http://www.rssboard.org/rss-specification 720 https://escholarship.org/uc/civilrightsprojectucla_grad/rss Recent eScholarship items from K-12 Dropouts and Graduation Rates Thu, 25 Jun 2026 14:02:02 +0000 https://escholarship.org/uc/item/2902g0q3 For 40 years, study after study on grade retention has reached the same conclusion: Failing a student, particularly in the critical ninth grade year, is the single largest predictor of whether he or she drops out. Unless accompanied by targeted and intensive supports and interventions, this practice yields no academic gains for the retained students, results in huge management problems, and financially taxes the school system. https://escholarship.org/uc/item/2902g0q3 Tue, 7 Jun 2016 00:00:00 +0000 Edley, Christopher Wald, Johanna https://escholarship.org/uc/item/0ds627zn Dropouts in the South: Confronting the Graduation Rate Crisis https://escholarship.org/uc/item/0ds627zn Mon, 9 Feb 2015 00:00:00 +0000 Civil Rights Project, The https://escholarship.org/uc/item/9rw5h1c8 Proposition 227 in California: A Long-Term Appraisal of Its Impact on Language Minority Student Achievement https://escholarship.org/uc/item/9rw5h1c8 Fri, 18 Apr 2014 00:00:00 +0000 McCloskey, Laura Pellegrin, Nathan Thompson, Karen Hakuta, Kenji https://escholarship.org/uc/item/4x44w1qh Losing Our Future: How Minority Youth are Being Left Behind by the Graduation Rate Crisis https://escholarship.org/uc/item/4x44w1qh Fri, 18 Apr 2014 00:00:00 +0000 Orfield, Gary Losen, Daniel Wald, Johanna Swanson, Christopher B https://escholarship.org/uc/item/4h66294m Confronting the Graduation Rate Crisis in California https://escholarship.org/uc/item/4h66294m Fri, 18 Apr 2014 00:00:00 +0000 Civil Rights Project, The https://escholarship.org/uc/item/6wx120pt The analysis presented in this paper strongly suggests that about half of the high schools in the nation’s 35 largest cities have severe dropout rates. It further shows that high schools with weak promoting power and by implication high dropout rates are found in almost all of the largest cities but they are particularly concentrated in Midwestern and Northern industrial cities and Texas. https://escholarship.org/uc/item/6wx120pt Thu, 5 Sep 2013 00:00:00 +0000 Balfanz, Robert Legters, Nettie https://escholarship.org/uc/item/58p2c3wp Because dropping out is influenced by both individual and institutional factors, intervention strategies can focus on either or both sets of factors. That is, intervention strategies can focus on addressing the individual values, attitudes, and behaviors that are associated with dropping out without attempting to alter the characteristics of families, schools, and communities that may contribute to those individual factors. Many dropout prevention programs pursue such programmatic strategies by providing would-be dropouts with additional resources and supports to help them stay in school. https://escholarship.org/uc/item/58p2c3wp Thu, 5 Sep 2013 00:00:00 +0000 Rumberger, Russell W. https://escholarship.org/uc/item/48m0122w The descriptive data for this urban school system indicate that the modal dropout grade is ninth grade, even though students may have been enrolled in high school for three or even four years. Credit-wise, the largest proportion of dropouts are barely out of the starting gate in high school. https://escholarship.org/uc/item/48m0122w Thu, 5 Sep 2013 00:00:00 +0000 Neild, Ruth Curran Stoner-Eby, Scott Furstenberg, Jr., Frank F. https://escholarship.org/uc/item/40s4j031 During the past five years, education policymakers and practitioners have been pursuing a number of far-reaching strategies aimed specifically at improving high schools. Almost universally, each of these school reform initiatives have included a special, if not a primary focus on schools serving students at high risk of leaving school without the credentials and skills needed to make successful transitions to further education and the labor market. https://escholarship.org/uc/item/40s4j031 Thu, 5 Sep 2013 00:00:00 +0000 Kemple, James J. Snipes, Jason C. https://escholarship.org/uc/item/3z4802zq Our results suggest that explanations for students dropping out of school before graduation that rely solely on students’ social background and school behaviors are incomplete. Although our research has demonstrated that both students’ social and academic background are associated with the likelihood of students dropping out of high school, the story does not (and should not) end there. The results of this study suggest that schools can exert important organizational effects on dropping out, above and beyond individual students’ behaviors and backgrounds. https://escholarship.org/uc/item/3z4802zq Thu, 5 Sep 2013 00:00:00 +0000 Lee, Valerie E. Burkam, David T. https://escholarship.org/uc/item/30j264wj By correlating their values, their instructional, curricular, relational, and professional practices, and their organizational behavior to the assessment process by which students graduate, the Coalition Campus schools make completion integral to their purpose and design. https://escholarship.org/uc/item/30j264wj Thu, 5 Sep 2013 00:00:00 +0000 Ancess, Jacqueline Ort Wichterle, Suzanna https://escholarship.org/uc/item/26m5j3dr This study contributes to the literature on school reform and restructuring by providing much needed information about effective school organizational practices to ease the transition to high school. As educational researchers and practitioners work to find the best ways to organize high schools for the benefit of teachers and students alike, more attention must be given to the unique needs of ninth graders as they transition to a new school environment while also facing the challenges of adolescence. https://escholarship.org/uc/item/26m5j3dr Thu, 5 Sep 2013 00:00:00 +0000 Legters, Nettie Kerr, Kerri https://escholarship.org/uc/item/0g10k4nz For the most troubled high schools, we argue in favor of a strict adherence to implementing a complete comprehensive reform model of the three key components—organization, instruction, and teacher support—where each component is established with no compromises that would weaken the self-contained Academy structure, the extended time and extra-help courses within a high standards curriculum, or the continuous support of teachers by expert inclass coaches for instructional innovations. https://escholarship.org/uc/item/0g10k4nz Thu, 5 Sep 2013 00:00:00 +0000 McPartland, James Jordan, Will https://escholarship.org/uc/item/09h2q55p Unfortunately, while a great deal of time and resources are being devoted to measuring one educational outcome—the academic achievement of students in school— less is being devoted to measuring the complementary outcome—how many students complete high school. https://escholarship.org/uc/item/09h2q55p Thu, 5 Sep 2013 00:00:00 +0000 Kaufman, Phillip https://escholarship.org/uc/item/5w70228v It appears that rising TAAS scores on the tenth-grade high-stakes test have had at best a small impact on educational outcomes that count, namely high school completion and the likelihood of attending college. This is particularly troubling because high school graduation rates are relatively low in Texas. https://escholarship.org/uc/item/5w70228v Thu, 29 Aug 2013 00:00:00 +0000 Carnoy, Martin Loeb, Susanna Smith, Tiffany L. https://escholarship.org/uc/item/26g6r1f5 Policymakers interested in reducing the number of dropouts no doubt would like to hear something they could do for which there is some evidence it will be effective. The pattern of evidence from the impact assessment points to programs that were effective. https://escholarship.org/uc/item/26g6r1f5 Thu, 29 Aug 2013 00:00:00 +0000 Dynarski, Mark https://escholarship.org/uc/item/20p0b765 It is clear that the students who suffer from isolation and threats from peers do not feel supported by teachers. In some cases, perceived teacher disparagement has stronger relationships with these outcomes than peer influences. https://escholarship.org/uc/item/20p0b765 Thu, 29 Aug 2013 00:00:00 +0000 DeLuca, Stefanie Rosenbaum, James E. https://escholarship.org/uc/item/0hx1v4cw This paper extends an examination of grade enrollment and high school graduation patterns in Texas presented in “The Myth of the Texas Miracle in Education” (Haney, 2000). Using enrollment data from 1975-76 through 1999-2000, I examine the pattern apparent between flunking grade 9 and failure to persist in school to high school graduation. Before focusing on this particular topic, I provide a summary of the “Myth” article, supplemented by new evidence available since publication of that article in August 2000. https://escholarship.org/uc/item/0hx1v4cw Thu, 29 Aug 2013 00:00:00 +0000 Haney, Walt https://escholarship.org/uc/item/2jf1g204 Between 1972 and 1998, data from October Current Population Surveys show that dropout is least among whites and greatest among Hispanics, and it has declined among whites and African- Americans since the late 1970s. Annual dropout rates are successively higher in each of the last three years of high school, and men drop out more than women. Social background favors school continuation among whites relative to minorities, but trends in background were favorable both to whites and blacks. Residence in a large central city increases high school dropout among whites and blacks. The end of compulsory school attendance increases dropout, especially among minorities. Female household headship increases dropout, especially among whites, and post-secondary education of parents and home ownership sharply lower dropout. Social location and background should inform our understanding of changes in high school dropout, along with the dynamics of the economy and of educational policy.  https://escholarship.org/uc/item/2jf1g204 Wed, 28 Aug 2013 00:00:00 +0000 Hauser, Robert M. Simmons, Solon J. Pager, Devah I. https://escholarship.org/uc/item/4ps2m2rf <p>This paper examines the graduation/dropout crisis among American Indian and Alaska Native students using data from the National Center for Education Statistics. Data from 2005 is drawn from the seven states with the highest percentage of American Indian and Alaska Native students as well as five states in the Pacific and Northwestern regions of the United States. Findings indicate that the number of American Indians and Alaska Natives who graduate continues to be a matter of urgent concern. On average, less than 50% of Native students in these twelve states graduate each year.</p><p>Also available at http://civilrightsproject.ucla.edu</p> https://escholarship.org/uc/item/4ps2m2rf Tue, 5 Mar 2013 00:00:00 +0000 Faircloth, Susan C. Tippeconnic, John W., III