Who's Counted? Who's Counting? Understanding High School Graduation Rates (the Alliance for Excellent Education, June 2006)

This report discusses the debate surrounding graduation rates, the need for a clear and common rate, and the role of graduation rates in accountability systems. While it mentions Mishel’s research (as an aside), the report cites Swanson's numbers from the June 2006 Education Week report. The report considers the different methods of calculating the graduation rate and the nuances involved (e.g., differing diploma types, cohort groups, transfers, students who are allowed extra time to graduate). This Alliance report calls upon states to do the following:

• states should develop longitudinal data systems that would include student- and teacher-level data to provide accurate and useful information to policymakers and practitioners. Not only would this enable an accurate calculation of the graduation rate but also might help determine the value added by specific schools and programs, the potential impact of teacher preparation programs on student achievement and the achievement results correlated with dropping out (i.e., limited literacy, poor math skills). This report details the 10 essential elements of state longitudinal data systems as determined by the Quality Campaign;

• until such longitudinal systems are in place, states should collect and report the data needed to calculate other independent estimates to verify the official statistics;

• states should adopt more accurate graduation rate indicators;

• states should implement valid high school accountability systems that require meaningful annual progress; and,
  
  
• states should provide intervention based on data to raise the graduation rate.