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200 10$aHigh school dropout, graduation, and completion rates $ebetter data, better measures, better decisions /$fCommittee for Improved Measurement of High School Dropout and Completion Rates: Expert Guidance on Next Steps for Research and Policy Workshop ; Robert M. Hauser and Judith Anderson Koenig, editors ; Center for Education, Division of Behavioral and Social Sciences and Education ; National Research Council and National Academy of Education
205   $a1st ed.
210   $aWashington, D.C. $cNational Academies Press$dc2011
215   $a1 online resource (155 p.)
300   $aDescription based upon print version of record.
311   $a0-309-16307-2 
320   $aIncludes bibliographical references (p. 119-129).
327   $a""Front Matter""; ""Preface""; ""Contents""; ""Summary""; ""1 Introduction""; ""2 Dropout Rates, Graduation Rates, and Public Policy""; ""3 Decisions Required to Compute the Indicators""; ""4 Current and Proposed Measures""; ""5 Early Warning Indicators""; ""6 Developing Longitudinal Data Systems""; ""7 Using Comprehensive Data Systems to Improve Public Policy and Practice""; ""8 Summary of Recommendations""; ""References and Bibliography""; ""Appendix A: Workshop Agenda and Participants""; ""Appendix B: Biographical Sketches of Committee Members and Staff""
330   $aHigh 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?  This book 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.--Publisher's description.
606   $aHigh school graduates$zUnited States
606   $aHigh school dropouts$zUnited States
606   $aDropout behavior, Prediction of
606   $aEducational indicators$zUnited States
615  0$aHigh school graduates
615  0$aHigh school dropouts
615  0$aDropout behavior, Prediction of.
615  0$aEducational indicators
676   $a371.219
701   $aHauser$b Robert Mason$01101712
701   $aKoenig$b Judith A$01495660
712 02$aNational Academy of Education.
712 02$aNational Research Council (U.S.)
712 02$aNational Academies Press (U.S.)
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996   $aHigh school dropout, graduation, and completion rates$93968323
997   $aUNINA