ERIC Number: ED492015
Record Type: Non-Journal
Publication Date: 2005-Jun
Getting Honest about Grad Rates: How States Play the Numbers and Students Lose
The only way to ensure that all young people graduate from high school ready for college, work, and life is through the concerted, coordinated efforts of educators, students, policymakers, parents, and business and community leaders. People need to take stock of what they know about high schools--about what students need, what schools should be doing, and what it will take to ensure that all students are successful. But as this is done, people can not lose track of one hugely important piece of information that they do not know nearly enough about--how many students who start high school actually graduate. In almost every state, those who are committed to student success are working in the absence of accurate data on high school graduation rates. This document discusses what is needed for accurate graduation rates and provides data on state graduation rates, along with adequate yearly progress information. The following are appended: (1) State-Reported Graduation Rates for 2001-02 and 2002-03; (2) State-Reported Graduation Rates for African-American, Latino, and Native-American Students Compared to the Urban Institute's Cumulative Promotion Index for African-American, Latino, and Native-American Students; and (3) State-Reported Graduation Rates for Low-Income Students, Students with Disabilities, and Students with Limited English Proficiency. (Contains 4 tables, 2 charts, and 40 endnotes.)
Descriptors: Graduation Rate, High Schools, Reports, African American Students, Hispanic American Students, American Indians, Students, Low Income Groups, Disabilities, Limited English Speaking
The Education Trust. 1250 H Street NW, Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www2.edtrust.org.
Publication Type: Reports - Evaluative
Education Level: High Schools
Authoring Institution: Education Trust, Washington, DC.
Grant or Contract Numbers: N/A
IES Cited: ED493141