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The Reenrollment of High School Dropouts in One Large, Urban School District
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Researchers from WestEd's Regional Educational Laboratory West (REL West) tracked a cohort of first-time ninth graders in the San Bernardino City (CA) Unified School District from 2001/02 though 2005/06. The study describes the scope of the district's dropout problem and the numbers, characteristics, and graduation outcomes of those students who reenrolled during the five-year, on-time graduation time frame, as well as the challenges districts face once these students reenter the system. The study also documents what district staff and reenrollees say about policies and practices to improve graduation outcomes for dropouts who return to school.
Authors: Berliner, B., Barrat, V., Fong, A.B., Shirk, P.B.
Date: July 2008 |
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Toward a Brighter Future: An Essential Agenda for America's Young People - September 2008
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These policy recommendations for the 111th Congress and the incoming President will begin to help lift children out of poverty and poor health, keep them safe, elevate our educational system to equip children for the 21st century, and engage youth in the nation's communities. Making the changes proposed in this document can save money, improve health, strengthen families, produce a more educated workforce for coming decades, and lay a base for an America that will thrive into the next century. - September 11, 2008 |
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Costs and Benefits of a Targeted Intervention Program for Youthful Offenders: The YouthBuild USA Offender Project - March 2008
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Authors: Mark A. Cohen, Vanderbilt University, Alex R. Piquero, John Jay College of Criminal Justice & City University of New York Graduate Center.
A great many intervention and prevention programs exist with respect to dealing with juvenile delinquency, but most of these do not get evaluated, and of those that do get evaluated, few are successful in reducing criminal activity. Further, most of these studies do not undertake cost/benefit analyses of the program. This paper reports on an outcome and cost/benefit evaluation of a targeted intervention program aimed at youthful offenders, the YouthBuild Offender Program. This program is a targeted intervention focusing on low-income, 16-24 year-old criminal offenders. Using data on 388 offenders, we find: (1) evidence of reduced recidivism and improved educational outcomes that exceed our expectations based on similar cohorts, and (2) considerable evidence consistent with a positive benefit-cost ratio, indicating that every dollar spent on the YouthBuild Offender Project is estimated to produce a social return on investment between $10.80 and $42.90, with benefits to society ranging between $134,000 and $536,000 per participant at a cost to society of about $12,500. Theoretical, empirical, and policy related issues and future directions are outlined.
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Facts for Education Advocates: The Economic Impact of Education (Sept. 2008)
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Recognizing that no tool is more important than information to help educators and other advocates improve the country's educational system, the College Board and the Alliance for Excellent Education have formed a partnership to develop a series of fact sheets highlighting the state of American schools and their students. The second in a multi-issue series. After a summer hiatus, the series continues with a "Facts for Education Advocates" feature in this edition discussing some of the economic benefits of education. |
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Public School Graduates and Dropouts From the Common Core of Data: School Year 2005-06 (August 2008)
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This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2005-06. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the Common Core of Data (CCD) nonfiscal surveys of public elementary/secondary education. The data for this collection were reported to the National Center for Education Statistics (NCES) through the U. S. Department of Education's ED Facts data collection system by state education agencies (SEAs). These data represent high school graduates receiving regular diplomas for the 2005-06 school year and dropouts from the 2005-06 school year.
Authors: Stillwell, R. and Hoffman, L.
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The Reenrollment of High School Dropouts in a Large, Urban School District (July 2008)
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This study follows a cohort of first-time 9th graders over five years (2001/02 - 2005/06) in San Bernardino City Unified School District (California) to describe the magnitude of its dropout problem and the numbers, characteristics, and graduation outcomes of the students who dropped out and subsequently reenrolled in the district. It documents issues related to the reenrollment of dropouts and what district staff and reenrollees say about policies and practices to improve graduation outcomes for dropouts who return to school. By focusing on reenrollees, this study contributes to shaping policy that addresses the broader dropout challenge. For the one-third of dropouts who reenrolled in the district over that period, it reports course credit accrual and graduation outcomes as well as students' reasons for dropping out and the challenges districts face with their reenrollment.
Authors: BethAnn Berliner, Vanessa X. Barrat, & Anthony B. Fong, WestEd; Paul B. Shirk, San Bernardino City Unified School District
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Eight Elements of High School Improvement: A Mapping Framework (July 2008)
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The National High School Center's goal is to encourage researchers, policymakers, and practitioners at all levels to engage in comprehensive, systemic efforts to maximize attainment for all high school students, with a focus on those students who have been historically underserved. To this end, we have developed a framework that consists of eight core elements and provides a lens for mapping school, district, and state high school improvement efforts. (July 2008) |
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Evaluating the Impact of Interventions That Promote Successful Transitions from High School (August 2008)
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Author: Michael Bangser. This research brief, published by the National High School Center, examines the challenges and opportunities presented in evaluating whether an intervention achieves defined goals of increasing students educational attainment, employment, and earnings after high school. The brief recommends that evaluations should:
- Distinguish carefully between gross outcomes (such as how many young people attend college after high school) and net impacts (the extent to which these outcomes were caused by the policy or practice being studied, rather than by other factors).
- Explore whether policies and practices have different net impacts for certain subgroups within the high school population.
- Test policies and practices on a reasonably large scale in a variety of real-world settings.
- Include analyses of program implementation and cost.
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Given Half a Chance: The Schott 50 State Report on Public Education and Black (Executive Summary, 2008)
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Highlights the gaps in high school graduation rates between African-American men and their white counterparts and the disparities between school resources and quality. Charts the best- and worst-performing states and districts for African-American men.
Subject(s): Elementary and Secondary Education; Minorities, African Americans/Blacks; Elementary and Secondary Education, School Reform |
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Striking the Balance: Career Academies Combine Academic Rigor and Workplace Relevance (August 2008)
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"Striking the Balance: Career Academies Combine Academic Rigor and Workplace Relevance" by Thomas J. Smith
This "snapshot," published by the National High School Center, takes a close look at implementation of the Career Academy model, a popular high school reform that combines academics with career development opportunities, in a high school in Oakland, California. Painting a picture of one high school's experience, the resource documents the mechanics of the program, how it prepares students for college, and the challenges encountered along the way. A recent report from MDRC shows that Career Academies can produce sustained employment and earnings gains, particularly among young men. |
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