4-Year Cohort Graduation Rate: FAQ

Institution	Pennsylvania Department of Education
Titel	4-Year Cohort Graduation Rate: FAQ
Quelle	(2010), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Development; Individualized Education Programs; Graduation Rate; Educational Improvement; Federal Programs; Credits; Educational Indicators; Cohort Analysis; High School Equivalency Programs; Attendance; Residence Requirements; Special Education; Transfer Policy; Transfer Students; State Departments of Education; Data; High School Graduates; Pennsylvania; General Educational Development Tests + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Individualized education program; Individualisierendes Lernen; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Kohortenanalyse; Anwesenheit; Wohnungsrecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Hochschulwechsel; Schulwechsel; Studienortwechsel; Kultusministerium; Daten; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin
Abstract	This paper offers a list of questions and corresponding answers about the 4-year cohort graduation rate. Answers to the following questions are presented: (1) Why don't GED (General Educational Development) students count as graduates?; (2) How does a district code students who have moved out of state? How should a district code a student who transfers to another district?; (3) Will there ever be an instance when a student is attributed only to the state?; (4) Is the "Full Academic Year" determination relevant to the 4-Year Cohort Graduation Rate calculations?; (5) If a student, not previously attending a public school, enters school and is placed in 9th grade due to credits and then the next year is moved to grade 12. Is that student still attributed to their original cohort? This student would be coming from the justice system and is chronologically older than his/her earned credits indicate; (6) Explain how students with IEPs (Individualized Education Programs), who remain in a program until they are 21, but never graduate, will affect the 4-Year Cohort Graduation Rate; (7) Explain why a senior, who fails to graduate on time and comes back for the 5th year and does not graduate the second time, is attributed twice; (8) Why does a student who leaves the district and never shows up in another Pennsylvania district remain in the cohort of the sending district?; (9) How should students who are disabled and remain enrolled until age 21 be coded?; (10) How would a school/district code a student that registers for school, but does not attend?; (11) How will the appeals process work if a student is attributed to a school or district and that district does not believe the student is a resident of their district?; (12) When does a student officially become part of the 9th grade cohort? Is it at the end of their 8th grade year, or the beginning of their 9th?; (13) How will adjudicated youth be attributed for purposes of graduation rate calculations?; (14) What is the definition of on-time graduation? What does it mean?; (15) Seniors in Special Education meet all requirements for graduation in four years but their IEP allows them to stay; they can choose to stay. These seniors will not be counted as graduating on time. Will it count against districts' graduation rate?; (16) Why hasn't PDE (Pennsylvania Department of Education) applied for approval to use extended graduation rate for AYP (Adequate Yearly Progress) purposes?; (17) When do four years officially end; the last day of school or before the start of the next school year?; and (18) What if a student transfers in and has already been held back for one grade? (ERIC).
Anmerkungen	Pennsylvania Department of Education. 333 Market Street, Harrisburg, PA 17126-0333. Tel: 717-783-6788; Web site: http://www.education.state.pa.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10