Does External Accountability Affect Student Outcomes? A Cross-State Analysis

2002 ◽  
Vol 24 (4) ◽  
pp. 305-331 ◽  
Author(s):  
Martin Carnoy ◽  
Susanna Loeb
Keyword(s):  
High School ◽  
Student Performance ◽  
High School Completion ◽  
High Stakes Testing ◽  
Completion Rates ◽  
High Stakes ◽  
School Completion ◽  
9Th Grade ◽  
8Th Grade ◽  
Math Test

We developed a zero-to-five index of the strength of accountability in 50 states based on the use of high-stakes testing to sanction and reward schools, and analyzed whether that index is related to student gains on the NAEP mathematics test in 1996–2000. The study also relates the index to changes in student retention in the 9th grade and to changes in high school completion rates over the same period. The results show that students in high-accountability states averaged significantly greater gains on the NAEP 8th-grade math test than students in states with little or no state measures to improve student performance. Furthermore, students in high-accountability states do not have significantly higher retention or lower high school completion rates.

scholarly journals The Role of Achievement, Gender, SES, Location, and Policy in Explaining the Indigenous Gap in High-School Completion

2020 ◽  
Author(s):  
Melissa Schellekens ◽  
Joseph Ciarrochi ◽  
Anthony Dillon ◽  
Baljinder K. Sahdra ◽  
Robert Brockman ◽  
...  
Keyword(s):  
High School ◽  
Government Policy ◽  
High School Completion ◽  
Academic Ability ◽  
Completion Rates ◽  
Indigenous Students ◽  
School Completion ◽  
Underlying Mechanisms ◽  
Representative Samples

Internationally there is a gap in high school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal and representative samples of Australian youth, we explored differences in high school completion between Australian Indigenous and non-Indigenous rates and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap varies by SES and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not so for Indigenous students. Results also show the Indigenous gap declined in response to government policy that increased the compulsory school leaving age.

scholarly journals High School Completion Rates Among Men with Hemophilia

2010 ◽  
Vol 38 (4) ◽  
pp. S489-S494 ◽  
Author(s):  
John H. Drake ◽  
J. Michael Soucie ◽  
Susan C. Cutter ◽  
Ann D. Forsberg ◽  
Judith R. Baker ◽  
...  
Keyword(s):  
High School ◽  
High School Completion ◽  
Completion Rates ◽  
School Completion

High School Exit Examinations and State-Level Completion and GED Rates, 1975 Through 2002

2006 ◽  
Vol 28 (2) ◽  
pp. 131-152 ◽  
Author(s):  
John Robert Warren ◽  
Krista N. Jenkins ◽  
Rachael B. Kulick
Keyword(s):  
High School ◽  
Fixed Effects ◽  
State Level ◽  
High School Completion ◽  
The United States ◽  
Public High School ◽  
Completion Rates ◽  
Exit Examinations ◽  
School Completion ◽  
High School Exit

This article investigates the extent to which state-mandated high school exit examinations are associated with state-level public high school completion rates in the United States. The authors estimate a series of state and year fixed effects models using a new measure of state-level public high school completion rates and archival information about states’ policies on high school exit examinations from 1975 through 2002. The study finds that state high school exit examinations—particularly the “more difficult” examinations that have been implemented recently in some states—are associated with lower public high school completion rates and higher rates of General Educational Development test taking. Furthermore, the study finds that the association between state policies on high school exit examinations and public high school completion grows stronger as states become more racially and ethnically diverse and as poverty rates increase.

scholarly journals State-level high school completion rates: Concepts, measures, and trends.

2005 ◽  
Vol 13 ◽  
pp. 51 ◽  
Author(s):  
John Robert Warren
Keyword(s):  
High School ◽  
Common Core ◽  
Grade Retention ◽  
State Level ◽  
High School Completion ◽  
Completion Rates ◽  
Cohort Size ◽  
School Completion ◽  
National Rate ◽  
Review State

Since the mid 1970s the national rate at which incoming 9th graders have completed high school has fallen slowly but steadily; this is also true in 41 states. In 2002, about three in every four students who might have completed high school actually did so; in some states this figure is substantially lower. In this paper I review state-level measures of high school completion rates and describe and validate a new measure that reports these rates for 1975 through 2002. Existing measures based on the Current Population Survey are conceptually imperfect and statistically unreliable. Measures based on Common Core Data (CCD) dropout information are unavailable for many states and have different conceptual weaknesses. Existing measures based on CCD enrollment and completion data are systematically biased by migration, changes in cohort size, and/or grade retention. The new CCD-based measure described here is considerably less biased, performs differently in empirical analyses, and gives a different picture of the dropout situation across states and over time.

Nothing about us without us! Youth-led solutions to improve high school completion rates

2015 ◽  
Vol 23 (3) ◽  
pp. 436-459 ◽  
Author(s):  
Fred Chou ◽  
Janelle Kwee ◽  
Robert Lees ◽  
Kara Firth ◽  
Jordan Florence ◽  
...  
Keyword(s):  
High School ◽  
High School Completion ◽  
Completion Rates ◽  
School Completion
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