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Page 46
References
American Council on Education
2001
<
http://www.acenet.edu/calec/ged.intro-A.html
>.
[Accessed 11/29/2000.]
American Educational Research Association,
American Psychological Association, and
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Standards for Educational and Psychological Testing
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Washington, DC
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Anderson, D. K.
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Paths Through Secondary Education: Race/Ethnic and Gender Differences.
Unpublished doctoral thesis, University of Wisconsin, Madison.
Balfanz, R, and
N. Legters
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How Many Central City High Schools Have a Severe Dropout Problem, Where Are They Located, and Who Attends Them? Initial Estimates Using the Common Core of Data.
Paper prepared for the forum of The Civil Rights Project of Harvard University and Achieve, Inc., entitled Dropouts in America: How Severe is the Problem? What Do We Know About Intervention and Prevention?
Cambridge, MA
(January 13)
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Bishop, J.,
F. Mane, and
M. Bishop
2000
Stakes for Students: Impacts on Schooling, Learning and Earning.
Paper presented at the School Completion in Standards-Based Reform: Facts and Strategies Workshop, National Research Council, Washington, DC (July 17). Available: Cornell University.
Cameron, S., and
J. Heckman
1993
The nonequivalence of high school equivalents.
Journal of Labor Economics
11(1):
1-47
.
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Page 46
References
American Council on Education
2001
<
http://www.acenet.edu/calec/ged.intro-A.html
>.
[Accessed 11/29/2000.]
American Educational Research Association,
American Psychological Association, and
National Council on Measurement in Education
1999
Standards for Educational and Psychological Testing
.
Washington, DC
:
American Psychological Association
.
Anderson, D. K.
1994
Paths Through Secondary Education: Race/Ethnic and Gender Differences.
Unpublished doctoral thesis, University of Wisconsin, Madison.
Balfanz, R, and
N. Legters
2001
How Many Central City High Schools Have a Severe Dropout Problem, Where Are They Located, and Who Attends Them? Initial Estimates Using the Common Core of Data.
Paper prepared for the forum of The Civil Rights Project of Harvard University and Achieve, Inc., entitled Dropouts in America: How Severe is the Problem? What Do We Know About Intervention and Prevention?
Cambridge, MA
(January 13)
.
Bishop, J.,
F. Mane, and
M. Bishop
2000
Stakes for Students: Impacts on Schooling, Learning and Earning.
Paper presented at the School Completion in Standards-Based Reform: Facts and Strategies Workshop, National Research Council, Washington, DC (July 17). Available: Cornell University.
Cameron, S., and
J. Heckman
1993
The nonequivalence of high school equivalents.
Journal of Labor Economics
11(1):
1-47
.
OCR for page 47
Page 47
Carnoy, M.,
S. Loeb, and
T. Smith
2001
Do Higher Test Scores in Texas Make for Better High School Outcomes?
Paper prepared for the forum of The Civil Rights Project of Harvard University and Achieve, Inc. entitled Dropouts in America: How Severe is the Problem? What Do We Know About Intervention and Prevention?
Harvard University
,
Cambridge, MA
(January 13).
Chaplin, D.
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GEDs for Teenagers: Are There Unintended Consequences?
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Dorn, S.
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Historical Perspectives on School Completion in Standards-Based Reform.
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Dynarski, M.
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How Can We Help? What We Have Learned from Federal Dropout-Prevention Programs.
Paper presented at the School Completion in Standards-Based Reform: Facts and Strategies Workshop, National Research Council, Washington, DC (July 17). Available: Mathematica Policy Research.
Education Week
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Lessons of a Century: A Nation's Schools Come of Age.
Bethesda, MD
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The Dropout's Perspective on Leaving School. Highlights: An ERIC/CAPS Digest.
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Fine, M.
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Why urban adolescents drop into and out of public high school. In
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Haney, W.
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The myth of the Texas miracle in education.
Education Policy Analysis Archives
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2001
Revisiting the Myth of the Texas Miracle in Education: Lessons About Dropout Research and Dropout Prevention.
Paper prepared for the forum of The Civil Rights Project of Harvard University and Achieve, Inc., entitled Dropouts in America: How Severe is the Problem? What Do We Know About Intervention and Prevention?
Harvard University
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OCR for page 48
Page 48
Hauser, R.
1999
Should We End Social Promotion? Truth and Consequences.
Center for Demography and Ecology Working Paper No. 99-6,
University of Wisconsin-Madison
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2000
On Calculating High School Dropout and Completion Rates.
Paper presented at the School Completion in Standards-Based Reform: Facts and Strategies Workshop, National Research Council, Washington, DC (July 17). Available: Department of Sociology, University of Wisconsin.
Kaufman, P.
2000
Calculating High School Dropout and Completion Rates: The Complexities of Data and Definitions.
Paper presented at the School Completion in Standards-Based Reform: Facts and Strategies Workshop, National Research Council, Washington, DC (July 17). Available: MPR Associates.
Lee, V. E., and
D. T. Burkam
2001
Dropping Out of High School: The Role of Organization and Structure.
Paper prepared for the forum of The Civil Rights Project of Harvard University and Achieve, Inc., entitled Dropouts in America: How Severe is the Problem? What Do We Know About Intervention and Prevention? Harvard University, Cambridge, MA (January 13).
Linn, R. L.
2000
Assessment and accountability.
Educational Researcher
29 (2):
4-16
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McPartland, J., and
W. Jordan
2001
Essential Components of High School Dropout Prevention Reforms.
Paper prepared for the forum of The Civil Rights Project of Harvard University and Achieve, Inc., entitled Dropouts in America: How Severe is the Problem? What Do We Know About Intervention and Prevention? Harvard University, Cambridge, MA (January 13).
Murnane, R.,
J. Willett, and
K. Boudett
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Do high school dropouts benefit from obtaining a GED?
Educational Evaluation and Policy Analysis
17(2) (Summer):
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Murnane, R.,
J. Willett, and
J. Tyler
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Who Benefits From Obtaining a GED? Evidence From High School and Beyond.
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National Bureau of Economic Research
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National Center for Education Statistics
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A Comparison of High School Dropout Rates in 1982 and 1992
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NCES 96-893.
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High Stakes: Testing for Tracking, Promotion, and Graduation
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Committee on Appropriate Test Use,
Jay P. Heubert and
Robert M. Hauser, eds.,
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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary
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Committee on Educational Excellence and Testing Equity.
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OCR for page 49
Page 49
Alexandra Beatty, eds.,
Board on Testing and Assessment, Center for Education.
Washington, DC
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National Academy Press
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Pettit, B., and
B. Western
2001
Inequality in Lifetime Risks of Incarceration.
Paper presented at meeting of the Population Association of America, Washington, DC.
Rumberger, R.
2000
Who Drops Out of School and Why.
Paper presented at the School Completion in Standards-Based Reform: Facts and Strategies Workshop, National Research Council, Washington, DC (July 17). Available: University of California, Santa Barbara.
2001
Why Students Drop Out of School and What Can Be Done.
Paper prepared for the forum of The Civil Rights Project of Harvard University and Achieve, Inc., entitled Dropouts in America: How Severe is the Problem? What Do We Know About Intervention and Prevention?
Harvard University
,
Cambridge, MA
(January 13).
Smisko, Anne
2000
A Look at Reforms and Statistics in Texas.
Materials presented at the School Completion in Standards-Based Reform: Facts and Strategies Workshop, National Research Council, Washington, DC (July 17). Available: Texas Education Agency, San Antonio.
Temple, J. A.,
A. J. Reynolds, and
W. T. Miedel
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Can early intervention prevent high school dropout? Evidence from the Chicago child-parent centers.
Institute for Research on Poverty, University of Wisconsin, Madison, Discussion paper 1180-98. November.
Texas Education Agency
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Dropout Study: A Report to the 77th Texas Legislature
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Valencia, R.
2000
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.
Paper presented at the School Completion in Standards-Based Reform: Facts and Strategies Workshop, National Research Council, Washington, DC (July 17). Available: University of Texas.
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Page 50
Representative terms from entire chapter:
school completion
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