Every Student Succeeds Act of 2015 (ESSA), signed into law by President Obama on December 10, 2015, amended several K-12 accountability requirements. ESSA defined high school graduation rate for the first time in federal education law. In ESSA, the Four-Year Adjusted Cohort Graduation Rate (ACGR) was defined as the ratio of the number of students who graduated with a regular high school diploma over the course of four years divided by the number of students who made up an adjusted cohort. Under ESSA, high schools that graduate less than 67 percent of their students were labeled as low performing. The graduation rate differed significantly between high schools and was influenced by multiple factors. Among other factors, the difference in graduation rates might be attributed to increased dropout rates among groups, such as males, racial minorities, low socioeconomic (SES) families, and schools that were located in urban areas (Bower et al., 2013). This study was modeled after the work of Blowe (2011) and White (2015). A quasi-experimental analysis of ex post facto data was conducted to determine if CTE completion affected students' standardized assessment scores and graduation rates. The purpose of this study was to determine if the completion of Career and Technical Education (CTE) sequences was associated with the graduation rates among Virginia students for the 2016-17, 2017-18, and 2018-19 cohort years. In addition, the study examined whether there were statistically significant differences in graduation rates among CTE finishers, non-CTE finishers, and total students when regional classifications were considered. School graduation data from the 132 school divisions were grouped according to The National Center for Education Statistics' designated locale classifications type to determine if CTE sequence completion and locale type were associated with graduation rates of each geographic region. The researcher used quasi-experimental, comparative analysis, t-test, and ANOVA to analyze the graduation data of each locale type. The study determined that CTE finishers' graduation rates were significantly higher than students who have not completed CTE programs. In addition, regional classifications had a statistically significant influence on the overall graduation rates for all students. / Doctor of Education / Every Student Succeeds Act of 2015 (ESSA), signed into law by President Barak Obama on December 10, 2015, amended several K-12 accountability requirements for K-12 education. Under ESSA, graduation rates were an essential measure of student outcomes, and high schools that graduated less than 67 percent of their students were labeled as low performing. Across the country, the graduation rate differed significantly between high schools and was influenced by a wide range of factors. Among other factors, the difference in graduation rates might be attributed to factors including increased dropout rates among groups, such as males, racial minorities, Hispanics, low socioeconomic (SES) families, and schools that were located in urban areas (Bower et al., 2013). The achievement of a diploma allowed students to choose their path - whether they wish to attend a two- or four-year college, a technical school, workforce training, or enter the military. This study was modeled after the work of Blowe (2011) and White (2015) in using existing data to determine if CTE completion had an association with earning a diploma. The purpose of this study was to determine if the completion of Career and Technical Education (CTE) sequences was associated with the graduation rates of Virginia students for the 2016-17, 2017-18, and 2018-19 cohort years. In addition, the study examined whether there were statistically significant differences in graduation rates among CTE finishers, non-CTE finishers, and total students when regional classifications were considered. That is, the study analyzed the graduation rates of Virginia's 132 school divisions in determining if completing a CTE course sequence affected state graduation as well as regional graduation rates. Schools were grouped according to The National Center for Education Statistics' designated locale classifications type. The researcher used statistical analysis to compare the graduation data of each locale grouping, rural, town, suburban, and city, to the corresponding annual state average. The results of the study indicated that graduation rates for students who finished CTE sequences were significantly higher than their peers who did not finish a CTE sequence and that regional classifications influenced overall graduation rates.

The purpose of this study was to create and test two series of predictive models aimed at projecting high school graduation status. Secondary data were obtained in partnership with an urban school district. All of the predictor variables included in the models tested in this study were academic and nonacademic variables that were found to be significant predictors of high school graduation in previous empirical work. In the first series of models tested, individual academic and nonacademic variables were tested together along with school-level variables. Eighth and ninth grade variables were tested separately to avoid multicollinearity issues. The second series of models tested included similar individual-level academic and nonacademic variables, along with community-level predictors to analyze their ability to predict high school graduation status. Logistic regression and multilevel logistic regression analyses were conducted to analyze the data. The model including community-level predictors yielded a pseudo R-squared value of .40, approximating that 40% of the variance was explained by the predictors in the model. Most of the individual predictors included in the models yielded findings similar to those found in previous literature on high school graduation status projection; however, this was not true for all of the predictor variables included. These differences highlight the tension that can exist between generalizability and local specificity. Significant findings from studies utilizing large nationally-representative longitudinal datasets and other large data sources do not always generalize to settings with samples that differ demographically. This study represents a first step in a line of research aimed at developing a better understanding of high school graduation status, particularly in challenging school contexts.

One of the challenges facing higher education today is to graduate undergraduate students in a timely manner. Graduation rates are reported to students, parents, and the general public as well as academic and political leaders. The rates are derived using different methodologies. The Integrated Postsecondary Education Data System (IPEDS) collects data annually by law from every institution offering federal financial aid in the United States. The "IPEDS reported" students are considered students who start in the fall semester, full-time, first-time in college, and graduate from the original institution (no transfers). The adult, part-time, returning, and transfer students, or "IPEDS unreported" students, are left out of the numbers. The purpose of this research is to understand how current college graduation data are collected in the United States and to compare that information with post-secondary attendance and transfer patterns. This study proposes to document the data of "IPEDS reported" and "IPEDS unreported" graduated students from one academic year and to propose alternatives for holistic and inclusive methods for counting graduation numbers that reflect current enrollment trends. Furthermore, emphasis of the serious implications of these data for students, parents, policymakers, institutional leaders, and politicians who rely on these data to make informed decisions regarding higher education will be discussed. This research contributes to innovative solutions for calculating graduation rates that adhere to updated methods that count and value all graduated students and their successes.

Submitted by Josiane ribeiro (josiane.caic@gmail.com) on 2015-04-24T13:15:40Z No. of bitstreams: 1 Dissertacao Maria Coury.pdf: 799125 bytes, checksum: bebda2a1e6c4e5668ace746e81f13264 (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-05-19T16:50:27Z (GMT) No. of bitstreams: 1 Dissertacao Maria Coury.pdf: 799125 bytes, checksum: bebda2a1e6c4e5668ace746e81f13264 (MD5) / Made available in DSpace on 2015-05-19T16:50:27Z (GMT). No. of bitstreams: 1 Dissertacao Maria Coury.pdf: 799125 bytes, checksum: bebda2a1e6c4e5668ace746e81f13264 (MD5) Previous issue date: 2014 / A pós-graduação, no Brasil, é considerada uma das realizações mais bem sucedidas no conjunto do sistema educacional do país. Seu desenvolvimento ocorreu como produto de um planejamento deliberado, conduzido e apoiado pelo Estado. Neste cenário, a Coordenação de Pessoal de Nível Superior (CAPES) é responsável pela avaliação e por significativa parcela do fomento, bolsa e custeio da pós- graduação nacional, que tem a tarefa de formar profissionais aptos a atuarem nos diferentes setores da sociedade, contribuindo para o processo de modernização do país. Os Planos Nacionais de Pós-graduação (PNPG’s), elaborados a partir de 1975, contribuíram para a organização do Sistema Nacional de Pós-graduação e com a indução das políticas prioritárias neste âmbito. Por isso, o presente estudo, objetiva avaliar os instrumentos criados pela CAPES, voltados para a redução das assimetrias regionais detectadas em todos os Planos, a partir das orientações do PNPG-2005-2010; analisar se as estimativas previstas no PNPG-2005-2010, para a redução dessas assimetrias regionais foram concretizadas e se os resultados demonstram o êxito dos programas de indução criados pela CAPES, no tocante aos aspectos dos investimentos, atendimento de demandas e a ampliação do número de bolsas no período. A pesquisa, de cunho exploratório-descritivo, foi desenvolvida por meio de pesquisa documental. Os resultados da pesquisa indicam que os impactos dos programas desenvolvidos pela CAPES não foram suficientes para alterar substancialmente os indicadores que revelam um problema básico de escassez de recursos humanos para a pesquisa científica e tecnológica nas regiões Norte, Nordeste e Centro-Oeste. / Postgraduate Education in Brazil is considered one of the most successfull achievements in the whole education system of the country. Its development occured as a product of a deliberate planning, conducted and supported by the State. In this scenario, the Coordenação de Pessoal de Nível Superior (CAPES) is responsible for the evaluation and for a significant portion of the national postgraduate fostering, scholarship and funding, which has the task of traning professional able to act in direrent sectors of the society, contributing to the process of country´s modernization. The National Postgraduate Plans (PNPG´s), developed since 1975, contributed for the organization of the National Postgraduate System as well as for the induction of priority policies in this regard. Therefore, the present study´s purpose is to evaluate the instruments created by CAPES, focused on reducing the regional asymmetries found in all the plans, based on PNPG´S 2005-2010 guidelines; check whether the forecast provided by the PNPG 2005-2010 to reduce the regional disparities have been implemented and if the results demonstrate the success of the plans created by CAPES, with regard to investments, meeting demands and increasing the number of the scholarships granted during the period. The research, exploratory-descriptive research was developed through desk research. The outcome indicated that the results were not enough to substatially change indicators, that reveal a basic problem of human resources shortage for the scientific and technological research, in the north, northeast and midwest regions.

The purpose of this study was to explore the characteristics and relationships of participants and non-participants of the summer academic program in a local school district. The summer program also includes a component providing support to students as they progress through four years of high school. The study used 5,369 student records to conduct the study of the first cohort of students who entered their ninth grade in the 2009-2010 academic year.

No description available.

High dropout rates for minority students require additional educational research to understand and implement changes that will increase graduation rates. The purpose of this nonexperimental study was to examine factors that may be associated with graduation for Latino male students. Guided by Tinto's work, which holds that students remain in school when they feel academically or socially connected to an institution, this study addressed the impact of social factors, academic factors, and small learning communities (SLCs) on graduation rates. The research study used archival data and bivariate logistic regression to analyze the data for Latino male participants (n = 208) at an urban southern California high school. Results indicated that grade-point average (GPA), the number of suspensions, and Advancement Via Individual Determination (AVID) may be significant factors associated with graduation rates of the Latino male students. Implications for social change include an increase in support for programs such as AVID, a greater number of tutoring and mentoring programs to help students increase their GPA, and school policies that address discipline without increasing the number of suspensions. Students benefit most from obtaining a high school diploma. Graduation can assist students to have more opportunities in their own lives. Increasing student-graduation rates increases self-reliance and the ability for students to contribute to their own communities.

This study is based in the origins of Higher Education in Brazil, highlighting its expansion and regulation in order to situate the rise of the Post Graduation and its evaluation made by the agency CAPES. In the context of pursuing qualification, it s addressed the National Evaluation System of Higher Education (SINAES) and the Evaluation System of Brazilian Post Graduation, developed by CAPES, in which the internationalization is mentioned as a qualification benchmark. Based in these elements, the demand for internationalization can be considered as one of the most meaningful impact in the evaluation of Post Graduation Program. This study aims to identify the demand for internationalization in the Post Graduation Programs of UFSM, graded 5 or above by CAPES. The focus of the study was the Doctoral Courses. The qualitative method of case study was used and the documents of the area, the evaluation form, the self-evaluation and the interviews conducted with the Coordinators/Managers regarding internationalization were analyzed. The results identified that there is a great concern in the Programs in becoming internationalized, through the development of its excellence in the strengthening of international partnerships, exchange programs, qualification for its faculty with post doctoral courses and short term internships abroad and especially in the increasing of its international publications. It is intended to provide subsidies to the decision making for maintenance, perfecting and strengthening of the institution and its Post Graduation Courses. / Este estudo está fundamentado nas origens da Educação Superior no Brasil, destacando a sua expansão e regulação para situar o surgimento da Pós-Graduação e de sua avaliação pela CAPES. No contexto da busca por qualificação, este estudo aborda o Sistema Nacional de Avaliação da Educação Superior (SINAES) e o Sistema da Avaliação da Pós-Graduação Brasileira, desenvolvido pela CAPES, nos quais a internacionalização aparece como referência máxima de qualificação. Com base neste fundamento, a demanda por internacionalização pode ser considerada como sendo o mais forte impacto na conceituação de programas de pós-graduação. O estudo ainda objetiva identificar a demanda por internacionalização nos programas de pós-graduação da Universidade Federal de Santa Maria (UFSM), avaliados pela CAPES com conceitos iguais ou superiores a cinco. O foco do estudo foram os cursos de doutorados. Utilizou-se o método de estudo de caso qualitativo, analisando os documentos de área, a ficha de avaliação e a autoavaliação dos cursos, bem como as percepções dos coordenadores/gestores no tocante à internacionalização. Os resultados identificam a grande preocupação dos programas em serem internacionalizados, por meio do desenvolvimento de sua excelência no fortalecimento de parceiras internacionais, intercâmbios, capacitação do corpo docente em pós-doutoramento, capacitação do corpo discente em estágios de curta duração no exterior e, principalmente, no aumento das publicações internacionais. Pretende-se fornecer subsídios à tomada de decisões por parte dos gestores para a manutenção, o aperfeiçoamento e o fortalecimento da UFSM e de seus cursos de pós-graduação.

The subject of this thesis are the models of the school-leaving exams changing over time due to the educational policy of the state and sometimes tumultuous political developments. The theoretical part contains historical analysis of the graduation exam and its models, creating the basis for the empirical part. Based on the study of legislation and rules governing conditions and holding the graduation exams and further study of the relevant literature, on a precise description of the current model and indicating the current efforts to modify the existing model of the graduation exam the vivid picture of this phenomenon in the whole range of educational issues is created. The attention is also paid to the issue of holding the graduation exam. The leaving examination since its inception in our country in 1849 has been defined by the law, its implementation has been modified the closer decrees. It has always been a significant "politicians", not only purely "educational theme." Changes in model of the school-leaving examination always reflect the changes in the system of our educational policy. The aim of the work in the empirical part is to analyze the current evolution, current status, to identify neuralgic points of the graduation exams and to suggest possible trends of the graduation exam in the...

Over one million high school students drop out of school each year in this country. Dropping out of school is a serious problem for the student, community, and the nation. Often dropouts are unable to compete in an increasingly technological society and face numerous consequences from their decision to leave school early including higher levels of poverty, unemployment, public assistance, incarceration, and poor health. Dropping out is a gradual process of school disengagement and related to individual, family, and school factors. In the past, it has been difficult to track individual student's progress through school and to determine accurate dropout and graduation rates. In 2005, the National Governors Association made a commitment to implement a uniform method to calculate and report graduates and dropouts as well as better data collections systems.This study intended to replicate aspects of other major studies around the county to determine the best early predictors of dropping out of school in this large school district in southern Arizona and use this information to build an early warning system. Student data were obtained from the district's Research and Accountability office for a cohort of students (n=6751) who began the ninth grade in fall 2006 and graduated or should have graduated in 2010. Data collected included general demographic information, academic data, number of schools attended, and school withdrawal codes.The intent of this research was to determine if there were statistically significant differences between dropouts and graduates in the variables collected and which variables yielded the highest effect sizes and should be included in the district's early warning system.Two analyses were used to determine significance differences between dropouts and graduates. Then four analyses were performed to determine the highest-yield variables for this district. Consistent with recent research in the field, the variables of ninth grade attendance, ninth grade English and Math grades, and GPA were the strongest predictors of student dropouts.Local educators can use this early warning information to help identify potential high school dropouts as early as possible and intervene more efficiently and effectively with these students.