Graduating students who are college and career ready is a national priority. The U.S. Department of Education included high school dropout rates as an eligibility criterion for the School Improvement Grants, and earlier this year, provided $46,610,682 in funds for high school improvement through the High School Graduation Initiative.
In our most recent posts, we have examined indicators that can identify students with disabilities who are at risk of dropout. In order to increase the graduation rate of students with disabilities, the National High School Center suggests the following recommendations:
In our previous post, we noted that the Consortium on Chicago School Research (CCSR) identified four predictors of risk for dropout during ninth grade: course grades, course failures, absences, and “on-track” status. This post explains how these indicators apply to students with disabilities.
Graduation rates for students with disabilities fall significantly below the national graduation rate for all students. In 2005–06, 57 percent of students with disabilities earned a regular school diploma.
A recent IES-funded study explored high school students’ academic progress at the end of ninth grade in five Texas school districts as an indicator of whether they would graduate from high school. In the report, Applying an On Track Indicator for High School Graduation: Adapting the Consortium on Chicago School Research Indicator for Five Texas Districts, researchers examined 12,662 students and used one of the Chicago Consortium on School Research’s (CCSR)
The National Center for Education Statistics (NCES) released a report that looks at high school dropout and completion rates from 1972-2008. The report, Trends in High School Dropout and Completion Rates in the United States: 1972–2008, includes discussions of many rates used to study how students complete or fail to complete high school.
This blog is a review of the High School Graduation Initiative (HSGI) grants that have been awarded to a wide range of applicants. Application summaries are now available on the Department of Education’s Web site.
In addition to initiating and expanding programs to prevent dropout, several HSGI awardees have also made plans to help dropouts re-enroll and recover credits to get back on track to graduate.
Often, when we hear “Early Warning Systems,” we think of Chicago, Baltimore, and Philadelphia—large, urban school districts where these systems have been in place for many years. But Early Warning Systems (EWS) are swiftly becoming the norm in school districts across the country.
The Obama administration has placed a high priority on increasing high school graduation rates, creating new programs, such as the High School Graduation Initiative, to support states, districts, and schools graduate students college and career ready. Research suggests that key strategies for keeping students in high school involves challenging them with rigorous content, engaging them in real-world learning experiences, and providing them significant, tailored supports.
Policymakers and educators at the state, district, and building levels are looking to research and evaluation studies to guide policy and practice decisions. Increasingly, applications for federal and state funding require use of “evidence based” or “research supported” strategies, programs, and reform activities.