Chronic absenteeism is a measure of how many students miss a defined number of school days for any reason--excused, unexcused, suspension. Many states define chronic absenteeism as the number and percentage of students missing 10 percent or more of their school days in a year. The purpose of this Brief is to provide information about chronic…

Educators and the general public are often discouraged by grim reports by the media regarding our nation's standing with regard to education and the policies that attempt to improve that standing. This study examined (a) the percentage of students identified as needing special education, (b) graduation rates, and (c) dropout rates from a sample of…

Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that include poor social, behavioral, and academic achievement in school, which in turn may impact…

The 2014 cohort report includes: (1) State Federal Four-Year Cohort Rates; and (2) Federal Four-Year Graduation Rates by District and School. [For the 2013 report, see ED591123.]

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Push Outs -- Children of Color and includes: (1) Partnerships, Not Push Outs--Collaboration is Critical to Dealing with Disparities…

The 2013 cohort report includes: (1) State Cohort Graduation and Dropout Rates; (2) Federal 4 Year Graduation Rate Comparisons; and (3) Graduation, Other Completer, Continuing Students and Dropouts by LEA and High School. [For the 2012 report, see ED591122.]

The Office of Special Education and Rehabilitative Services (OSERS) administers programs that assist in educating children and youth with disabilities and provides funding for vocational rehabilitation (VR) services for youth and adults with disabilities. OSERS established the Transition Steering Committee to focus specifically on the services,…

The Council of Chief State School Officers (CCSSO) has released a new publication titled "High School Graduation: State Policies Driving Transparency and Success." The report describes recent state actions aimed at ensuring all students graduate from high school college-and career-ready, and policy issues such as graduation rate…

The Sacramento City Unified School District (SCUSD), asked the Council of the Great City Schools to review the district's services for students with disabilities and provide recommendations to improve performance and narrow the achievement gap between these students and their nondisabled peers. This report was designed to help SCUSD achieve its…

This statewide Report Card to the Public is published in accordance with Alaska Statute 14.03.120 for the school year 2014-2015. Under state law, each school district also is required to report information about its performance. Public knowledge pertaining to the school system is an important part of Alaska's accountability system. This report is…

Louisiana developed a time frame for compiling the State Performance Plan with as much opportunity for broad stakeholder input as possible before the required submission date. Bearing in mind the requirements of No Child Left Behind (NCLB) legislation, Louisiana's Steering Committee projected performance targets through the year 2014 for the…

Students with disabilities are faced with many challenges as they transition from high school to postsecondary education, enter the workforce, and begin independent living. The Individuals with Disabilities Education Act of 1990 (IDEA) initially addressed these challenges by mandating that transition planning be included as a part of the…

This statewide "Report Card to the Public" is published in accordance with Alaska Statute 14.03.120 for the school year 2013-2014. Under state law, each school district is required to report information about its performance. Public knowledge of the school system is an important part of Alaska's school accountability system. This report…

To align with new federal No Child Left Behind (NCLB) regulations for graduation rate calculations, the Utah State Office of Education (USOE) is reporting a new graduation rate beginning with the 2011 graduating class (also known as the 2011 cohort). The four-year cohort rate (includes all students who started 9th grade in 2007-2008 plus…

The 2012 cohort report includes: (1) Historic Utah Federal Four-Year Graduation by Demographics; (2) Federal Three-Year Graduation, Other Completer, Continuing Student and Dropout Counts and Rates by LEA and High School, 2012 Cohort; (3) Federal Four-Year Graduation, Other Completer, Continuing Student and Dropout Counts and Rates by LEA and High…