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Descriptors:
Dropouts; Dropout Research; Crime; Career Academies; Dropout Prevention; Dropout Rate; High School Students; Costs; Economic Impact; Change Strategies; School Holding Power; Human Capital

Abstract:
This article highlights San Diego's dropout problem and how much it's costing the city and the state. Most San Diegans do not realize the enormous impact high school dropouts on their city. The California Dropout Research Project, located at the University of California at Santa Barbara, has estimated the lifetime cost of one class or cohort of dropouts for the state of California at $24,212,395,755. They also project that this one year's crop of California's dropouts will go on to commit 113,954 violent crimes. The California Dropout Research Project has also made projections for the City of San Diego. For one class of the city's dropouts, they project lifetime costs of $534,020,025. And they project that this one year of dropouts will commit 3,879 violent crimes. For the full high school population, multiply these numbers by four and the cost is over 2 billion dollars and 15,000 violent crimes. The reason that these numbers are shocking is because the dropout issue has been kept under wraps. There is a remedy that over time can reduce high school dropout numbers. Career academies graduate 90 percent of their students, including disadvantaged students. These small schools within high schools use career themes to engage their students in learning. Career academies address the root cause of the dropout issue, and this is necessary to obtain savings and reductions in crime. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Employment Level; Vocational Education; Secondary School Curriculum; Education Work Relationship; Demography; Progress Monitoring; Expectation; Longitudinal Studies; Predictor Variables; Employment Opportunities; Outcomes of Education; Gender Differences; Racial Differences; Labor Market; Vocational Maturity; Data Analysis; Developmental Studies Programs; Statistical Data; High School Graduates

Abstract:
Sparked by the current economic situation in the U.S., policymakers have begun to shift their concern from solely concentrating on the preparation of students for college to preparing them for the workforce as well. Thus, it is time for CTE to understand its impact on students' long-term trajectories. The purpose of this study was to predict employment status in 2006 (using the 1997 National Longitudinal Survey of Youth data set), based on demographic variables, high school curriculum tracks, and employment expectations. Findings indicated that general track graduates were 1.8 times more likely than CTE track graduates to be employed. Implications of this study point to the pressing need for further research on employment outcomes of CTE graduates and the importance of high school students gaining skills for employment. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Indicators; Dropouts; Charter Schools; Educational Attainment; High School Graduates; Graduate Students; Young Adults; High Schools; Elementary Secondary Education; Undergraduate Students; Postsecondary Education; School Statistics; Educational Finance; Outcomes of Education; Enrollment Rate; School Districts; Academic Achievement; Enrollment; Enrollment Trends; Disabilities; Academic Persistence; Federal Legislation; Educational Legislation; Mathematics Instruction; Reading Instruction; Ethnicity; Race; Educational Trends; High School Students; Expenditure per Student; Teacher Salaries; Achievement Gap; National Competency Tests; School Safety; Academic Degrees; Poverty; Compensation (Remuneration); Education Work Relationship; Demography; Educational Environment; Educational Assessment; Student Financial Aid; Preschool Education

Abstract:
To help inform policymakers and the public about the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, "The Condition of Education." This year's report presents 42 indicators of important developments and trends in U.S. education. These indicators focus on population characteristics, participation in education, elementary and secondary education, and postsecondary education. As this year's "Condition" shows, in 2012, about 90 percent of young adults ages 25 to 29 had a high school diploma, or its equivalent, and 33 percent had a bachelor's degree or higher. As in previous years, annual median earnings in 2011 were higher for those with higher levels of education--for example, 25- to 34-year-olds with a college degree earned over twice as much as high school dropouts. In 2011, almost two-thirds of 3- to 5-year-olds were enrolled in preschool, and nearly 60 percent of these children were in full-day programs. At the elementary and secondary level, there were about 50 million public school students in 2011, a number that is expected to grow to 53 million in the next decade. Of these students, nearly 2 million attended charter schools. Postsecondary enrollment in 2011 was at 21 million students, including 18 million undergraduate and 3 million graduate students. NCES's newest data on elementary and secondary schools show that about one in five public schools was considered high poverty in 2011--meaning that 75 percent or more of their enrolled students qualified for free or reduced-price lunch--up from about to one in eight in 2000. In school year 2009-10, some 3.1 million public high school students, or 78.2 percent, graduated on time with a regular diploma. And, in 2011, about 68 percent of recent high school completers were enrolled in college the following fall. Meanwhile, the status dropout rate, or the percentage of 16- to 24-year-olds who are not enrolled in school and do not have a high school diploma or its equivalent, declined from 12 percent in 1990 to 7 percent in 2011. At 4-year colleges in 2011, nearly 90 percent of full-time students at public and private nonprofit institutions were under the age of 25. However, only about 29 percent of full-time students at private for-profit colleges were, while 39 percent were between the ages of 25 to 34 and another 32 percent were 35 and older. About 56 percent of male students and 61 percent of female students who began their bachelor's degree in the fall of 2005, and did not transfer, had completed their degree by 2011. In that year, there were 1.7 million bachelor's degrees and over 700,000 master's degrees awarded. "The Condition of Education 2013" includes the latest data available on these and more key indicators. As new data are released, the indicators will be updated and made available. Along with these indicators, NCES produces a wide range of reports and data to help inform policymakers and the American public about trends and conditions in U.S. education. A glossary is included. (Contains 148 tables, 6 tables, and 1 footnote.) [For "The Condition of Education 2012. NCES 2012-045," see ED532315.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Repetition; School Holding Power; Evidence; Testing; Elementary School Students; Standardized Tests; Urban Youth; Grouping (Instructional Purposes); School Districts; Comparative Analysis; Academic Achievement; Sampling; Evaluation; Academic Failure; Urban Schools; Achievement Gap; Grade 2; Grade 3; Grade 4; Outcomes of Education; Predictor Variables; Reading Achievement; Regression (Statistics); Prediction; Effect Size; Mathematics Achievement; Statistical Significance

Abstract:
This study contributes a novel perspective on grade retention by empirically examining how classroom composition relates to the standardized-testing performance of grade-retained students in their post-retained years. This evaluation employed a sample of entire cohorts of urban elementary school children in the Philadelphia School District over 6 years of observations. For the approximate 21% of students retained in the sample, the results demonstrate that as retained students are placed in classrooms with higher average and greater standard deviation in peer ability, they tend to achieve lower testing outcomes in their post-retention years compared to their continuously promoted counterparts. Further investigation also shows that these relationships are not solely driven by having low levels of achievement. Implications are discussed. (Contains 6 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Intervention; Academic Achievement; Reading Instruction; Higher Education; Outcomes of Education; Scores; Enrollment; Success; High School Graduates; Graduation; Learner Engagement; Partnerships in Education; Cooperation; Dropouts; Dropout Rate; Graduation Rate; Case Studies; Program Implementation; Best Practices; Educational Indicators; Accountability; School Holding Power; Mathematics Instruction

Abstract:
Over the past decade, schools, districts, and states have become increasingly savvy with data collection and analysis to drive student outcomes. The development and use of Early Warning Indicator and Intervention Systems (EWS) are at the cutting edge of the data- driven, outcomes-focused, high-impact education movement. These systems can increase educators' effectiveness by helping them use data to identify those students who are on track to graduate, and those who are falling behind, far enough in advance to provide appropriate interventions. This report represents the first national assessment of EWS at the district, state, and national levels. It shares evidence from the latest research and best practices from the field so that parents, educators, administrators, business leaders, and legislators can be better equipped to keep children on track to graduate high school, prepared for college and career success. Appended are: (1) The Civic Marshall to Build a Grad Nation; and (2) Additional Resources on Data Usage and Early Warning Indicator and Intervention Systems. A bibliography is included. (Contains 78 endnotes.) [Funding for this paper was provided by AT&T.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Graduates; Educational Change; Politics of Education; Graduation; High School Seniors; High School Students; High School Graduates; High Schools; Graduation Rate; Dropouts; Dropout Rate; Dropout Prevention; At Risk Students; Academic Achievement

Abstract:
If the U.S. is to increase the number of college graduates and boost our national competitiveness, we must redouble our efforts to ensure all students graduate from high school prepared for postsecondary learning and careers. This means creating comprehensive education systems that provide learning options that enable a range of pathways to graduation, including a diverse portfolio of schools with programs that engage youth at risk of disengaging from or dropping out of school. This event discussed what a responsive system for all youth looks like based upon the current reform efforts in Massachusetts and New York City. Panelists addressed how federal, state and local policies can support efforts to create the variety of options necessary prepare diverse learners for success. Presenters included: Kathryn Young, Director of National Education Policy, Jobs for the Future; Marissa Cole, Deputy Chief of Staff, Massachusetts Executive Office of Education; and Vanda Belusic-Vollor, Executive Director, New York City Department of Education, Office of Postsecondary Readiness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Dropout Research; Dropout Rate; Dropouts; College Students; Research Reports; Educational Strategies; Educational Research; Influences; Dropout Prevention; Academic Persistence; School Holding Power; Web Based Instruction; Online Courses

Abstract:
Although online learning is expanding in availability and popularity, the high dropout rates remain a challenging problem. In this paper, we reviewed the existing empirical studies on online course dropouts in post-secondary education that were published during the last 10 years. We identified 69 factors that influence students' decisions to dropout and classified them into three main categories: (a) "Student" factors, (b) "Course/Program" factors, and (c) "Environmental" factors. We then examined the strategies proposed to overcome these dropout factors: (a) understanding each student's challenges and potential, (b) providing quality course activities and well-structured supports, and (c) handling environmental issues and emotional challenges. Finally, we discussed issues regarding dropout factors and strategies for addressing these factors and offered recommendations for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Postsecondary Education; Academic Persistence; Remedial Instruction; Developmental Studies Programs; Educational Attainment; School Holding Power; Time to Degree; Comparative Analysis; Dropout Rate; Dropouts; Outcomes of Education; Student Evaluation; Dual Enrollment; Integrated Curriculum; Acceleration (Education); Student Improvement; Colleges

Abstract:
Recently the state of Missouri, through the Missouri Department of Higher Education, has started to work toward the goal of having 60 percent of state residents hold some type of postsecondary credential. This goal aligns with similar initiatives in other states as well as President Obama's objective for the nation. In order to reach this ambitious target, improvements in postsecondary education will need to be made in a number of areas. One such area is remedial education. Remedial education (sometimes also described as developmental education) refers to courses taught within postsecondary education that cover content below the college level. Students who require remediation upon entering postsecondary institutions may face adverse consequences. First, these students may be less likely to complete their course of study and more likely to stop out or drop out. Second, it may take these students longer, both in terms of the number of courses taken and number of years enrolled, to complete their studies. It is therefore in the best interests of Missouri that it address and improve remedial education at the postsecondary level. To this end, this report examines remedial education from several angles. It first investigates the extent of remedial coursetaking in postsecondary education both nationally and in Missouri. It then explores remedial students' persistence and attainment compared with the persistence and attainment of nonremedial students. The report concludes by describing the various approaches to remedial education that have been adopted throughout the country. A table, Research Evaluations of Remedial Education Interventions, is appended. (Contains 7 figures, 1 table, and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Adolescents; Parents; Expectation; Outcomes of Education; Longitudinal Studies; Personal Autonomy; Predictor Variables; Symptoms (Individual Disorders); Graduation; High School Graduates; Postsecondary Education; College Graduates; Educational Attainment; Employment Level; Family Income; Gender Differences; Ethnicity; Place of Residence

Abstract:
A secondary analysis was conducted of the National Longitudinal Transition Study-2 to examine (a) main effects of parents' school and postschool outcome expectations on the actual outcomes achieved, (b) demographic moderators, and (c) adolescent autonomy as a mediator of parent expectations and outcomes. Parent expectations were found to significantly predict study outcomes. Moderator analysis indicated that disability type moderated the relationship between parent expectations and outcomes. Meditational analyses indicated that autonomy did not mediate the relationship between parent expectations and study outcomes. However, parent expectations significantly predicted levels of autonomy, and autonomy predicted a number of postschool outcomes. Together, these findings suggest a need for interventions that support and foster positive parent expectations and parental supports to promote autonomy development. Additional research is needed on the mechanisms by which parent expectations and autonomy affect the outcomes of adolescents with disabilities. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Program Improvement; Youth; Youth Employment; Employment; Educational Change; Career Education; School Culture; Case Studies; Accountability; At Risk Students; Learner Engagement; Data Collection; Postsecondary Education; Outcomes of Education; Educational Attainment; Adolescents; Young Adults; Dropouts; Dropout Rate; High Schools; Secondary School Students; Intervention; Dropout Prevention

Abstract:
This publication is a series of in-depth case studies to examine how three programs which serve a disconnected youth population are utilizing data as a tool for continuous program improvement and ongoing accountability. The report features the following programs: (1) Roca, an organization in Massachusetts which engages the highest-risk youth in Chelsea, East Boston, Revere, and Springfield through transformational relationships (intensive relationship building) and moving them into educational, employment, and life skills programming; (2) Our Piece of the Pie, a youth development agency operating in Hartford, Connecticut offering a relationship-centered approach to help young people access and attain a mix of the educational, employment, and personal skills that contribute to their success; and (3) Diploma Plus, a national network of public schools which engages students through performance-based system that includes competency-based assessment, supportive school culture, and a future focus on postsecondary/career education. "Beyond the Numbers" investigates three programs with a proven record of success with the disconnected youth population and catalogues their elements of success in data collection and use to effectively engage this population. The report distills the key lessons learned both for practitioners and policymakers aiming to improve outcomes for the disconnected youth population and raises important policy questions concerning financing, data sharing, and the standardization of outcomes. (Contains 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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