Public High School Dropouts and Completers From the Common Core of Data: School Years 1998-99 and 1999-2000

Young, Beth

doi:10.1037/e492172006-009

Cited by 4 publications

(6 citation statements)

References 1 publication

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“…Due to these procedures for weighting and sample exclusion, the NCES and ACR estimates reported in this study may not agree with values published elsewhere using similar methods(Young 2002;Greene 2002b). -18…”

contrasting

confidence: 78%

“…First, this approach adheres to the definition of high school graduation stipulated in NCLB. Second, only a small percentage of high school completers nationwide (1.5%) were awarded a non-diploma credential in 1999-2000 and this rate never reaches 10 percent for any individual state (Young 2002).…”

Section: Methodsmentioning

confidence: 99%

“…In addition to its data collection efforts, NCES publishes widely-cited reports of dropout and completion rates for the nation as a whole and for states and has also sponsored technical studies examining the methodological issues involved in developing statistically valid estimates for these rates (see Winglee & al. 2000;Young 2002;Bose & Hoffman 1997).…”

Section: 2mentioning

confidence: 99%

“…We would anticipate this bias to be particularly severe for data generated in the context of high-stakes 11 The Common Core of Data is the most comprehensive national source for dropout information currently available. Even so, for the 1999-2000 school year CCD reports dropout rates for only the 36 states (plus District of Columbia) that collect dropout data using the standard definition recommended by NCES (Young, 2002). The implications of this extensive amount of missing information are discussed in detail below.…”

Section: 2mentioning

confidence: 99%

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Keeping Count and Losing Count: Calculating Graduation Rates for All Students under NCLB Accountability

Swanson¹

2003

PsycEXTRA Dataset

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contrasting

confidence: 78%

Section: Methodsmentioning

confidence: 99%

Section: 2mentioning

confidence: 99%

Section: 2mentioning

confidence: 99%

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Keeping Count and Losing Count: Calculating Graduation Rates for All Students under NCLB Accountability

Swanson¹

2003

PsycEXTRA Dataset

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“…Moreover, in a country like the United States where education decision-making is largely based at the local level, school districts around the nation do not follow a standardized data collection and reporting procedure. For example, the National Center for Educational Statistics (NCES) has a definition for high school completion-a concept close but not equivalent to high school graduation defined by NCLB-for the Common Core of Data survey; however, not all states conform to this approach (Kaufman, Alt & Chapman, 2001;Winglee, Marker, Henderson, Young & Hoffman, 2000;Young & Hoffman, 2002). The No Child Left Behind Act undoubtedly revives public attention to the high school graduation rate, but it may not bring the country much closer to a standardized reporting approach because of its substantial regulatory flexibility.…”

Section: Challenge For Measurementmentioning

confidence: 99%

High School Graduation Rates:Alternative Methods and Implications

Miao

Haney

2004

EPAA

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The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews literature on and practices in reporting high school graduation rates, compares graduation rate estimates yielded from alternative methods, and estimates discrepancies between alternative results at national, state, and state ethnic group levels. Despite the graduation rate method used, results indicate that high school graduation rates in the U.S. have been declining in recent years and that graduation rates for black and Hispanic students lag substantially behind those of white students. As to graduation rate method preferred, this study found no evidence that the conceptually more complex methods yield more accurate or valid graduation rate estimates than the simpler methods.

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State-level high school completion rates: Concepts, measures, and trends.

Warren

2005

EPAA

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Since the mid 1970s the national rate at which incoming 9th graders have completed high school has fallen slowly but steadily; this is also true in 41 states. In 2002, about three in every four students who might have completed high school actually did so; in some states this figure is substantially lower. In this paper I review state-level measures of high school completion rates and describe and validate a new measure that reports these rates for 1975 through 2002. Existing measures based on the Current Population Survey are conceptually imperfect and statistically unreliable. Measures based on Common Core Data (CCD) dropout information are unavailable for many states and have different conceptual weaknesses. Existing measures based on CCD enrollment and completion data are systematically biased by migration, changes in cohort size, and/or grade retention. The new CCD-based measure described here is considerably less biased, performs differently in empirical analyses, and gives a different picture of the dropout situation across states and over time.

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Public High School Dropouts and Completers From the Common Core of Data: School Years 1998-99 and 1999-2000

Cited by 4 publications

References 1 publication

Keeping Count and Losing Count: Calculating Graduation Rates for All Students under NCLB Accountability

Keeping Count and Losing Count: Calculating Graduation Rates for All Students under NCLB Accountability

High School Graduation Rates:Alternative Methods and Implications

State-level high school completion rates: Concepts, measures, and trends.

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