High School Dropout Rate 1 in 4, According to Study
The University of Michigan study highlight's the discrepancy between two sources of data that could be used to estimate high school dropout rates. The United States uses the U.S. Census Bureau's Current Population Survey (CPS) to give approximate high school dropout rates. The survey shows only 10 percent of students dropout, with that number steadily declining by 40 percent over the last ten years.
However, the University of Michigan study used the information available from the National Center for Education Statistics' Common Core of Data survey (CCD), which indicates a 25 percent dropout rate. It also indicates that the rate of high school completion has not significantly changed within the past few decades.
The study, lead by sociology professor John Robert Warren and graduate student Andrew Halpern-Manners is detailed in a paper titled "Is the Glass Emptying or Filling Up: Reconciling Divergent Trends in High School Completion and Dropout," which in the most recent issue of Educational Researcher. The study indicates that the difference in high school dropout rate statistics can have people using the CCD numbers to describe a dropout rate crisis while others using the CPS study may claim much less of a problem.
The difference in the two data sources may be in part to different handling of data. Private high school graduates and GED recipients are both counted differently in the CCD data versus the CPS data. However, the University of Michigan study accounted for these differences and still found at least half of the discrepancy still remained between the two sets of data.
The University of Michigan study suggests the CCD numbers, which rely on administrative records are much more accurate than the CPS data, which relies on individual survey results. They suggest that the margin of error is due to individuals giving misleading information when taking their survey.
SOURCES:
University of Michigan, "U of M study finds that U.S. high school dropout rate higher than thought and hasn't improved in years." Eurekalert. URL:(http://www1.umn.edu/umnnews/news_details.php?release=070927_3536&page=NS)
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11 Comments
Post a CommentI Can't Find What I Need :(
wow thats sad
Sometimes there are very good reasons for dropping out. I did and later got my Diploma at home. I was 1/2 credit short of graduating, but I did finish eventually. I have a great job now, too. So, it just goes to show there can be good reasons for some kids at that age.
This is just one more reason to add to my list of why to continue homeschooling until a major change occurs. I agree with Meaghan. Teachers need to be allowed to step outside of the box. New ideas are greatly needed. Obviously the tests are flawed when you compare the number of students who graduate to the number that pass the tests that are supposed to be accurate assessments. It just doesn't equate. Instead of working toward passing a test, teachers should be able to teach what needs to be learned. If they are allowed to do that, passing the tests will come easily for the students. I have a few of my own ideas, including what and how homework is assigned, as well as the way classrooms are set up and taught. I wrote articles on those if you're interested (most recently on the homework issue).
Wow, this is heartbreaking info. Great job presenting it.
That is why we need to allow our teachers to teach rather than tell them how to teach. There needs to be creativity in their education to make these childern WANT to be in school. It can be done. As a teacher, I am so sick and tired of being told to teach for the test, not for the children!
Either number is better than 10-15 years ago, but still a disgrace. Maybe the minimum competencies movement is keeping kids in school - even though they are not learning anything.
If this is accurate, it is both stunning and disheartening.
This is an important article.
This is very disheartening.