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Descriptors:
Elementary Secondary Education; Suspension; Expulsion; Educational Indicators; Predictor Variables; Dropouts; Potential Dropouts; African American Students; Disproportionate Representation; Race; Special Education; School Districts; Discipline Policy; Supervision

Abstract:
Well over three million children, K-12, are estimated to have lost instructional "seat time" in 2009-2010 because they were suspended from school, often with no guarantee of adult supervision outside the school. That's about the number of children it would take to fill every seat in every major league baseball park and every NFL stadium in America, "combined". Besides the obvious loss of time in the classroom, suspensions matter because they are among the leading indicators of whether a child will drop out of school, and because out-of-school suspension increases a child's risk for future incarceration. Given these increased risks, what we don't know about the use of suspensions may be putting our children's futures (and our economy) in jeopardy. This national report, based on suspensions of students in K-12 in 2009-2010, represents the first major effort to fill the knowledge gap around school discipline as it stands in thousands of districts in nearly every state. Based on data released in March 2012 by the U.S. Department of Education, the authors analyze the risk of out-of-school suspension for every racial/ethnic group, as well as for students with and without disabilities. The report begins by providing national- and state-level estimates, but perhaps the most valuable information presented is the detailed analysis of nearly 7,000 school districts from every state in the nation. In this national database, using the companion spreadsheets, readers will easily locate the highest suspending school districts for each racial group, and for students with and without disabilities. This report demonstrates that, in most districts, the highest risk for suspension is revealed when the data are disaggregated by race and combined with gender and/or disability status. Appended are: (1) Data Omissions; and (2) Methods and Treatment of Errors. (Contains 11 tables, 10 figures and 32 footnotes.) [For "Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School. Executive Summary," see ED534184.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Education; Preservice Teacher Education; Teacher Education Programs; Physical Education Teachers; Mentors; Educational Innovation; Student Teacher Attitudes; Cohort Analysis; Individual Differences; Program Attitudes; Participant Satisfaction; Potential Dropouts; Academic Persistence; Interviews; Peer Groups; Student Surveys; Profiles; Performance Factors; Cognitive Structures

Abstract:
This article examines responses of 13 preservice students to a mentoring program during their junior year. Throughout the first two terms of a five semester teacher education program, senior physical education specialists agreed to mentor them (in pairs or trios) relative to their development. This qualitative analysis included collection of demographic profiles, interviews, and open-ended surveys. Results showed that juniors' varying responses to partners, challenges of the program, and levels of commitment foreshadowed their separation into two groups: Completers (N = 9) and Leavers (N = 4). Whereas Completers viewed mentors as guides and developers, Leavers perceived them as helpers or aides. When program challenges emerged, Completers took responsibility to solve problems but Leavers blamed mentors or expected them to resolve them. Completers identified multiple benefits from mentors (including professional development in general and as physical educators specifically) but Leavers only mentioned appreciating mentors for the help they received for better grades. 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:
Public School Teachers; Teacher Persistence; Faculty Mobility; Public Policy; Performance Factors; Predictor Variables; Teacher Characteristics; Investigations; Data Analysis; State Surveys; Case Records; Dropout Characteristics; Potential Dropouts; Individual Characteristics; Institutional Characteristics; Accountability; Statistical Analysis; Educational Policy

Abstract:
Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts' yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed. (Contains 1 figure, 4 tables, 1 footnote.) 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:
Academic Achievement; Grade Point Average; Enrollment; Behavior Problems; Public Schools; Student Behavior; Graduation; High Schools; Urban Education; Urban Schools; Partnerships in Education; Educational Indicators; Academic Failure; Attendance Patterns; Potential Dropouts; Dropouts; Models; Student Characteristics; Prediction; Predictor Variables; Intervention; Educational Research; Middle Schools

Abstract:
This study of high school outcomes in the Baltimore City Public Schools builds on substantial prior research on the early warning indicators of dropping out. It sought to investigate whether the same variables that predicted a non-graduation outcome in other urban districts--attendance, behavior problems, and course failure--were also significant predictors of non-graduation in Baltimore. The study specifically probed the relationship between eighth- and ninth-grade early warning indicators as predictors of graduation outcomes, as well as the relationship between ninth-grade indicators and college enrollment outcomes. The results are divided into three parts. Parts I and II present descriptive analyses of the data, including frequencies, cross-tabulations, means, and other descriptive summaries that show the relationship between various student behaviors/early warning indicators (such as absenteeism, GPA, or course failures) and high school graduation and college enrollment outcomes. Part III then reports the results of multi-level modeling analyses of the data, wherein the relative impact of eighth- and ninth-grade early warning indicators on high school graduation and college enrollment outcomes are presented. Appended are: (1) Data Definitions and Missing Data; and (2) Technical Results. (Contains 12 figures, 7 tables, and 51 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:
High Schools; Graduation Rate; Dropouts; Dropout Prevention; Elementary Schools; Middle Schools; School Effectiveness; Reading Achievement; Attendance; Educational Improvement; Dropout Programs; College Readiness; Careers; Readiness; Educational Policy; Public Policy; Potential Dropouts; Transitional Programs; Compulsory Education; Mentors; Federal Programs; Accountability

Abstract:
This 2012 report shows that high school graduation rates continue to improve nationally and across many states and school districts, with 12 states accounting for the majority of new graduates over the last decade. Tennessee and New York continue to lead the nation with double-digit gains in high school graduation rates over the same period. The number of "dropout factory" high schools--and the number of students attending them--has also declined significantly over the last decade, particularly within suburbs and towns and in the South, and at a more accelerated rate within cities in recent years. Other progress on the "Civic Marshall Plan" to build a Grad Nation, including progress in meeting the goal of a 90 percent high school graduation rate for the Class of 2020, gives hope that these positive trends can continue. One state has now met the national high school graduation rate goal and another state has nearly done so; improvements are being made against the early benchmarks of the plan; and a significant number of institutions with reach into schools and communities are aligning their efforts with the Civic Marshall Plan's benchmarks. Although some states and school districts show that the dropout crisis can be solved, other states and districts are lagging, with 10 states having lower high school graduation rates recently compared to earlier in the decade. The pace across the country must be accelerated more than three-fold to meet the national goal of a 90 percent high school graduation rate by the Class of 2020. The strong relationship between education and the economy frames this year's report to reinforce what is at stake in strengthening this nation and preserving access to the American Dream for generations to come. (Contains 27 endnotes.) [For the full report, "Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic. Annual Update, 2012," see ED530320.] 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:
High Schools; Graduation Rate; Dropouts; Dropout Prevention; Elementary Schools; Middle Schools; School Effectiveness; Reading Achievement; Attendance; Educational Improvement; Dropout Programs; College Readiness; Careers; Readiness; Educational Policy; Public Policy; Potential Dropouts; Transitional Programs; Compulsory Education; Mentors; Federal Programs; Accountability

Abstract:
In 2010, the authors shared a Civic Marshall Plan to create a Grad Nation. Through that first report and subsequent update, they saw hopeful signs of progress in boosting high school graduation rates in communities across the country. This 2012 report shows that high school graduation rates continue to improve nationally and across many states and school districts, with 12 states accounting for the majority of new graduates over the last decade. Tennessee and New York continue to lead the nation with double-digit gains in high school graduation rates over the same period. The number of "dropout factory" high schools--and the number of students attending them--has also declined significantly over the last decade, particularly within suburbs and towns and in the South, and at a more accelerated rate within cities in recent years. Other progress on the "Civic Marshall Plan" to build a Grad Nation, including progress in meeting the goal of a 90 percent high school graduation rate for the Class of 2020, gives hope that these positive trends can continue. One state has now met the national high school graduation rate goal and another state has nearly done so; improvements are being made against the early benchmarks of the plan; and a significant number of institutions with reach into schools and communities are aligning their efforts with the Civic Marshall Plan's benchmarks. Although some states and school districts show that the dropout crisis can be solved, other states and districts are lagging, with 10 states having lower high school graduation rates recently compared to earlier in the decade. The pace across the country must be accelerated more than three-fold to meet the national goal of a 90 percent high school graduation rate by the Class of 2020. The strong relationship between education and the economy frames this year's report to reinforce what is at stake in strengthening this nation and preserving access to the American Dream for generations to come. Appended are: (1) Civic Marshall Plan Leading Principles and Action Items; (2) Civic Marshall Plan Cohort Approach; (3) Civic Marshall Plan: Measuring Our Progress; (4) Civic Marshall Plan: Research Recommendations; (5) Graduation Rate Definitions, History, and Related Terms; (6) Civic Marshall Plan State Index--Sample; (7) Graduation Rates, by State; (8) Graduation Rates, by Race; (9) How to Get Involved--What You Can Do to Help Build A Grad Nation; (10) Key Grad Nation Initiatives; and (11) Civic Marshall Plan Leadership. (Contains 8 tables and 145 endnotes.) [For "Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic. Annual Update, 2010-2011," see ED517690. For "Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic. Executive Summary. Annual Update, 2012," see ED530328.] 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:
Academic Achievement; At Risk Students; Educational Opportunities; Emotional Development; School Segregation; Racial Segregation; Civil Rights; Minority Group Students; Linguistics; English Language Learners; Court Litigation; Second Language Learning; Access to Education; Core Curriculum; Student Needs; Hispanic American Students; African American Students; Federal Legislation; Social Development; Academic Failure; Potential Dropouts; Language Proficiency; Social Bias; Negative Attitudes; Disadvantaged; Second Language Instruction; Bilingual Education; Immersion Programs; Models; Self Concept; Constitutional Law

Abstract:
Background:This study grew out of a recent Supreme Court case known as "Horne v Flores." The case began in 1992 in Nogales, Arizona when a 4th grade English learner (EL), Miriam Flores, sued the district and the state for failing to provide her (and other EL students) with an appropriate education as guaranteed by the Equal Educational Opportunity Act of 1974. After years of failing to respond to federal court orders, in 2007 Arizona adopted, and in 2008 implemented, a 4-hour English language development course that (1) segregates EL students from their English speaking peers; (2) denies them access to the core curriculum; and (3) groups them with students who also lack knowledge of English so that the EL students have no opportunity to interact with English speaking students. The Supreme Court intervened in June 2009 with a decision that largely absolved the state from any requirement that they fund programs for EL students in a manner that bore "a rational relationship to the students' needs." But, the Court did remand the case back to federal court to investigate whether the program in place was, indeed, meeting the needs of the EL students. Arizona has a history of serious school segregation that has harmed English language learners and other students. In 1950 the state still had a law mandating racial segregation of students and even when the Supreme Court ruled Southern segregation unconstitutional in 1954, Arizona was one of only a handful of states where state law still permitted school districts to openly segregate their students. Both Latino and black students went to court to try to reverse segregation, winning victories in state and federal courts in the 1950s but this did not resolve the issues, which are still being litigated in Arizona sixty years later in 2011. Purpose: At the time of the remand in 2009, there was no empirical research on the impact of the four-hour English Language Development (ELD) program, nor had there been any legal challenge to a program that both segregated EL students from their English speaking peers for the entire day in many cases, and denied the students access to the regular curriculum, which is guaranteed by an earlier Supreme Court decision, "Lau v Nichols," in 1974. This study draws upon both new empirical research on this topic as well as the extant literature on instruction of English learners and the effects of segregation on minority students to fill this void. The study reported here is one of nine studies commissioned by the Civil Rights Project/Proyecto Derechos Civiles at UCLA whose intent was to determine how students are taught and how they learn in the four-hour program, and to what extent the program operates meets the requirement of federal anti-discrimination laws. Findings: Based on an exhaustive review of the extant research on segregation and linguistic isolation, this study finds that the excessive segregation of Arizona's Latino and EL students is most probably harmful to their achievement and social and emotional development. It exacerbates the existing segregation of these students, not just by school, but by classroom as well, and as other studies recently conducted in Arizona have shown, it is stigmatizing, marginalizing, and putting these students at high risk for school failure and drop out. Moreover, unlike what the Arizona Department of Education has contended, it is not moving the great majority of these students toward full English proficiency within one year, thus potentially exposing them to years of this unnecessary segregation and lack of access to the regular curriculum, pushing them further and further behind academically. Many districts in Arizona simply have not implemented the state required program and some have requested to be waived from the four-hour block for high school students "on track to graduate" because the program makes it nearly impossible for most secondary EL schools to graduate from high school with their peers. This study also finds that many research-based alternatives exist to the present program model being provided by Arizona schools, and some of these are described in the paper. Included here are discussions of sheltered English, bilingual, and dual language programs. Two-way dual language programs are especially highlighted as they have as a clear objective the integration of EL students with English speakers. Research Design: Research review and analysis. Conclusions: This review of new and extant research on linguistic isolation, the effects of segregation of English learners, and the content and practices observed in the Arizona 4 hour ELD model concludes that Arizona's program for its EL students places them at risk of school failure, delayed graduation, and negative academic self-concepts. The program also challenges the rights established in "Lau v Nichols" (1974), raising serious questions about its constitutionality. The authors conclude that Arizona should seek more effective program models to educate its EL students. 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:
Truancy; Compulsory Education; Prevention; Attendance; School Attendance Legislation; Dropout Prevention; Potential Dropouts; Educational Legislation; State Legislation

Abstract:
In 2009, the North Dakota legislature passed SB 2217, which lowered the penalty for truancy from a felony to an infraction for a first offense and a class B misdemeanor for a second or subsequent offense. Additionally, the legislature required the North Dakota Department of Public Instruction (DPI) to convene a workgroup to further study truancy definitions, reporting and prevention. As a result, the 2011 legislature passed SB 2226, which defines truancy/compulsory attendance, procedures and reporting. This fact sheet provides guidance for districts in meeting the requirements. A list of resources is included. 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:
Data; Decision Making; Academic Achievement; Longitudinal Studies; Educational Indicators; Readiness; Potential Dropouts; Access to Information; Information Utilization; Information Systems; Information Management

Abstract:
With advances in research, technology, and assessments, and with a focused effort, the U.S. education system can lead the world in becoming a data-driven enterprise. This publication provides leaders from business, philanthropy, and education with background on data issues; describes challenges that must be overcome; and makes recommendations for moving forward. (Contains 22 endnotes.) [This paper was prepared by the Data Quality Campaign for 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:
Student Records; Educational Development; Student Needs; High Schools; Extracurricular Activities; Potential Dropouts; Social Characteristics; Dropouts; Graduation; Exit Examinations; Comparative Analysis; Data Collection; Statistical Analysis; Student Attitudes

Abstract:
The student dropout dilemma in the American educational system has remained unchanged for the past 30 years. Dropout figures show more than 6 million high school dropouts living in the United States today. The purpose of this study was to compare and analyze potential dropout variables between two groups of senior students at a local high school. This study included 228 senior students who were identified within two groups: on-track for graduation and not-on-track for graduation based on state exit exam results. A student questionnaire and student records were used to gather data. The study included descriptive, multivariate, and analysis of variance to determine the relationship of variables between the two groups that may lead to increased probability of students belonging to either group. Findings from the study suggest the following: (1) Not-on-track students desired more assistance from their school in educational development and planning. (2) On-track students had higher mean averages in academic scores. (3) Not-on-track students had fewer mothers, more children, and more adults living in the family home and were less represented in extracurricular activities. (4) Not-on-track students endorsed more negative responses about themselves. Research suggests that state exit exam requirements for graduation most likely do not cause additional student dropouts; however, research shows that exit exams may be the tipping factor for many students to ultimately drop out. Thus, exit exams can possibly increase student dropouts. The not-on-track students in this study may be at their tipping point. The results from this study show on-track students have fewer dropout factors within their group and higher academic averages than students in the not-on-track group. The following recommendations are based on the study: (1) Further research should be conducted that uses a student needs' assessment instrument but includes former students who dropped out. (2) A study that concentrates on students' feelings of their school should be conducted at the middle school grade levels. (3) A study comparing responses of students versus responses of teachers could shine light on the school environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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