ERIC Number: ED483830
Record Type: Non-Journal
Publication Date: 2004-Mar
Ending Social Promotion: Dropout Rates in Chicago after Implementation of the Eighth-Grade Promotion Gate. Charting Reform in Chicago Series
Consortium on Chicago School Research
The potentially contradictory effects of high-stakes testing on dropout rates both through rising retention rates and improving achievement, further complicate the question of the effects of high-stakes testing-based retention on dropping out. There are no studies that have tracked students over a number of years to determine the effects of this kind of promotion gate on the likelihood that students will eventually drop out. This study fills the gap in knowledge about the consequences of the promotion gate on dropout rates by comparing dropout rates in Chicago before and after implementation of the eighth-grade gate. The report is organized around five central questions: (1) What happened to dropout rates after implementation of the eighth-grade promotion gate? (2) Did retention at the gate affect students' likelihood of dropping out? (3) Did retention at the gate lead students to drop out an earlier age than they would have without the gate? (4) Did simultaneous improvements in student achievement lead more students to stay in school? and (5) Were dropout trends different for subgroups of students: by race, gender, exclusion from testing, or age at which students encountered the promotion gate? Appended is: Statistical Models and Outcomes. (Contains 53 endnotes.)
Descriptors: Social Promotion, Dropouts, High Stakes Tests, Dropout Rate, Grade 8, Grade Repetition, School Holding Power, Academic Persistence
Consortium on Chicago School Research, 1313 East 60th St., Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://www.consortium-chicago.org.
Publication Type: Reports - Research
Education Level: Grade 8
Sponsor: Joyce Foundation, Chicago, IL.; John D. and Catherine T. MacArthur Foundation, Chicago, IL.; Spencer Foundation, Chicago, IL.
Authoring Institution: Consortium on Chicago School Research, IL.