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PAPERBACK list:$21.00 Web:$18.90 add to cart Rights & Permissions Free PDF Access Free Resources Sign in to download PDF book and chapters PDF EXECUTIVE SUMMARY Display this book on your site! Related Titles Hispanics and the Future of America Growing Up Global: The Changing Transitions to Adulthood in Developing Countries Other Related Titles Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing (2001) Board on Testing and Assessment (BOTA) Center for Education (CFE) Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Page 51   E-mail  Facebook  Digg  Stumble  Twitter More The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Page 51 Appendix Workshop Agenda School Completion in Standards-Based Reform: Facts and Strategies July 17-18, 2000 Washington, DC Monday, July 17 8:00 Continental breakfast 8:30 Welcome and Overview of Workshop Goals Ulric Neisser, Cornell University William Trent, University of Illinois, Urbana-Champaign (Committee Cochairs) 8:45 Historical Perspective Brief review of trends in graduation during the century and public policy history of dropping out as a visible concern for policymakers and practitioners. Sherman Dorn, University of South Florida Respondent: Jay Heubert, Teachers College, Columbia University Questions and Discussion Page 51 Front Matter (R1-R12) Executive Summary (1-8) 1. Background and Context (9-21) 2. What Completion Means and Why It's Important (22-28) 3.Complexities in Counting (29-37) 4. Effects of High-Stakes Testing and Standards (38-45) References (46-50) Appendix : Workshop Agenda (51-54)

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Page 51 Appendix Workshop Agenda School Completion in Standards-Based Reform: Facts and Strategies July 17-18, 2000 Washington, DC Monday, July 17 8:00 Continental breakfast 8:30 Welcome and Overview of Workshop Goals Ulric Neisser, Cornell University William Trent, University of Illinois, Urbana-Champaign (Committee Cochairs) 8:45 Historical Perspective Brief review of trends in graduation during the century and public policy history of dropping out as a visible concern for policymakers and practitioners. Sherman Dorn, University of South Florida Respondent: Jay Heubert, Teachers College, Columbia University Questions and Discussion

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Page 52 10:00 Difficulties in Calculating Dropout Rates Various ways of calculating the rates can yield results that appear different, even contradictory. Both clarification of current data and guidance in understanding these complexities for the interested nonstatistician are needed. • What data are collected and how are they presented? • What are the proper interpretations of dropout rates as currently reported in different jurisdictions? • Why are differing data reported for the same cohorts and locales? • What are the most accurate and useful representations of dropout statistics? Phillip Kaufman, Director, Statistical Analysis and Data Design, MPR Associates Respondent: Robert Hauser, University of Wisconsin, Madison Questions and Discussion 11:00 Break 11:15 Who is Dropping Out and Why? Which factors seem to account for the greatest variation, and what is known about how these factors influence the decision to drop out? A look at variations by cultural background and ethnicity and other factors. Russell Rumberger, University of California, Santa Barbara Respondent: Herbert Walberg, University of Illinois Questions and Discussion 12:30 Lunch

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Page 53 1:00 One State's Experience: Texas A Look at Reforms and Statistics in Texas Anne Smisko, Texas Education Agency Respondent: Diana Lam, Providence School Department Legislated School Reform Via High-Stakes Testing: The Case of Pending Anti-Social Promotion Legislation in Texas and Its Likely Adverse Impact on Racial/Ethnic Minority Students Richard Valencia, University of Texas Respondent: William Trent 2:15 Stakes for Students: Impacts on Schooling, Learning, and Earning A look at the effects of acquisition of a high-school diploma or GED certification on future schooling, employment opportunities, and earning power. Ferran Mañe, Rovira I Virgili University Respondent: Henry Levin, Teachers College, Columbia University Questions and Discussion 3:30 Break 3:45 Tracking Students' Progress Through School What kinds of indicators of students' progress through school might be tracked as a way of monitoring the effects of high-stakes tests on school completion? A look at value-added measures as a means of identifying schools and students that are struggling.

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Page 54 Robert Meyer, University of Chicago Respondent: Ulric Neisser Questions and Discussion 5:00 Adjourn Tuesday, July 18 8:30 What's Being Done to Prevent Students From Dropping Out? A look at examples of successful efforts to target the needs of students at high risk for dropping out. Mark Dynarski, Mathematica Policy Research Respondent: Judith Johnson, Department of Education 9:30 Discussion of Preliminary Questions Discussants' responses to questions and workshop presentations David Grissmer, RAND Robert Hauser, University of Wisconsin, Madison Aaron Pallas, Michigan State University 10:30 Break 10:45 General Discussion Moderators: Ulric Neisser, William Trent 11:45 Concluding Remarks 12:00 Adjourn

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william trent