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ERIC Number: ED328576
Record Type: RIE
Publication Date: 1990-Jan
Pages: 29
Abstractor: N/A
Diplomas or Dropout Statistics: Alternatives for At-Risk Students. A Symposium Presented at the Annual Meeting of the Southwest Educational Research Association (Austin, Texas, January 25-27, 1990).
Ligon, Glynn; And Others
Four essays and associated introductory text constituting the proceedings of a symposium on dropout research issues are presented. The introduction by Glynn Ligon makes a call for considering what is known about dropouts, what is needed to be known about dropouts, and how these findings can be communicated to educators, the public, and lawmakers. The papers include: (1) "Are the Very High Dropout Rates Being Reported Greatly Exaggerated?" (George H. Olson); (2) "Can We Predict Which Students Will Graduate or Drop Out?" (Linda Frazer); (3) "Can We Legislate Students To Stay in School?" (Sylvia Garcia); and (4) "Does Private Industry Have a Role in Keeping Students in School?" (Jeff Cole). The first paper purports that: much of the confusion concerning national dropout rates (estimated at 25% to 50%) is due to recordkeeping problems; and if student accounting methods are improved, dropout rates will decrease. The second paper reviews three studies conducted at the Austin (Texas) Independent School District on predicting dropout and graduate rates, and describes characteristics of effective dropout prevention programs. The third paper describes legislative efforts in which new social policies related to schooling are used to convince parents and their children that all students must graduate from high school, and considers educational reform and school restructuring. The fourth paper takes the perspective of the Texas Research League, and considers the multifaceted role of private industry in preventing school dropouts. Audience questions and comments are included. (TJH)
Publication Type: Collected Works - Proceedings
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A