High School Graduation

This document discusses what is needed for accurate graduation rates and provides data on state graduation rates, along with adequate yearly progress information. 

Between 2000 and 2017, total undergraduate enrollment in degree-granting postsecondary institutions increased by 27 percent (from 13.2 million to 16.8 million students). By 2028, total undergraduate enrollment is projected to increase to 17.2 million students.

This article discuss about The State Board of Education advise to make changes to Ohio's new and more rigorous graduation requirements. This article show the conditions that the board ignore, and the problem lies in the other options recommended by the board. This article also give suggestion to create a tiered diploma system based on current graduation requirements. 

Excellent soft skills are necessary requisites for success. Soft skills fulfill an important role in shaping and individual's personality. A perfect blend of personal qualities, soft skills and hard skills will definitely contribute to enhancing graduate employability.

This paper uses student-level data from a statewide community college system to examine the validity of placement tests and high school information in predicting course grades and college performance.

This fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields. 

This report recommends an accountability approach that focuses on meaningful learning, enabled by professionally skilled and committed educators, and supported by adequate and appropriate resources, so that all students regardless of background are prepared for both college and career when they graduate from high school.

This report examines key indicators on the educational progress and challenges students face in the United States by race/ethnicity.  The report also has special sections on public school teachers by race/ethnicity and characteristics of post-secondary institutions serving specific minority racial/ethnic groups. 

This report grew out of the understanding that it is not enough to know that noncognitive factors matter for learning. Researchers from a range of disciplines have provided evidence that such factors are important to students' grades and long-term educational outcomes. 

This study examines that assumption, asking the question:  how well do student grades correlate with test scores, school demographics, student performance on college entrance exams, and the historical difficulty for getting A’s (is it easier or harder to get A’s).  The study found that students who scored higher on end-of-course (EOC) examinations also had higher grades.  However having high grades did not correlate with doing well on the examination.  

This report uses a newly defined version of the Greene Method to calculate graduation rates for the public school class of 2000, comparing results to those of 1998.

This study examined the policies and practices of a representative sample of high schools to identify how they structure their credit recovery programs. 

This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. The report draws on a wide array of surveys and administrative data sets to present statistics on high school dropout and completion rates at the state and national levels. The report also includes data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates) and data on alternative high school credentials. 

This report provides a detailed analysis of long-term dropout and completion trends and student characteristics of high school dropouts and completers. The first measure examined was the “event dropout rate” which is the percent of students who drop out in grades 10-12 without a high school diploma or alternative credential. The event dropout rate for SY 2015-16 was 4.8%, which translated into 532,000 students.

This report provides the most recent year of data available for each dropout and completion rate, summarizes long-term trends, and examines the characteristics of high school dropouts and completers. 

How important are teenagers' cognitive skills in predicting subsequent labor market success? Do cognitive skills pay off in the labor market only for students who go to college? Does college benefit only students who enter with strong basic skills? These questions are often part of current policy debates about how to improve the earnings prospects for young Americans. 

This report examines the educational progress and challenges students face in the United States by race/ethnicity. This report shows that, over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance.

National Center for Education Statistics (NCES) presents table data on total undergraduate fall enrollment in degree-granting postsecondary institutions, by attendance status, sex of student, and control and level of institution: Selected years, 1970 through 2028. 

This report seeks to highlight some disparities to draw the public’s and policymakers’ attention to the urgent need to address this educational and civil rights crisis. Using a more accurate method for calculating graduation rates, they provide estimates of high school graduation rates, distinguished at the state and district level, and disaggregated by race.

The focus of the report is on the performance of U.S. students relative to their peers in other countries on TIMSS and TIMSS Advanced 2015, and, for TIMSS results, on changes in achievement since 2011 and 1995. This report also describes the characteristics of students who participated in the advanced mathematics and physics assessments at the end of high school, and describes the performance of males and females in these subjects. In addition, it includes achievement in Florida, and international benchmarks to provide a way to interpret the scale scores by describing the types of knowledge and skills students demonstrate at different levels along the TIMSS scale. 

In this paper, we analyze racial differences in the math section of the general SAT test, using publicly available College Board population data for all of the nearly 1.7 million college-bound seniors in 2015 who took the SAT. The evidence for a stubborn race gap on this test does meanwhile provide a snapshot into the extraordinary magnitude of racial inequality in contemporary American society. Standardized tests are often seen as mechanisms for meritocracy, ensuring fairness in terms of access. But test scores reflect accumulated advantages and disadvantages in each day of life up the one on which the test is taken. Race gaps on the SAT hold up a mirror to racial inequities in society as a whole. Equalizing educational opportunities and human capital acquisition earlier is the only way to ensure fairer outcomes.

This descriptive summary is one of the first reviews to examine the number of days of “lost instruction” resulting from student suspensions. The study examines the total number of days lost nationwide, disparities among different student subgroups, and differences across individual states. The impact of loss of instruction due to suspensions has a lifelong impact on students, including: lower graduation rates (Rumberger and Losen, 2017), increased involvement in the juvenile justice system (Mowicki, 2018), and arrests as adults Rosenbaum (2018).

This table allows you to compare a student’s SAT® scores with the performance of other 2012 college-bound seniors who took the test some time in high school. Please keep in mind that relationships between test scores and other factors are complex and interdependent. Other factors do not directly affect test performance; rather, they are associated with educational experiences both on tests and in schoolwork.

The averaged freshman graduation rate provides an estimate of the percentage of students who receive a regular diploma within 4 years of entering ninth grade.

This report presents findings associated with public high school graduation and event dropout counts for the 2008–09 school year. These data were collected as part of the Common Core of Data Survey Collection, a universe collection of public schools operating in the United States and associated other jurisdictions. 

This paper predicts high school graduation and dropout for at-risk students in one of the largest school districts in the United States using the 2007-2010 Florida high school graduation cohort.

This paper outlines the consequences that these young people face after leaving high school. 

Employment status of the civilian population 25 years and over by educational attainment

The final regulations establish a uniform and more accurate measure of calculating high school graduation rate that is comparable across states; strengthen public school choice and supplemental educational services requirements; and increase accountability and transparency.

This article provide charts, graphs, maps, and visualizations of all feature data that Education Week released in 2017 and convey some big takeaways about U.S. schools, students, and teachers in 2017.

This article presents some recommendations for employment and career-building by addressing two major vital to transition: competitive employment outcomes and post­secondary education.