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ERIC Number: ED467572
Record Type: RIE
Publication Date: 2001-Aug
Pages: 65
Abstractor: N/A
ISBN: ISBN-0-309-07602-1
Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing.
Beatty, Alexandra, Ed.; Neisser, Ulric, Ed.; Trent, William T., Ed.; Heubert, Jay P., Ed.
This book examines research on the problem of student dropouts and standardized and high stakes testing. Information comes from papers presented at a 2000 workshop in which experts offered their diverse perspectives and technical expertise. Section 1 describes the background and context of the problem, noting changing expectations for students, dropout characteristics (family and home characteristics and school-related characteristics), and why students drop out (dropping out as a process and interventions). Section 2 discusses what completion means and why it is important, focusing on the GED and the economic consequences of dropping out. Section 3 presents complexities in counting dropouts (counting methods, data sources, and complications). Section 4 examines the effects of high stakes testing and academic standards, focusing on the purposes of testing, the high school exit examination, and retention in grade. Recommendations for schools, districts, states, researchers, and funders include prioritizing the collection of key data disaggregated to allow monitoring of such populations as different minority groups, English language learners, and students with disabilities; disaggregating data on school completers by type of certificate awarded; and collecting detailed data on students who complete twelfth grade but fail exit exams and so do not graduate. (Contains 36 references.) (SM)
National Academy Press, 2101 Constitution Avenue, N.W., Lockbox 285, Washington, DC 20055 ($18). Tel: 202-334-3313; Tel: 800-624-6242 (Toll Free). For full text:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National Academy of Sciences - National Research Council, Washington, DC. Board on Testing and Assessment.
Grant or Contract Numbers: N/A
Note: For the previous report from the Committee on Educational Excellence and Testing Equity, see ED 439 151.