National Dropout Rates, Achievement Gaps and GED Participation by Ethnic Groups

Literature Review

This paper provides a review of the literature on national graduation rates and the problems of calculation and state reporting. Also included in the review is the problem of achievement gaps between ethnicities on standardized tests. The GED is discussed, along with research that supports the benefits of using this second chance opportunity at an education. The majority of the research in this area has been quantitative and consisted of various approaches, such meta-analysis and correlation studies.

In recent years, the actual national high school drop out rate has been a topic of debate. It is required by the national government that each state report graduation rates as a whole and the rates based on ethnicity. States reported the national drop rate for 2004 was approximately 10.3%, 6.8% for Caucasians, 11.8% for African Americans, and 23.8% for Hispanics (NCES, 2005). Hall found in a meta-analysis study, that the data reported by the states was inconsistent, inaccurate, or non-existent. The results that were reported varied greatly, ranging from a graduation rate of 63% to 97%. It is suggested that one explanation for the large discrepancies in the data is the differences by which the states calculate the graduation rate. By using a reputable single method of calculation, the Cumulative Promotion Index (CPI), the Urban Institute calculated the graduation rates for each state and found differences as large as 33 percentage points between the rates reported by the states and the newly calculated rates. The results suggest that most states are inaccurately defining legislation in regards to reporting data and therefore are also reporting inaccurate data (2004). As a result, other researchers have conducted their own independent studies and placed the true graduation rate around 68%, leaving the national drop out rate approximately 32% (Barton, 2005).