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ERIC Number: ED258095
Record Type: Non-Journal
Publication Date: 1985-Apr-24
Pages: 113
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Dropouts from the Chicago Public Schools: An Analysis of the Classes of 1982, 1983, 1984.
Hess, G. Alfred, Jr.; Lauber, Diana
Many studies of high school dropout rates have compared the number of graduates with the number of enrolled freshmen. An adequate representation of the dropout rate, however, must combine all categories of leaving school before graduation, and a longitudinal approach must be employed. A joint venture between the Chicago Panel on Public School Finances and the Department of Research and Evaluation of the Chicago Board of Education was designed to track all entering freshmen who entered a Chicago public school as part of the graduating classes of 1982-1984. Each student's entry was tracked along with information on whether or not he transferred, graduated, was retained, or dropped out. The results indicated that the dropout rate for the class of 1982 was 43 percent, with similar figures estimated for 1983 and 1984. Hispanics and Blacks were the most likely to dropout, with overage males with low reading scores most at risk. Dropout rates at the city's 63 high schools varied considerably, with the lowest rates at the schools with the best reading scores and the fewest overage students. It is the conclusion of this study that the Chicago Public School System operates a two-tiered high school system which concentrates dropout prone students into inner city Black and Hispanic high schools. (The report includes an executive summary with recommendations; a systemwide analysis of the class of 1982 by dropout rate, age, reading score, gender, and race; a school level analysis of outcomes; three year comparisons of the classes of 1982, 1983, 1984; an assessment of the financial impact of dropouts; a description of the study methodology; and various tables and appendices.) (NRB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Chicago Panel on Public School Finances, IL.