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Page 51
Appendix Workshop Agenda
School Completion in Standards-Based Reform: Facts and Strategies
July 17-18, 2000
Washington, DC
Monday, July 17
8:00
Continental breakfast
8:30
Welcome and Overview of Workshop Goals
Ulric Neisser, Cornell University
William Trent, University of Illinois, Urbana-Champaign
(Committee Cochairs)
8:45
Historical Perspective
Brief review of trends in graduation during the century and public policy history of dropping out as a visible concern for policymakers and practitioners.
Sherman Dorn, University of South Florida
Respondent: Jay Heubert, Teachers College, Columbia University
Questions and Discussion
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Page 52
10:00
Difficulties in Calculating Dropout Rates
Various ways of calculating the rates can yield results that appear different, even contradictory. Both clarification of current data and guidance in understanding these complexities for the interested nonstatistician are needed.
• What data are collected and how are they presented?
• What are the proper interpretations of dropout rates as currently reported in different jurisdictions?
• Why are differing data reported for the same cohorts and locales?
• What are the most accurate and useful representations of dropout statistics?
Phillip Kaufman, Director, Statistical Analysis and Data Design, MPR Associates
Respondent: Robert Hauser, University of Wisconsin, Madison
Questions and Discussion
11:00
Break
11:15
Who is Dropping Out and Why?
Which factors seem to account for the greatest variation, and what is known about how these factors influence the decision to drop out? A look at variations by cultural background and ethnicity and other factors.
Russell Rumberger, University of California, Santa Barbara
Respondent: Herbert Walberg, University of Illinois
Questions and Discussion
12:30
Lunch
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Page 53
1:00
One State's Experience: Texas
A Look at Reforms and Statistics in Texas
Anne Smisko, Texas Education Agency
Respondent: Diana Lam, Providence School Department
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
Richard Valencia, University of Texas
Respondent: William Trent
2:15
Stakes for Students: Impacts on Schooling, Learning, and Earning
A look at the effects of acquisition of a high-school diploma or GED certification on future schooling, employment opportunities, and earning power.
Ferran Mañe, Rovira I Virgili University
Respondent: Henry Levin, Teachers College, Columbia University
Questions and Discussion
3:30
Break
3:45
Tracking Students' Progress Through School
What kinds of indicators of students' progress through school might be tracked as a way of monitoring the effects of high-stakes tests on school completion? A look at value-added measures as a means of identifying schools and students that are struggling.
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Page 54
Robert Meyer, University of Chicago
Respondent: Ulric Neisser
Questions and Discussion
5:00
Adjourn
Tuesday, July 18
8:30
What's Being Done to Prevent Students From Dropping Out?
A look at examples of successful efforts to target the needs of students at high risk for dropping out.
Mark Dynarski, Mathematica Policy Research
Respondent: Judith Johnson, Department of Education
9:30
Discussion of Preliminary Questions
Discussants' responses to questions and workshop presentations
David Grissmer, RAND
Robert Hauser, University of Wisconsin, Madison
Aaron Pallas, Michigan State University
10:30
Break
10:45
General Discussion
Moderators: Ulric Neisser, William Trent
11:45
Concluding Remarks
12:00
Adjourn
Representative terms from entire chapter:
william trent
