Early Identification of High School Graduation Outcomes in Oregon Leadership Network Schools

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Author
Author
Burke, Arthur
Institutional Author
U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest
Details
Resource Type
Report
Acquisition Number
BE025541
Published Date
08-04-2015 3:55 PM
Published Year
2015
Number of Pages
34
Language(s)
Subscription Only
No
Abstract
The purpose of this study was to examine student characteristics related to completing high school within four years, with particular emphasis on graduation outcomes for male and English language learner students. The authors looked at a cohort of students who began grade 9 in the 2007/08 school year in four Oregon districts. Factors related to three key graduation outcomes were analyzed: dropping out within four years of starting grade 9, graduating on time (within four years), and staying in school but not graduating on time. Findings confirmed previous studies showing that attendance and grade point average (GPA) in grades 8 and 9 are significantly associated with graduating on time. In addition, race/ethnicity and achievement on standardized tests are less predictive of graduating on time after other factors are considered. When the influence of demographic, behavioral, and academic characteristics were considered at the same time, only gender, status as an English language learner, and attendance and GPA in grades 8 and 9 were associated with graduation outcomes. Practitioners and policymakers concerned with early identification of students at-risk of not graduating on time could consider these early warning indicators: grade 8 attendance rates below 80 percent; grade 8 GPA of less than 2.0; grade 9 attendance rates below 80 percent, and grade 9 GPA of less than 2.0.
Topics
Secondary Education
Research
Research
Graduation and Dropout Rates
English Learners
English Learners
Demographics