ERIC Number: ED451317
Record Type: Non-Journal
Publication Date: 2001-Mar-1
Reference Count: N/A
An Examination of the Relationship between Higher Standards and Students Dropping Out. Flash Research Report #5.
New York City Board of Education, Brooklyn. Div. of Assessment and Accountability.
This study addressed the question of whether new Regents graduation requirements and higher standards for grade promotion are leading to an increase in the dropout rate in New York City schools, examining data from previous research on similar issues. One study noted the impact of promotional Gates for grades 4 and 7 (part of promotional policy in the early 1980s). The Gates program required that students be promoted from grades 4 and 7 using grade-level performance on citywide reading and mathematics achievement tests. Promotional criteria were first applied to 4th and 7th graders in 1980-81. Students failing to meet the criteria were retained and placed in promotional Gates classes, which provided intensive instruction. This report examines subsequent progress of 1982-83 Gates students in high school, noting trends in longitudinal dropout and graduation rates during the previous 10 years, dropout characteristics, and progress of class of 2001 students toward meeting Regents graduation requirements in English and mathematics at the end of 3 years of high school. Increasing standards affected high school completion rates of students entering high school over age and students without sufficient high school credits to be promoted to the next grade. Most dropouts were over age for grade when entering high school and dropped out in ninth and tenth grade. (SM)
Descriptors: Academic Standards, Dropout Rate, Dropout Research, Dropouts, Elementary Secondary Education, Graduation, High Risk Students, High School Students, Student Characteristics
New York City Board of Education, Division of Assessment and Accountability, 110 Livingston Street, Room 728, Brooklyn, NY 11201. Web site: http://www.nycenet.edu.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: New York City Board of Education, Brooklyn. Div. of Assessment and Accountability.
Identifiers - Location: New York