Social Investment in Educational Testing

Haney, Walter M.; Madaus, George F.; Lyons, Robert E.

doi:10.1007/978-94-011-2196-5_4

Cited by 3 publications

(5 citation statements)

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“…Indeed, a number of independent researchers using CCD data have recently estimated that the high school completion rate in 2000 (or so, depending on the study) was between 65% and 75%—well below the 90% that we might presume from CPS data based on a 10% status drop-out rate in 2000 (Barton, 2002; Greene & Winters, 2006; Haney et al, 2004; Swanson & Chaplin, 2003; Warren, 2005). Several of these researchers have also noted that high school completion rates have remained stable or have even declined in the past three decades.…”

Section: A Tale Of Two Trendsmentioning

confidence: 89%

“…Several of these researchers have also noted that high school completion rates have remained stable or have even declined in the past three decades. Haney and colleagues (2004) used CCD data to compare the number of high school graduates in 1 academic year to the number of eighth graders 4 academic years earlier. They found that high school completion rates were about the same in the 2000–2001 school year (about 75%) as they were in the 1979–1980 school year.…”

Section: A Tale Of Two Trendsmentioning

confidence: 99%

“…A second interpretation of ratios greater than 1.00 for 10th, 11th, and 12th graders in Figure 5 is that CPS respondents misstate the grade in which their children are enrolled 10. CPS respondents may think of their children’s grade as equivalent to the number of years in which they have been enrolled in high school, such that 1st-year high school students tend to be referred to as freshman or 9th graders, 2nd-year students tend to be referred to as sophomores or 10th graders, and so forth.…”

Section: Counting High School Completers In the Cps And Ccdmentioning

confidence: 99%

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Is the Glass Emptying or Filling Up? Reconciling Divergent Trends in High School Completion and Dropout

Warren

Halpern-Manners

2007

Educational Researcher

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Conclusions about levels and trends in high school dropout differ dramatically depending on whether dropout is measured using data from the Current Population Survey (CPS) or from the Common Core of Data (CCD). Using CPS- and CCD-based drop-out measures for 16- to 19-year-olds—which differ solely in their estimates of the number of 16- to 19-year-olds holding high school credentials—the authors show that half of the differences in estimated drop-out rates are due to how private school graduates and GED recipients are counted. The other half is likely attributable to CPS respondents’ misstatements of their children’s high school completion status. The rate at which students complete (or fail to complete) high school is best measured using CCD data.

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Section: A Tale Of Two Trendsmentioning

confidence: 89%

Section: A Tale Of Two Trendsmentioning

confidence: 99%

Section: Counting High School Completers In the Cps And Ccdmentioning

confidence: 99%

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Is the Glass Emptying or Filling Up? Reconciling Divergent Trends in High School Completion and Dropout

Warren

Halpern-Manners

2007

Educational Researcher

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“…A study of national public school enrollment patterns shows that there has been a sharp increase in the number of students enrolled in ninth grade over the last 30 years, indicating that an increasing number of students are being retained – a phenomenon known as the ninth grade bulge ; and the rate at which students disappear between ninth and tenth grade has tripled over the same time period – contributing to the tenth grade dip (Haney et al, 2004). …”

Section: The Face Of Dropout In Americamentioning

confidence: 99%

A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males

Johnson

Simon

Mun

2013

The Journal of Educational Research

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The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation.

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“…Graduation rates calculated from school-specific enrollment reports show that less than three-fourths of U.S. public high school students earn diplomas. Moreover, several authors argue that this share is declining (Haney et al, 2004; Heckman & LaFontaine, 2007; Miao & Haney, 2004; Warren & Halpern-Manners, 2007).…”

Section: Measurement Of High School Graduationmentioning

confidence: 99%

Students Left Behind

Domina

Ghosh-Dastidar²,

Tienda³

2010

Educational Evaluation and Policy Analysis

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The No Child Left Behind Act requires states to publish high school graduation rates for public schools and the U.S. Department of Education is currently considering a mandate to standardize high school graduation rate reporting. However, no consensus exists among researchers or policy-makers about how to measure high school graduation rates. In this paper, we use longitudinal data tracking a cohort of students at 82 Texas public high schools to assess the accuracy and precision of three widely-used high school graduation rate measures: Texas’s official graduation rates, and two competing estimates based on publicly available enrollment data from the Common Core of Data. Our analyses show that these widely-used approaches yield inaccurate and highly imprecise estimates of high school graduation and persistence rates. We propose several guidelines for using existing graduation and persistence rate data and argue that a national effort to track students as they progress through high school is essential to reconcile conflicting estimates.

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Social Investment in Educational Testing

Cited by 3 publications

References 0 publications

Is the Glass Emptying or Filling Up? Reconciling Divergent Trends in High School Completion and Dropout

Is the Glass Emptying or Filling Up? Reconciling Divergent Trends in High School Completion and Dropout

A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males

Students Left Behind

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