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ERIC Number: ED505655
Record Type: Non-Journal
Publication Date: 2008-Apr-1
Pages: 16
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Cities in Crisis: A Special Analytic Report on High School Graduation
Swanson, Christopher B.
Editorial Projects in Education
Graduation rates have become a prominent feature in the landscape of high school reform and within the larger world of educational policy. Studies conducted over the past several years have repeatedly demonstrated that far fewer American students are completing high school with diplomas than had previously been realized. Whereas the conventional wisdom had long placed the graduation rate around 85 percent, a growing consensus has emerged that only about seven in 10 students are actually successfully finishing high school. Graduation rates are even lower among certain student populations, particularly racial and ethnic minorities and males. This report takes a geographically-informed approach to the issue of high school completion. Specifically, the report examines graduation rates in the school districts serving American's 50 most-populous cities as well as the larger metropolitan areas in which they are situated. Results show that graduation rates are considerably lower in the nation's largest cities than they are in the average urban locale. Further, extreme disparities emerge in a number of the country's largest metropolitan areas, where students served by suburban systems may be twice as likely as their urban peers to graduate from high school. (Contains 12 figures and 3 tables.) [For 'Cities in Crisis 2009: Closing the Graduation Gap. Educational and Economic Conditions in America's Largest Cities," see ED505594.]
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Publication Type: Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: America's Promise Alliance; Bill and Melinda Gates Foundation
Authoring Institution: Editorial Projects in Education, Bethesda, MD
IES Cited: ED552306