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Pub Date: |
2013-01-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Dropouts; Evidence; High School Graduates; Graduation; High Schools; Graduation Rate; Social Indicators; Racial Differences; Gender Differences; Educational Trends; Trend Analysis; Income; African American Students; Hispanic American Students; Models; Salary Wage Differentials; Compensation (Remuneration); High School Equivalency Programs
Abstract:
I survey the evidence on patterns in U.S. high school graduation rates over the period 1970-2010 and report the results of new research conducted to fill in holes in the evidence. I begin by pointing out the strengths and limitations of existing data sources. I then describe six striking patterns in graduation rates. They include stagnation over the last three decades of the twentieth century, significant race-, income-, and gender-based gaps, and significant increases in graduation rates over the first decade of the twenty-first century, especially among blacks and Hispanics. I then describe the models economists use to explain the decisions of individuals to invest in schooling, and examine the extent to which the parameters of the models explain recent patterns in graduation rates. I find that increases in the nonmonetary costs of completing high school and the increasing availability of the GED credential help to explain stagnation in the face of substantial gaps between the wages of high school graduates and school dropouts. I point out that there are several hypotheses, but to date, very little evidence to explain the increases in high school graduation rates over the first decade of the twenty-first century. I conclude by reviewing the evidence on effective strategies to increase high school graduation rates, and explaining why the causal evidence is quite modest.
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Secondary Education; Credentials; Educational Attainment; Predictor Variables; Disabilities; Older Adults; High School Equivalency Programs; Comparative Analysis; High School Graduates; Health; Quality of Life; Daily Living Skills; Educational Status Comparison
Abstract:
Purpose: Educational attainment is a robust predictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substantially lower disability than individuals who did not complete HS. General Educational Development (GED) diplomas now comprise almost 20% of new HS credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplomas extend to GED credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. Methods: We compared odds of incident IADL limitations by HS credential type using discrete-time survival models among 9,426 Health and Retirement Study participants followed from 1998 through 2008. Results: HS degree holders had lower odds of incident IADLs than GED holders (OR = 0.72, 95% CI = 0.58, 0.90 and OR = 0.69, 95% CI = 0.56, 0.86 for ADLs and IADLs, respectively). There was no significant difference in odds of incident IADL limitations between GED holders and respondents without HS credentials (OR = 0.89, 95% CI = 0.71, 1.11 for ADLs; OR = 0.88, 95% CI = 0.70, 1.12 for IADLs).Implications: Although GEDs are widely accepted as equivalent to high school diplomas, they are not associated with comparable health advantages for physical limitations in older age.
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
At Risk Students; Nontraditional Education; Educational Opportunities; Developmental Studies Programs; State Policy; State Programs; Success; Educational Quality; Accountability; High School Equivalency Programs; Educational Needs; Special Needs Students
Abstract:
Colorado's traditional public school system cannot meet the needs of many students with unique, and often challenging, life circumstances. For many of these students, alternative education campuses (AECs) are a valuable way to earn a high school diploma and acquire the skills and knowledge they need to succeed in postsecondary education or the workforce. Colorado has made strides in improving the quality of AECs across the state in recent years, but much work remains to be done to ensure that all alternative education programs are of high quality. The state must ensure educational programs and pathways support students both socio-emotionally and academically by putting its best teachers and leaders in front of the most at-risk students, providing the wrap around supports necessary to ensure a rich academic environment and thoughtful pathways that better align student's needs and the programs directly correlated to their success. All Colorado kids deserve an education that prepares them to pursue college, careers and happiness. It is the state's job to ensure that happens by providing high quality educational options that meet the needs of every child. (Contains 22 footnotes.)
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Sibling Relationship; Social Class; Educational Experience; Adults; Females; Siblings; Dropouts; Personal Narratives; Poetry; Racial Factors; Adult Basic Education; High School Equivalency Programs
Abstract:
The purpose of this study was to explore the educational experiences of two adult female siblings who are both school leavers. Through the use of thematic narrative analysis, sibling narratives and poetic re-presentations, their stories were developed. These stories represent the participants' experiences of prior schooling and their current commitments to education. While each story conveyed a profound similarity in terms of prior schooling, contrasting narratives were illustrated through description of transitional moments and sibling relationship. The analysis also explored the intersections of race, gender, and social class within educative moments of the life experiences of the participants.
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Pub Date: |
2012-02-08 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Presidents; Compulsory Education; Age; Attendance; Compliance (Legal); School Attendance Legislation; Dropout Rate; Dropouts; Goal Orientation; Educational Attainment; Secondary Education; Educational Certificates; High School Equivalency Programs; Academic Achievement; Systems Approach; Learner Engagement; Student Motivation
Abstract:
President Barack Obama's call for every state to require school attendance until age 18 may spark a flurry of action in some statehouses, but changing attendance laws will do little by itself to drive down the nation's dropout rates, experts on the issue say. In his State of the Union address last month, President Obama said states should require that "all students stay in high school until they graduate or turn 18," and said that when students aren't allowed to drop out, "they do better." Twenty-one states and the District of Columbia already require students to remain enrolled until they are 18 years old, while 11 others require attendance until age 17, according to the Denver-based Education Commission of the States. The other 18 states still use the traditional age of 16 as their attendance requirement, though lawmakers in several of those states have tried unsuccessfully in recent years to raise it. While bumping up the compulsory-attendance age in state laws sends a strong message to students and parents about the obligation to remain in school, experts and educators alike say that states and districts won't make much of a dent in their dropout problem without comprehensive strategies for making school engaging and relevant and for spotting and addressing early signs of dropping out. Whether President Obama's exhortation to states will gain any traction remains to be seen. Setting school attendance requirements has traditionally been the purview of states and local districts, and many efforts have run into fierce opposition to budging from an attendance age of 16. A major reason is cost and issues around local control of schools.
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