Download or read book Effects of the Four Pillars on Statewide High School Graduation Rates written by Harry M. Daniel and published by . This book was released on 2014 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of high school students in all 50 states and the District of Columbia. The predictor variables were the four policy pillars themselves. Data were collected through archival reports from the Education Commission of the States (ECS) and State Accountability Report Workbooks provided by state departments of education to create an index of implementation to determine the extent to which the four policy pillars were implemented. The criterion variable was high school graduation rate split across student ethnic groups. Graduation rates of subgroup student populations were collected from the Average Freshman Graduation Rates archives for the ninth grade cohort entering in 2001 and exiting in 2006. Data were analyzed both by a one-factor correlational analysis of covariance with one covariate to determine the impact of each NCLB policy pillar, and by a four-factor analysis of covariance with one covariate to determine the impact of all NCLB policy pillars together. The study found that no significant relationships existed between any of the four NCLB policy pillars, singularly or between all four of the policy pillars together, and statewide high school graduation rates among any student racial or ethnic subgroups for the academic years covered in the study. Reasons for the lack of significant relationships are a source for further study. It is recommended that such studies examine the effect of policy implementation that currently allows: (a) each state to set its own test and measurement standards or its own criteria for teacher certification; (b) parents to keep their children in failing schools even if those children are also failing; and (c) each state to underfund mandates.
Download or read book The Effect of Residential School Choice on Public High School Graduation Rates Education Working Paper written by Jay P. Greene and published by . This book was released on 2005 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study evaluates the effect that the size of a state's school districts has on public high school graduation rates. The authors calculate the graduation rate over the last decade and examine the relationship between these graduation rates and changes in each state's average school district size. The study finds that decreasing the size of school districts has a substantial and statistically significant positive effect on graduation rates. Conversely, consolidation of school districts into larger units leads to more students dropping out of high school. The results of the analysis indicate that decreasing the average size of a state's school districts by 200 square miles leads to an increase of about 1.7 percentage points in its graduation rate. This finding is particularly important for states with very large school districts. For example, if Florida decreased the size of its school districts to the national median, it would increase its graduation rate from 59% to 64%. Decreasing the size of school districts could improve educational outputs, including graduation rates, because it would increase the choice that parents have in the school system that educates their child. By making it easier to relocate from one school system's jurisdiction to the next, smaller school districts make it possible for a larger number of families to exercise choice among different school districts. The more families are able to move from district to district, the less students can be taken for granted by schools, which, for a variety of reasons, don't want to lose enrollment. This study provides empirical evidence that increasing the choice parents have in their child's school district contributes to higher public high school graduation rates. (Contains 4 tables and 23 endnotes.).
Download or read book Progress Toward Increasing National and State Graduation Rates Raising Graduation Rates written by Robert Balfanz and published by . This book was released on 2006 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.].
Download or read book With Consequences for All written by ASCD Task Force on Increased High School Graduation Requirements and published by . This book was released on 1985 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Impact of High School Curriculum and High School Campus Characteristics on Graduation Rates from Texas Four year Public Institutions of Higher Education written by MacGregor M. Stephenson and published by . This book was released on 2001 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Four Year and Five Year Adjusted Cohort Graduation Rates 2018 2019 Fact Sheet written by Kansas. State Department of Education and published by . This book was released on 2018 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who entered high school four years earlier (adjusting for transfers in and out)... The five-year adjusted cohort rate includes students who do not graduate with their four-year cohort but remain in school and graduate in five years.
Download or read book Impact of Race and Ethnicity on High School Graduation Rates Research Starters Education written by and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Sustained Positive Effects on Graduation Rates Produced by New York City s Small Public High Schools of Choice Policy Brief written by Howard S. Bloom and published by . This book was released on 2012 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the past decade, New York City undertook a district-wide high school reform that is perhaps unprecedented in its scope, scale, and pace. Between fall 2002 and fall 2008, the school district closed 23 large failing high schools (with graduation rates below 45 percent), opened 216 new small high schools (with different missions, structures, and student selection criteria), and implemented a centralized high school admissions process that assigns over 90 percent of the roughly 80,000 incoming ninth-graders each year based on their school preferences. At the heart of this reform are 123 small, academically nonselective, public high schools. Each with approximately 100 students per grade in grades 9 through 12, these schools were created to serve some of the district's most disadvantaged students and are located mainly in neighborhoods where large failing high schools had been closed. Hence, they provide a realistic choice for students with widely varying academic backgrounds. MDRC researchers call them "small schools of choice" (SSCs) because of their small size and the fact that they do not screen students based on their academic backgrounds. In June 2010, MDRC, a nonprofit, nonpartisan research organization, released a report on the effectiveness of 105 of the 123 new SSCs, which demonstrated that they are markedly improving academic progress and substantially improving graduation prospects, particularly for disadvantaged students. This report included data for over 21,000 students from four cohorts who entered ninth grade between fall 2005 and fall 2008. This policy brief extends the analysis by a year, which adds information on high school graduation rates for the 2006 cohort and provides a fifth year of follow-up for the 2005 cohort. This information makes it possible to address the following three questions: (1) Was the positive average effect of SSCs on four-year graduation rates for the study's first student cohort sustained through the second cohort?; (2) Was this positive average effect sustained across subgroups of students with different prior academic proficiency, family income, race/ethnicity, and gender?; and (3) Was the average four-year graduation effect sustained after five years? The answer to all three of these questions is "yes". In summary, the present findings provide highly credible evidence that in a relatively short period of time, with sufficient organization and resources, an existing school district can implement a complex high school reform that markedly improves graduation rates for a large population of low-income, disadvantaged students of color. (Contains 3 tables and 26 endnotes.).
Download or read book Elementary and Secondary Education High School Graduation Rates written by Missouri. State Auditor and published by . This book was released on 2006 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Career and Technical Education on High School Graduation Rates in New Jersey written by Cassandra Hart and published by . This book was released on 2017 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Traditional and Non traditional Academic Models on High School Graduation Rates written by Kenya Beard and published by . This book was released on 2014 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Public High School Graduation and College Readiness Rates in the United States Education Working Paper written by Jay P. Greene and published by . This book was released on 2003 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who fail to graduate high school prepared to attend a four-year college are much less likely to gain full access to our country's economic, political, and social opportunities. In this study, the authors estimate the percentage of students in the public high school class of 2001 who actually possess the minimum qualifications for applying to four-year colleges. Estimates are broken down by racial and ethnic group, as well as by region and state. To be "college ready," students must pass three crucial hurdles: they must graduate from high school, they must have taken certain courses in high school that colleges require for the acquisition of necessary skills, and they must demonstrate basic literacy skills. Nationally, only 32% of students in the Class of 2001 were found to be college ready, with significantly lower rates for black and Hispanic students. This suggests that the main reason these groups are underrepresented in college admissions is that they are not acquiring college-ready skills in the K-12 system, rather than inadequate financial aid or affirmative action policies. Reform of the K-12 education system is essential to improving college access for these groups. The following tables are appended: (1) High School Graduation Rate by State and Race; (2) Ranking of States by High School Graduation Rate; (3) Ranking of States by White High School Graduation Rate; (4) Ranking of States by Black High School Graduation Rate; (5) Ranking of States by Hispanic High School Graduation Rate; (6) Ranking of States by Asian High School Graduation Rate; (7) Ranking of States by American Indian High School Graduation Rate; (8) Proportion of All Students Who Graduate with College-Ready Transcripts; (9) College Readiness Rate; and (10) Comparison of Overall, College-Ready, and College-Entering Populations in 2000. (Contains 10 tables and 12 endnotes.).
Download or read book House Bill 4150 written by and published by . This book was released on 2014 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Graduation Coach Initiative on the High School Graduation Rates in the State of Georgia written by Emmett G. Shaffer and published by . This book was released on 2010 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The High School Graduation Coach Initiative was championed by Governor Sonny Perdue during the 2006 legislative session. This initiative specifies that all school districts will receive one high school graduation coach for each high school within the school district if the school district agrees to enter into a contract which guarantees that the graduation coach will only engage in work which increases the graduation rate. Unlike traditional school counselors and social workers, the graduation coach focuses solely on increasing the graduation rates"--Leaves 4-5. In addition to evaluating the effectiveness of this initiative, this study determined if the level of certification the graduation coach holds increases graduation rates.
Download or read book NCLB Implementation Report written by Christopher B. Swanson and published by . This book was released on 2003 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book National and State level High School Graduation Rates for English Learners written by and published by . This book was released on 2016 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt:
