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ERIC Number: ED278727
Record Type: RIE
Publication Date: 1986-Nov
Pages: 35
Abstractor: N/A
Reference Count: 0
Dropouts from the Great City Schools Vol. 1. Technical Analyses of Dropout Statistics in Selected Districts.
Stevens, Floraline, Comp.
To address the important issue of dropouts from their schools, the Council of Great City Schools undertook a major research effort to make sense of the disparate ways in which cities keep their dropout data, and to advise various policy makers on the development of common metrics for measuring the problem. A survey of Council member schools revealed the following: (1) eleventh graders consistently show the second highest rates while tenth or twelfth graders are more likely to drop out; (2) Native Americans and Hispanics have the highest overall dropout rate; and (3) dropout rates for males are consistently higher than those for females. Beyond these demographic characteristics, the Council's survey did not yield enough usable data to analyze. Data collected include age of dropouts, language status, track in school, and reasons for dropping out. Data in the latter area yielded particularly useless information, and it is suggested that questions in these areas be dropped until a satisfactory metric is worked out. While the goal of developing a common metric was not met in the short-term, the Council contributed to the debate on how to frame a national dropout study (a provision of the Dropout Prevention and ReEntry Act), helped the General Accounting Office collect and analyze dropout data, and helped the Council of Chief State School Officers create an acceptable definition of "dropout." Appendixes contain a list of Council districts responding to the survey with usable data, a list of denominators used by districts to calculate the dropout rate, and copies of dropout survey summary forms A and B. (LHW)
Publication Type: Numerical/Quantitative Data; Reports - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Council of the Great City Schools, Washington, DC.
Note: Table 2, pages 15-16, contains marginally legible print.