Early Identification of High School Graduation Outcomes in Oregon Leadership Network Schools. REL 2015-079

Autor/in	Burke, Arthur
Institution	National Center for Education Evaluation and Regional Assistance (ED); Education Northwest; Regional Educational Laboratory Northwest (ED)
Titel	Early Identification of High School Graduation Outcomes in Oregon Leadership Network Schools. REL 2015-079
Quelle	(2015), (34 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Identification; High School Students; Grade 9; Graduation; School Districts; Attendance Patterns; Grade Point Average; Gender Differences; English Language Learners; Grade 8; Student Characteristics; Special Education; Academic Achievement; Student Behavior; Predictor Variables; Dropouts; Oregon + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Abschluss; Graduierung; School district; Schulbezirk; Geschlechterkonflikt; School year 08; 8. Schuljahr; Schuljahr 08; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulleistung; Student behaviour; Schülerverhalten; Prädiktor; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	The purpose of this study was to examine student characteristics related to completing high school within four years, with particular emphasis on graduation outcomes for male and English language learner students. The authors looked at a cohort of students who began grade 9 in the 2007/08 school year in four Oregon districts. Factors related to three key graduation outcomes were analyzed: dropping out within four years of starting grade 9, graduating on time (within four years), and staying in school but not graduating on time. Findings confirmed previous studies showing that attendance and grade point average (GPA) in grades 8 and 9 are significantly associated with graduating on time. In addition, race/ethnicity and achievement on standardized tests are less predictive of graduating on time after other factors are considered. When the influence of demographic, behavioral, and academic characteristics were considered at the same time, only gender, status as an English language learner, and attendance and GPA in grades 8 and 9 were associated with graduation outcomes. Practitioners and policymakers concerned with early identification of students at-risk of not graduating on time could consider these early warning indicators: grade 8 attendance rates below 80 percent; grade 8 GPA of less than 2.0; grade 9 attendance rates below 80 percent, and grade 9 GPA of less than 2.0. The following are appended: (1) Study variables and characteristics of the student cohort in each district; (2) Connections to previous research; and (3) Modeling graduation outcomes with logistic regression. (As Provided).
Anmerkungen	Regional Educational Laboratory at Education Northwest. 101 SW Main Street Suite 500, Portland, OR 97204-3213. Tel: 503-275-9519; Fax: 503-275-0458; e-mail: products@nwrel.org; Web site: http://educationnorthwest.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01