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Overview of Graduation Rates - Final.ppt - DPS-Counseling

VIEWS: 4 PAGES: 13

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   Glossary of terms

   Explanation of how graduation, completion, and
    dropout rates are calculated

   Overview of the rates for 2007-2008

   Federal policy changes impacting rates

   Internal data coding inconsistencies

   Considerations for policy and practice


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   Graduate: A graduate is a student who successfully completes the
    district-identified course of high school study and earns a high
    school diploma

   Completer: A completer is a graduate OR a student who
    successfully completes a course of study resulting in their being
    awarded a General Equivalency Diploma (GED) or other certificate
    of high school completion (such as what may be awarded to a
    student with an IEP)

   Dropout: A dropout is a student who leaves school for any reason,
    except death, before completion of a high school diploma or its
    equivalent, and who does not transfer to another public or private
    school or enroll in an approved home study program


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   The graduation rate is calculated by tracking a base
    cohort of students over a 4-year period.

   The graduation rate is the number of students who earn
    a HS diploma divided by the number of students in the
    base cohort.

   Changes are made to this base cohort of students:
    • As students transfer out, they are removed from the cohort.
    • As students transfer in, they are added to the cohort.

                              Number of graduates in year X
    ((# of End of Year 8th graders in Year X-4)+(# of transfers in)-(# of transfers out))

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   The completion rate is also calculated by tracking a base
    cohort of students over a 4-year period.

   The completion rate is the number of students who earn a
    HS diploma, a certificate of completion (such as fulfillment of
    SPED requirements), or a GED, divided by the number of
    students in the base cohort.

   Changes are also made to this base cohort of students:
    • As students transfer out, they are also removed from the cohort.
    • As students transfer in, they are also added to the cohort.

                      Number of graduates + completers in year X
    ((# of End of Year 8th graders in Year X-4)+(# of transfers in)-(# of transfers out))



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   The dropout rate is an annual rate, reflecting the percentage of all
    students enrolled in grades 7-12 who leave school during a single
    year.

   The dropout rate is calculated by dividing the number of dropouts
    by the number of students who were in membership at any time
    during the year.

   If a student drops out during one school year, then returns to
    school the following year and drops out again, he/she will be
    counted in the dropout rate two years in a row.


                           Number of dropouts in Year X
     Number of students part of same membership base at any time during Year X

                                                                                 6
                     2005-2006               2006-2007              2007-2008*
Graduation               51.7%                   52.0%                   49.5%
Completion               63.0%                   60.7%                   58.4%
Dropout                  11.1%                   10.4%                   7.5%


       •This information is currently scheduled to be released to districts and
     the media on or around May 18th. The information will be embargoed for
                           3-5 days prior to public release.


                                                                                  7
Documentation Requirement Changes
   Beginning in 2006-2007, students who had previously been coded as transfers
    must now provide proof of their successful enrollment in a new school. Without
    this documentation, those students are counted as dropouts and left in their
    original graduation cohort.
   This requirement is expected to have an exponential and negative effect on
    the dropout and graduation/completion rates at least through the 2009-2010
    year because it applies to 1 year of the HS career of the class of 2007, 2 years
    of the HS career of the class of 2008, 3 years of the HS career of the class of
    2009, and all 4 years of the HS career of the class of 2010.
                   Class of 2006-2007     Class of 2007-2008     Class of 2008-2009    Class of 2009-2010
9th Grade Year    No Document Required   No Document Required   No Document Required   Document Required

10th Grade Year   No Document Required   No Document Required    Document Required     Document Required

11th Grade Year   No Document Required    Document Required      Document Required     Document Required

12th Grade Year    Document Required      Document Required      Document Required     Document Required

                                                                                                            8
GED Transfers

   Prior to 2006-2007, students bound for a GED program
    were treated as transfers and removed from the
    graduation cohort, so they did not adversely affect the
    graduation rate.

   However, under a new formula, students who opt for a
    GED program remain in the “membership base” and
    thereby reduce the graduation rate for their graduating
    class.


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On-Time Graduation Changes
   Until 2009-10, students who take longer than 4 years to
    complete HS simply join the following base cohort of
    students (a student from the class of 2007, who takes 5 years
    to complete, will join the class of 2008).
   Beginning with the 2009-2010 rates, the graduation and
    completion rates will be adversely affected by students
    enrolled in 5 year programs.
   Exceptions will not be made for students with IEPs and
    students classified as ELL.
   The CDE is currently exploring options with the Federal
    DOE on ways to avoid a situation in which students in
    district-approved 5 year programs adversely affect the
    graduation rate.
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DPS Data Issues

   According to the CDE, DPS is one of very few districts in the state
    who are following the “Adequate Documentation” requirements
    for transfer students to the letter of the law. For this reason, the
    dropout rate is likely overstated and the graduation rate may be
    understated.

   An initial analysis of data indicates that, in many instances,
    students are not receiving the correct entrance or exit codes at the
    school level, which may lead to an over- or under-statement of the
    rates at each school.




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   Can we create Board policies to provide infrastructure and accountability to
    adequate documentation requirements?

   Can we begin to hold conversations with the CDE and the State Legislature to
    identify ways to hold all districts accountable for documentation requirements
    for transfer students?

   Can we designate a District policy regarding which students are encouraged to
    pursue a GED and how they are guided to that decision?

   Is there a way to ensure data coding accountability at the school level?

   How do we effectively communicate to the public both the district rates and
    instructions on how to accurately interpret them?

   Are we prepared for the likely possibility that, as DPS graduation requirements
    increase, there may be adverse impacts on the graduation, completion, and
    dropout rates?
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