High School Graduation and College Readiness Indicator Systems: What We Know, What We Need to Know. Concept Paper for Research and Practice

Autor/inn/en	Allensworth, Elaine M.; Nagaoka, Jenny; Johnson, David W.
Institution	University of Chicago Consortium on School Research
Titel	High School Graduation and College Readiness Indicator Systems: What We Know, What We Need to Know. Concept Paper for Research and Practice
Quelle	(2018), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-9975-0738-6
Schlagwörter	High School Students; High School Graduates; At Risk Students; Identification; Educational Indicators; Educational Attainment; College Readiness; Early Intervention; Graduation Rate; Educational Improvement; Accountability; Program Implementation; Educational Policy; Program Effectiveness; Educational Research; Teacher Attitudes; School Policy; Educational Practices; Student Improvement; Educational Environment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Graduate; Graduates; Absolvent; Absolventin; Identifikation; Identifizierung; Educational indicato; Bildungsindikator; Bildungsabschluss; Bildungsgut; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Lehrerverhalten; Schulpolitik; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	In districts across the country, school practitioners rely on early warning indicator systems (EWI) to identify students in need of support to graduate high school and be prepared for college. By organizing pieces of data on student performance into indicators, practitioners can develop and test school strategies to improve students' educational attainment with data that are readily available, making indicator systems a potentially powerful tool for supporting student outcomes. While the use of indicators for reaching school and district goals around students' educational attainment has been widely embraced, it is not always clear how to do so in ways that will lead to better educational attainment for students. Questions about how to use indicator systems effectively generally focus on: (1) "How" are indicators used to improve high school and college graduation rates, and (2) "Which" indicators should be the focus of an early warning or college readiness indicator system? These questions are intertwined. Decisions about which indicators are the best indicators to use depend on how they are being used, and questions about how to use indicators depend on the choice of indicators. This paper provides a brief overview of the current state of the use of indicators for improving students' educational attainment, considerations about which indicators to use when developing an indicator system, and some of the questions that have arisen as schools, districts, and states engage in these efforts. It is intended for people who are positioned between the research and practice spheres, such as district and state institutional researchers, or researchers at universities and research organizations who work closely with schools and districts. It may also be of interest to school and district administrators with a strong interest in developing and refining high school graduation and college readiness indicator systems, and an interest in the data and research behind such systems. (As Provided).
Anmerkungen	University of Chicago Consortium on School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://consortium.uchicago.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01