Download or read book 4 Year Cohort Graduation Rate written by Pennsylvania. Department of Education and published by . This book was released on 2010 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: Federal law requires Pennsylvania, and all other states, to transition to a new calculation method for determining high school graduation rates. Beginning in 2012, using graduation data from the Classes of 2010 and 2011, the "4-Year Cohort Graduation Rate" calculation will replace the "4-Year Leaver Graduation Rate" calculation. The new methodology will be used to determine high school and district Adequate Yearly Progress (AYP) status for all students and for every measurable subgroup. The "cohort" calculation method generates a different rate than the "leaver rate calculation" currently in use. The cohort calculation is almost always a lower percentage of graduates based on a different calculation methodology. It is important for stakeholders to understand, and to be able to communicate, why the publicly-reported numbers may look different even though there is no fundamental or underlying change in a school's circumstances. The difference is the result of the method used to calculate the rate. The new methodology provides a more uniform and precise measure of the high school graduation rate--one which can then be used for comparison with other states. Accurate data from the local education authority (LEA) and charter schools is key to successful implementation. Improved data collection, reporting and analysis that links data systems from preschool through postsecondary education will allow for a more accurate picture upon which to base decisions at the district, school and student levels. The methodology will improve everyone's understanding of the characteristics of the students who do not earn regular high school diplomas, or who take longer than four years to graduate. The 4-Year Cohort Graduation Rate will help inform efforts to ensure all Pennsylvania students are prepared for postsecondary education and the workforce. This paper summarizes information and lists resources to assist LEAs and charter schools in understanding the 4-Year Cohort Graduation Rate, the use of the rate for accountability purposes, and the transition steps to fully reporting and utilizing the new graduation calculation. (Contains 1 footnote and 4 resources.).
Download or read book High School Dropout Graduation and Completion Rates written by National Academy of Education and published by National Academies Press. This book was released on 2011-04-17 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
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 Four Year Adjusted Cohort Graduation Rate Calculation Process written by Kansas. State Department of Education and published by . This book was released on 2017 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Completing College written by and published by . This book was released on 2011 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The report examines retention and degree attainment of 210,056 first-time, full-time students at 356 four-year non-profit institutions, using a combination of CIRP (Cooperative Institutional Research Program) Freshman Survey data and student graduation data from the National Student Clearinghouse"--Publisher's web site.
Download or read book Fall Enrollment in Colleges and Universities written by and published by . This book was released on 1982 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Retention and Graduation Rates the Annual Report written by and published by . This book was released on 2003 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book WCPSS High School Graduation Rates written by Roger Regan and published by . This book was released on 2013 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Wake County Public School System (WCPSS) four-year cohort graduation rate declined slightly to 80.6% in 2011-12 from 80.9% in the previous year. Disaggregated graduation rates for most racial and ethnic groups stayed nearly the same or declined slightly in 2011-12, but the rate for African-American students rose from 67.9% to 69.6%. The other bright spot was the continued rise in the rate for economically disadvantaged students (ED), which increased from 63.0% to 65.1%. Four-year cohort graduation rates at the 24 WCPSS high schools ranged from 66.4% to 94.7% in 2011-12. Rates increased at almost half the schools and declined at the others. Seventeen high schools, or 71%, had rates over 80%. In contrast to WCPSS, the four-year graduation rate for the state of North Carolina and six comparison North Carolina public school districts increased in 2011-12. WCPSS's graduation rates for the subgroups of Black/African American, Hispanic/Latino, ED, and students with limited English proficiency (LEP) continue to trail the rates at the state level and other large NC districts.
Download or read book Public High School Four Year On Time Graduation Rates and Event Dropout Rates written by Marie C. Stetser and published by . This book was released on 2014-06-19 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 a 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 the National Center for Education Statistics (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. Tables. This is a print on demand report.
Download or read book NCAA Division I Graduation rates Report written by and published by . This book was released on 1993 with total page 646 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Transformation of Title IX written by R. Shep Melnick and published by Brookings Institution Press. This book was released on 2018-03-06 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.
Download or read book Graduation Rate Report written by Dustin Melton and published by . This book was released on 2004 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presently, state and federal school accountability efforts require greater attention to performance measures, such as the graduation rate, which serve as key indicators of a school's success in educating its student population. AZLEARNS, Arizona's school accountability system, includes a school classification system based on a set of performance measures, including the five year graduation rate. Likewise, under federal No Child Left Behind legislation (NCLB), a four year cohort graduation rate is one criterion used to determine if a school has made Adequate Yearly Progress (AYP). This report includes four and five year graduation rate calculations for the cohort class of 2003. Members of this class entered their ninth grade year in the fall of 1999 and were tracked from the first day of the 1999-2000 school year to the last day of the spring semester in the 2003-2004 school year. For the purposes of this study, students who graduated after their fifth year Spring commencement are not included as graduates. After students entered ninth grade for the first time in the fall of 1999, they were identified as members of the cohort class of 2003. Over the next five years, each public school in Arizona tracked enrollment, transfer and graduation activities of students attending their schools. Four years later, after the Spring commencement in 2003, each school attributed one of the following outcomes to every student who was a member of the cohort class of 2003: graduated, still enrolled, dropped out, status unknown, or GED recipient. Results and analysis of the information collected for this study are presented in tables 1-6. One of the more telling statistics in the current report is the difference between the four and five year graduation rates within certain ethnic groups. As the state has moved to a standards based educational system and away from a "seat time" approach to graduation, five year graduation rates will continue to be used to measure the proportion of students who meet the standards.
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 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 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 Higher Education Opportunity Act written by United States and published by . This book was released on 2008 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Graduation Rates Under No Child Left Behind written by Lisa Leardi and published by . This book was released on 2016 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: The federal role in educational policy has increased and endured. The definitive shift from the government's decentralized role in education to today's ringleader, dictating policy and practice, is a massive change that has taken place in less than a generation's time. To examine educational reform and its current state, one must have a historical understanding and an understanding of policy analysis at the grand level. Large-scale assessments are the keystone of accountability under NCLB, and are a required piece when defining AYP. In contrast, very little attention has been given to NCLB's requirements of high school graduation. The U.S. spends considerably more funds collecting and confirming test data than is used to precisely assess whether students graduate. Researchers claim that commonly cited statistics on high school graduation are completely inaccurate and there has been minimal research conducted on the procedures, consistency and benchmarking of school enrollment and graduation data. In the interest of accountability and accuracy, the understanding and reporting of graduation rates are of particular importance due to changing demographics, federal mandates, preparing students for college and careers and increased political and social pressure to decrease the number of dropouts. Up until NCLB, there was little or no federal overseeing of graduation rate reports for accuracy. NCLB is responsible for the Adjusted Cohort Graduation Rate (ACGR), which is the current metric used for collecting and calculating graduation rates. The ACGR was implemented during the 2011--2012 and has provided three years of national and state graduation data. Studying the graduation rate requires a thorough understanding of a range of data sources, federal and state policies and current practice.
