An Examination of 4-Year Cohort Graduation and Dropout Rates for the New York City Public Schools' Class of 2001 and Final School Completion Outcomes for the Class of 1998.

Autor/inn/en	Mei, Lori; Bell-Ellwanger, Jennifer; Miller, Ron
Titel	An Examination of 4-Year Cohort Graduation and Dropout Rates for the New York City Public Schools' Class of 2001 and Final School Completion Outcomes for the Class of 1998.
Quelle	(2002), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dropout Rate; Dropouts; Educational Change; Graduation Rate; High Schools; Longitudinal Studies; Urban Youth; New York (New York) + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsreform; High school; Oberschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend
Abstract	This study examined the progress of students in New York City who entered the ninth grade in fall 1997 and were scheduled to graduate in spring 2001 after 4 years of high school. This report indicates the percentages of students in this class, the Class of 2001, who graduated, dropped out, and were still enrolled in school to attend a fifth year of high school in fall 2001. Longitudinal analyses of graduation and dropout rates are presented in the context of higher standards for grade promotion instituted by the Board of Education of New York City in 1999 and the higher standards for high school graduation being phased in by the New York State Board of Regents. Among the key findings are: (1) the 4-year cohort dropout rate increased for the third consecutive class to 20.4% for the Class of 2001, up 2.9 percentage points from the Class of 1999 and 1.1 percentage points from the Class of 2000; and (2) at the same time, the 4-year graduation rate for the Class of 2001 was 51.0%, 1.1 percentage points higher than the Class of 2000, and the highest on-time graduation rate since 1991. Several alternative hypotheses for the increases both in cohort graduation and dropout rates are explored, with the conclusion that the increase in the 4-year graduation rate is the result of several years of systemic high school reform and the increase in the dropout rate is primarily the result of intensified followup of absent students who are ultimately determined to be dropouts. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC