Definitions and Measurements for Dropout Statistics

This report assesses how contacted districts define dropouts and profiles the use of annual and longitudinal dropout rates, as well as the use of adjusted cohort graduation rates. Researchers discuss the advantages and disadvantages of these methods and note how annual dropout rates may misconstrue student outcomes. The report also profiles the structures and processes that contacted districts use to track, measure, and evaluate dropouts at the district and school level.

Summary Tighter budgets and greater government involvement in primary and secondary education have increased attention on school dropout rates and other accountability statistics. These measurements simplify educational attainment into more manageable progress indicators for greater transparency. However, in some circumstances, these accountability measures can misrepresent educational progress and may incentivize institutional behaviors that hurt student achievement. This report assesses how contacted districts define dropouts and profiles the use of annual and longitudinal dropout rates, as well as the use of adjusted cohort graduation rates. Researchers discuss the advantages and disadvantages of these methods and note how annual dropout rates may misconstrue student outcomes. The report also profiles the structures and processes that contacted districts use to track, measure, and evaluate dropouts at the district and school level. Key observations from our research 1. District administrators at all but one profiled school district identify students as dropouts based upon definitions established by state leaders. 2. Profiled districts use annual and/or longitudinal dropout rates, or alternatively use adjusted cohort graduation rates (ACGR) as measurements of a district’s accountability for student persistence. 3. Pair annual dropout measures with longitudinal dropout rates to describe dropout trends most accurately. 4. Administrators at profiled districts track dropouts with defined withdrawal codes in district-wide student information systems (SIS). 5. Accountability offices at Districts A and E provide school and district leaders with data dashboards.