeking students to earn seven additional credits to the 21 required by the State. Participants included high school graduates from the 2013-2014 school year. Both traditional and alternative diploma paths were studied to determine the impact of the alternative diploma on graduation rate of the traditional high school as well as the district. No significant difference was noted in the individual high school's reported graduation rate and graduation rate without the alternative diploma program, suggesting that the alternative diploma pathway may not have an effect on the overall graduation rate at the individual high school level. However, the study indicated a significant difference in End of Course scores for alternative diploma and traditional diploma students, suggesting that End of Course test performance has an effect on diploma pathway. The study also indicated a significant difference in reported graduation rates and graduation rate without the use of the alternative diploma program, suggesting that the alternative diploma program has an effect on the district's overall graduation rate.

Download or read book Urban Schools written by Laura Lippman and published by Department of Education Office of Educational. This book was released on 1996 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Illuminates the condition of education in urban schools compared to schools in other locations. Also explores differences between students from urban schools and students in other locations on a broad spectrum of student and school characteristics. Contents: education outcomes (student achievement, educational attainment, economic outcomes); student background characteristics and afterschool activities; school experiences (school resources and staff, school programs and coursetaking, student behavior). Bibliography. Over 100 charts and tables.

Download or read book The Flat World and Education written by Linda Darling-Hammond and published by Teachers College Press. This book was released on 2015-04-17 with total page 409 pages. Available in PDF, EPUB and Kindle. Book excerpt: Argues that the education system in America needs to make drastic changes in order to build a system of high-achieving and equitable schools that protects every child's right to learn.

Download or read book Building a Grad Nation written by Jennifer L. DePaoli and published by . This book was released on 2016 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: The nation has achieved an 82.3 percent high school graduation rate--a record high. Graduation rates rose for all student subgroups, and the number of low-graduation-rate high schools and students enrolled in them dropped again, indicating that progress has had far-reaching benefits for all students. This report is the first to analyze 2014 graduation data using new criteria established by the "Every Student Succeeds Act" (ESSA) and the first to show the impact of additional time on graduation rates. The report provides a new national and state-by-state analysis of low-graduation-rate high schools; the number of additional students it will take for the country and each state to reach 90 percent; a look at the validity of graduation rates; and policy recommendations for change. Findings include the following: (1) Nationwide, there are four high-graduation-rate high schools (85 percent Adjusted Cohort Graduation Rate (ACGR) and above) for every one low-graduation-rate high school (67 percent ACGR and below); (2) Twenty-four percent of all high schools were located in cities, but urban areas were home to more than half of 2014 low-graduation-rate high schools; (3) Forty-one percent of low-graduation-rate high schools were regular public schools (non-charter) in 2014; (4) 57 percent of alternative high schools nationwide were low-graduation-rate high schools, while only eight percent of alternative schools were high-graduation rate high schools; (5) Thirty percent of charter schools reporting ACGR in 2014 were low-graduation-rate high schools, and 44 percent were high-graduation-rate high schools; and (6) Roughly 87 percent of virtual schools were low-graduation-rate high schools in 2014. The following are appended: (1) Four-Year Adjusted Cohort Graduation Rates (ACGR), by State and Subgroup, 2013-14; (2) Adjusted Cohort Graduation Rate (ACGR) Change from 2010-11 to 2013-14, by State; (3) Adjusted Cohort Graduation Rate (ACGR) Gaps, by Subgroup and State, 2013-14; (4) Adjusted Cohort Graduation Rate (ACGR) Gap Change, by Subgroup and State from 2010-11 to 2013-14; (5) Estimated Non-Low-Income Adjusted Cohort Graduation Rate (ACGR), Low-Income ACGR, Gap between Low-Income and Non-Low-Income, and Gap Change, by State, from 2012-13 to 2013-14; (6) Adjusted Cohort Graduation Rate (ACGR), by State, Percent Low-Income, ACGR Low-Income, ACGR Estimated Non-Low-Income, Gap between Low-Income and Non-Low-Income, and Gap Change, by State from 2011-2014; (7) Adjusted Cohort Graduation Rate (ACGR, 2013-14) for Students with Disabilities (SWD) versus Non-SWD; (8) Number of High Schools by Different Levels of Promoting Power, 2002-2014; (9) Change of High Schools with Promoting Power of 60 Percent or Less by Locale, 2002-2014; (10) Large High Schools and Students Enrollment by Race/Ethnicity with a 2014 Adjusted Cohort Graduation Rate (ACGR) 67 Percent or Below, 2014; (11) 2014 State On-Pace/Off-Pace to 90 Percent ACGR by Class of 2020; (12) ESSA High Schools with ACGR 67 Percent or Below, by State and Type, 2014; (13) Number of Non-Graduates by State and School Type, 2014; (14) Number and Percentages of Regular High Schools by Type (District, Charter, Virtual), 2014; (15) Number and Percentages of Alternative High Schools by Type (District, Charter, Virtual), 2014; (16) Number and Percentages of Special Education High Schools by Type (District, Charter, Virtual), 2014; (17) Number and Percentages of Vocational High Schools by Type (District, Charter, Virtual), 2014; (18) Four-Year Adjusted Cohort Graduation Rate (ACGR) Data Links, by State; (19) Frequently Used Terms and Definitions; (20) Graduation Rate FAQ; and (21) Civic Marshall Plan Principles. [Data analysis for this report was performed by Vaughan Byrnes and Mark Pierson. This report was edited by Erin Ingram, Kathleen McMahon, Joanna Hornig Fox, and Mary Maushard. For the 2015 report, see ED556759.].

Download or read book An Answer to Disenfranchised Students written by Sharon D. Jones Deloach and published by Universal-Publishers. This book was released on 2016-09-01 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many school districts across this great nation are facing serious patterns of underachievement of students who do not fit well in a mainstream educational environment. The purpose of this qualitative phenomenological research study was to explore the perceptions and experiences of graduates from a credit-recovery nontraditional alternative high school that influenced his or her graduation. Nationally, many high school students are not earning sufficient credits to remain on grade level with their freshman level cohort. These at-risk students need options with stronger incentives to obtain high school credits and meet graduation requirements. Credit-recovery nontraditional alternative high schools involve an at-risk student population who are at a greater risk of academic, social, and emotional struggles. These students benefit from additional support that a nontraditional setting offers. This study involved interviewing 12 high school graduates who attended and graduated from a credit-recovery nontraditional alternative high school. There was a diversified group by age and other demographics representing five graduating classes. With this research study, the investigator determined graduates’ perceptions of credit recovery in their nontraditional alternative high school were overwhelmingly positive. The lived experiences explored in this study may help school leaders, policy makers, teachers, staff, parents, and community partners understand the unique needs of this population.

Download or read book Rethinking High School Graduation Rates and Trends written by Lawrence R. Mishel and published by . This book was released on 2006 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book The Condition of Education 2018 written by Education Department and published by Bernan Press. This book was released on 2019-06-30 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2018 summarizes important developments and trends in education using the latest available data. The report presents 47 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.

Download or read book High School Graduation Rates Through Two Decades of District Change written by Elaine M. Allensworth and published by Consortium on Chicago School Research. This book was released on 2016-05-15 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Student Academic Success and Persistence to Graduation written by Rayanna Lynn Dalton and published by . This book was released on 2013 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been growing concern regarding students identified as at-risk of non-persistence to graduation. Students may be considered to be at-risk because they fail to meet educational milestones, may have learning disabilities, exhibit behavior which results in chronic disciplinary issues and/or have high rates of absenteeism. Eventually, some of these students are referred to alternative education programs (AEPs). While a variety of alternative education models have been developed out of the necessity to serve the local needs of school districts, the most common form of alternative education program currently operating is one designed to serve at-risk students and operates as part of a school district's comprehensive dropout prevention program. Therefore, this research study sought to address this problem by evaluating an existing alternative educational program located in a rural Southeast Missouri school district, designed to assist high-risk students. The outcome objectives of the program were to ensure students persist to graduation, increase opportunities for students to earn credits, return students to the regular education program, and increase attendance in school, increase grades, and decrease poor behavior. A purposive sample population of 76 students, 49 males and 27 females, from 9th through 12th grades, who were enrolled in the alternative school during the 2005-2006 through 2010-2011 school years, was used as the study sample population. Outcome data collected from the study sample of students who attended the alternative education program were compared to outcome data collected from a comparison sample of students with matching descriptive and demographic characteristics who did not participate in the program. Purposive sampling was used to select the study sample (AEP Sample) and stratified random sampling was used to select the comparison sample (Matched Sample). A quantitative non-experimental research design used to collect data. When the descriptive and demographic characteristic variables of the study sample and the comparison sample were statistically compared, there were no significant Student Academic Success differences on the descriptive characteristic variables of cumulative GPA, attendance rate, and OSS rate. When demographic characteristic variables of the study group and comparison group were statistically compared, there were no significant differences in grade level, ethnicity, gender, Individualized Education Plan (IEP) status, and Free and Reduced Lunch FRL) status. Results showed differences in the total number of disciplinary referrals and attendance rates between the AEP Sample population and the Matched Sample. Additionally, students in the Matched Sample exhibited better behavior at the posttest phase compared to their peers who were placed in the AEP. Data from this study supports research that administrators and key personnel need to do a more comprehensive job in communicating the goals of the program to regular school day and AEP staff to ensure additional measures of support are available to students. Additionally, a formative evaluation of the program every three to five years should be developed to assure objectives for success are carried out in the program.

Download or read book Dropout Rates in the United States written by and published by . This book was released on 1989 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of Two Graduation Pathways written by Chemisi Asha Kogo-Masila and published by . This book was released on 2017 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reinventing America s Schools written by David Osborne and published by Bloomsbury Publishing USA. This book was released on 2017-09-05 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: From David Osborne, the author of Reinventing Government--a biting analysis of the failure of America's public schools and a comprehensive plan for revitalizing American education. In Reinventing America's Schools, David Osborne, one of the world's foremost experts on public sector reform, offers a comprehensive analysis of the charter school movements and presents a theory that will do for American schools what his New York Times bestseller Reinventing Government did for public governance in 1992. In 2005, when Hurricane Katrina devastated New Orleans, the city got an unexpected opportunity to recreate their school system from scratch. The state's Recovery School District (RSD), created to turn around failing schools, gradually transformed all of its New Orleans schools into charter schools, and the results are shaking the very foundations of American education. Test scores, school performance scores, graduation and dropout rates, ACT scores, college-going rates, and independent studies all tell the same story: the city's RSD schools have tripled their effectiveness in eight years. Now other cities are following suit, with state governments reinventing failing schools in Newark, Camden, Memphis, Denver, Indianapolis, Cleveland, and Oakland. In this book, Osborne uses compelling stories from cities like New Orleans and lays out the history and possible future of public education. Ultimately, he uses his extensive research to argue that in today's world, we should treat every public school like a charter school and grant them autonomy, accountability, diversity of school designs, and parental choice.

Download or read book Education Reforms written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Elementary, and Secondary Education and published by . This book was released on 2011 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of Alternative School Effectiveness on Student Achievement written by Scott Douglas Moger and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is a comparative analysis investigating student achievement, attendance rates, grade point average and credit earned by at-risk students attending an alternative high school of choice, at-risk students attending a traditional high school and at-risk students attending a Disciplinary Alternative Education Placement Campus within the same school district. Three separate groups totaling 180 students were involved in this study. Each of the three groups consisted of 60 at-risk students from one of the three campuses. All of the students participating in the study were students labeled "at-risk" of not graduating from high school and had a minimum of three or more at-risk indicators attached to each student. None of the students used in the study were in a special education program. The three different groups of at-risk students were compared in five separate categories: raw scores on the state mandated Texas Assessment of Knowledge and Skills (TAKS) on the individual Mathematics and Reading tests, attendance, credit accrual, scale scores on the TAKS Mathematics and Reading tests, and grade point averages (GPAs). In applying a test of significance a simple or one-way analysis of variance (ANOVA) was applied to the data sets of each campus used in the study. Statistical significance was found to be present in 7 of 13 data sets within the five categories studied. The school district involved in the study was a large 5-A district located in central Texas with an enrollment of over 8,900 students at the completion of this study. According to the research, student TAKS scores vary from year to year and tended to increase in the second year regardless of the campus students attended. Students who attended a tradition high school campus had higher attendance rates than students who attended alternative campuses. Students with three or more at-risk indicators accrued credits at a slower rate and were not likely to graduate in four years. Students with three or more at-risk indicators were successful at passing the TAKS Reading Test. Students with three or more at-risk indicators were unsuccessful in passing the TAKS Mathematics test. Students with three or more at-risk indicators and who attended an alternative high school of choice tended to have a higher GPA when compared to students attending the other campuses.