High School Dropout, Graduation, and Completion Rates
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A01=Center for Education
A01=Committee for Improved Measurement of High School Dropout and Completion Rates: Expert Guidance on Next Steps for Research and Policy Workshop
A01=Division of Behavioral and Social Sciences and Education
A01=National Academy of Education
A01=National Research Council
Age Group_Uncategorized
Age Group_Uncategorized
Author_Center for Education
Author_Committee for Improved Measurement of High School Dropout and Completion Rates: Expert Guidance on Next Steps for Research and Policy Workshop
Author_Division of Behavioral and Social Sciences and Education
Author_National Academy of Education
Author_National Research Council
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B01=Judith Anderson Koenig
B01=Robert M. Hauser
Category1=Non-Fiction
Category=JNF
Category=JNL
COP=United States
Delivery_Delivery within 10-20 working days
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eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Language_English
PA=Available
Price_€20 to €50
PS=Active
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Product details
- ISBN 9780309163071
- Dimensions: 152 x 229mm
- Publication Date: 17 Mar 2011
- Publisher: National Academies Press
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
