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High school dropout, graduation, and completion rates : better data, better measures, better decisions
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? This book 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.--Publisher's description.
Book
Dropping out
The vast majority of kids in the developed world finish high school—but not in the United States. More than a million kids drop out every year, around 7,000 a day, and the numbers are rising. Dropping Out offers a comprehensive overview by one of the country's leading experts, and provides answers to fundamental questions: Who drops out, and why? What happens to them when they do? How can we prevent at-risk kids from short-circuiting their futures?
Students start disengaging long before they get to high school, and the consequences are severe—not just for individuals but for the larger society and economy. Dropouts never catch up with high school graduates on any measure. They are less likely to find work at all, and more likely to live in poverty, commit crimes, and suffer health problems. Even life expectancy for dropouts is shorter by seven years than for those who earn a diploma.
Russell Rumberger advocates targeting the most vulnerable students as far back as the early elementary grades. And he levels sharp criticism at the conventional definition of success as readiness for college. He argues that high schools must offer all students what they need to succeed in the workplace and independent adult life. A more flexible and practical definition of achievement—one in which a high school education does not simply qualify you for more school—can make school make sense to young people. And maybe keep them there.
eBook
Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout
The authors' purpose was to test a parsimonious model derived from social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett,
1994
) and expectancy value theory (J. S. Eccles & A. Wigfield,
2002
) that integrates groups of variables (demographic background, student behaviors, and school-related beliefs) with the goal of predicting high school dropout in a nationally representative sample of 15,753 high school students. Structural equation modeling was used to test the effect of the various predictors on students' dropout status 2 years later. The model fit the data very well, and the results indicated that socioeconomic status, academic performance, parental involvement, and absenteeism were most predictive of high school dropout. In contrast, social cognitive constructs (self-efficacy and subjective task value) added little explanatory power. Implications for high school dropout prevention programs are discussed.
Journal Article
High School Dropout, Graduation, and Completion Rates
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.
eBook
Drug use and delinquency
Gasper examines whether drug use and delinquency contribute to early school leaving and whether the effects differ for poor and middle-class youth. Results suggest that drug use and delinquency add little to explanations of dropout. Rather, drug use, delinquency, and dropout are driven by a process of precocious development rooted in early school failure. Driven by a fundamental dissatisfaction with school, precocious teens are more likely to use drugs, take on a job outside of school, and leave school without a diploma in an effort to gain independence. Dropout prevention should start in middle or elementary school and attempt to interrupt the developmental cycle of failure and problem behavior that culminates in dropout.
eBook
Latino high school graduation : defying the odds
This book describes how \"at-risk\" Hispanic youth defy the odds and stay in school to earn a high school diploma. Information about success is needed because Hispanic youth drop out at about twice the rate of non-Hispanic Whites. The discussion is based on the results of a 4-year longitudinal study of 100 Hispanic youth labeled at-risk by their school districts. These students and their families were first interviewed when they were 15 years old, and they were followed for 4 years. Qualitative information comes from open-ended interviews; quantitative data are from various school sources. The seven chapters at the core of the book focus on the following key factors: (1) tracking of students; (2) grade retention and high standards; (3) gang involvement; (4) teen motherhood; (5) special needs of immigrants; (6) high school equivalency programs; and (7) educational administration and policies. Obstacles to school completion and successful strategies used by students and their families to encourage school completion are described. Recommendations are made for changes in the public schools to enhance Hispanic students' graduation rates. Eight appendixes contain parent and student questionnaires and interview forms used in the study. (Contains 1 figure and 10 tables.) (SLD)
eBook
Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates: A Systematic Review of the Literature
The purpose of this literature review is to systematically examine policy and practice intervention research and assess the impact of those interventions on high school dropout and school completion rates. This systematic review extends the literature by (a) describing both policy and practice interventions, (b) synthesizing findings from experimental or quasi-experimental research, and (c) examining the common elements of effective interventions. Specifically, this review addresses two main questions. First, what are the characteristics of the empirical literature examining high school dropout or school completion interventions? Second, what are the common elements of effective policy or practice interventions for reducing high school dropout rates or increasing school completion rates? Findings indicate that despite research highlighting the need to address multiple risk factors and the need for early intervention, the bulk of current empirical research is focused on single-component, individual, or small group interventions delivered at the high school level. Further research is needed to provide guidance to schools regarding the integration of dropout efforts with other school initiatives. Multitiered frameworks of support are suggested as a structure for accomplishing this effectively and efficiently.
Journal Article
Stressors and Turning Points in High School and Dropout: A Stress Process, Life Course Framework
High school dropout is commonly seen as the result of a long-term process of failure and disengagement. As useful as it is, this view has obscured the heterogeneity of pathways leading to dropout. Research suggests, for instance, that some students leave school not as a result of protracted difficulties but in response to situations that emerge late in their schooling careers, such as health problems or severe peer victimization. Conversely, others with a history of early difficulties persevere when their circumstances improve during high school. Thus, an adequate understanding of why and when students drop out requires a consideration of both long-term vulnerabilities and proximal disruptive events and contingencies. The goal of this review is to integrate long-term and immediate determinants of dropout by proposing a stress process, life course model of dropout. This model is also helpful for understanding how the determinants of dropout vary across socioeconomic conditions and geographical and historical contexts.
Journal Article
A Systematic Review of the Relationship between High School Dropout and Substance Use
A systematic review of peer-reviewed, empirical literature published between 1990 and 2006 was undertaken to determine whether existing research could provide evidence, and a deeper understanding of the relationship between dropping out of high school and the use of substances such as tobacco, alcohol, cannabis/marijuana and other illicit drugs. Forty-six articles were reviewed. The review describes the heterogeneity of theoretical frameworks employed, as well as the limited ability of any one to adequately explain the relationship between high school dropout and substance use. A refinement of the many confounding and mediating variables into coherent conceptual categories would aid more robust theory building and theory integration. In spite of differences in dropout definitions and diverse measures of substance use across studies, the main findings point to a largely consistent relationship between dropping out of high school and substance use. However, socially disadvantaged and poor persons, dropouts, and drug users are over-represented in some of the loss to follow-up groups in longitudinal studies surveyed. More rigorous mechanisms to retain participants in longitudinal studies should be employed. Suggestions for future research include comparisons between urban and rural populations, employing qualitative research methods, and research in developing countries, which have the least favourable school outcomes and a dearth of research on high school dropout.
Journal Article
Sustaining educational and economic momentum in Africa
The conference brought together 44 African ministers of finance and of education from 28 African countries for a structured dialogue on sustaining Africa's economic and educational progress in the current context of a global economic slowdown. African countries have achieved laudable progress during the last decade towards the Education for All (EFA) goals for 2015 that were agreed in Dakar in 2000, particularly with regard to Universal Primary Education (UPE). This progress reflects the combined impact of several factors, notably courageous education reforms, substantially increased public financing of education made possible largely by sustained economic growth and increased political priority for education-and greater inflows of external aid for education. The momentum may be jeopardized, however, by the current worldwide economic downturn. Tightening domestic budgets and external aid could increase the difficulty of sustaining policy reform and strategic investments, thereby putting at risk the hard won gains of the last ten years. They could also undermine Africa's efforts to develop post basic education and training and delay achievement of key goals of the African Union's Second Decade for Education in Africa. The result would be to frustrate the aspirations of the increasing numbers of African youth who seek to go beyond primary education and to deny their prospective employers the skilled workforce that could help boost business competitiveness and economic growth. The emerging global economic circumstances provided a key rationale for the Conference. Its purpose was to stimulate dialogue among senior policy makers on policy options to achieve a mutually reinforcing relation between education and the economy.
eBook