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Suggested Citation:"Appendix : Workshop Agenda." National Research Council. 2001. Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. Washington, DC: The National Academies Press. doi: 10.17226/10166.
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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

Suggested Citation:"Appendix : Workshop Agenda." National Research Council. 2001. Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. Washington, DC: The National Academies Press. doi: 10.17226/10166.
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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

Suggested Citation:"Appendix : Workshop Agenda." National Research Council. 2001. Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. Washington, DC: The National Academies Press. doi: 10.17226/10166.
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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.

Suggested Citation:"Appendix : Workshop Agenda." National Research Council. 2001. Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. Washington, DC: The National Academies Press. doi: 10.17226/10166.
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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

Suggested Citation:"Appendix : Workshop Agenda." National Research Council. 2001. Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. Washington, DC: The National Academies Press. doi: 10.17226/10166.
×
Page51
Suggested Citation:"Appendix : Workshop Agenda." National Research Council. 2001. Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. Washington, DC: The National Academies Press. doi: 10.17226/10166.
×
Page52
Suggested Citation:"Appendix : Workshop Agenda." National Research Council. 2001. Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. Washington, DC: The National Academies Press. doi: 10.17226/10166.
×
Page53
Suggested Citation:"Appendix : Workshop Agenda." National Research Council. 2001. Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. Washington, DC: The National Academies Press. doi: 10.17226/10166.
×
Page54
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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.

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