The role played by testing in the nation's public school system has been increasing steadily-and growing more complicated-for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.

The role played by testing in the nation's public school system has been increasing steadily-and growing more complicated-for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.

Through engaging stories and the use of students’ voices, this book corrects persistent misconceptions about youth who drop out of high school. Based on research conducted with high school dropouts in both urban and rural communities, the authors argue that, contrary to popular belief, most dropouts are not disengaged from school at an early age. Many have positive memories of their education, both social and academic, that educators and policymakers can draw on to create successful prevention and intervention practices. The narratives and insights presented here will help readers to better understand the interplay of school-related and personal factors that lead students to drop out of school. “Why We Drop Out” is essential reading for K–12 educators, school principals, counselors, psychologists, and everyone concerned with our nation’s dropout crisis. “Every educator will recognize in these stories the daily opportunities that adults have to reach out and grab onto kids who are desperate for a hand and just need someone to pull them over that line.” —From the Foreword by Camille A. Farrington, PhD, author of Failing at School: Lessons for Redesigning Urban High Schools “This book greatly improves our understanding of the complex and long-term process of dropping out of high school.” —Russell W. Rumberger, UC Santa Barbara, director, California Dropout Research Project “A must-read for any teacher, principal, or superintendent interested in changing the lives of our students most at risk.” —Greg Baker, superintendent, Bellingham Public Schools “This is a book that everyone with a stake in education must read!” —Dr. Shivohn Garcia, SUNY Empire State College

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.

In the current standards-based, accountability-driven world of education, it is difficult for educators to use differentiated instruction to cater to the individual learning needs of each student. This book explains differentiating instruction in a way that connects to current standards and provides examples of challenging best practice lessons.

The vast majority of kids in the developed world finish high school—but not in the United States. More than a million kids drop out every year, around 7,000 a day, and the numbers are rising. Dropping Out offers a comprehensive overview by one of the country’s leading experts, and provides answers to fundamental questions: Who drops out, and why? What happens to them when they do? How can we prevent at-risk kids from short-circuiting their futures? Students start disengaging long before they get to high school, and the consequences are severe—not just for individuals but for the larger society and economy. Dropouts never catch up with high school graduates on any measure. They are less likely to find work at all, and more likely to live in poverty, commit crimes, and suffer health problems. Even life expectancy for dropouts is shorter by seven years than for those who earn a diploma. Russell Rumberger advocates targeting the most vulnerable students as far back as the early elementary grades. And he levels sharp criticism at the conventional definition of success as readiness for college. He argues that high schools must offer all students what they need to succeed in the workplace and independent adult life. A more flexible and practical definition of achievement—one in which a high school education does not simply qualify you for more school—can make school make sense to young people. And maybe keep them there.

The authors examine the major groups within the dropout population, the myriad of factors within schools that lead to dropping out, and the larger social and economic context within which dropping out occurs. The resulting synthesis of knowledge and perspectives provided here will enhance our understanding of an important topic that has, to this time, been given too little attention.