Happy Graduation.

High school graduation is often considered the first step into a life of new beginnings, independence, and quasi-adulthood. It is a time of celebration, a time to recognize that all of those years of hard work have paid off. Of course, there are graduation presents from family members to reward all of that work and congratulate the graduate for beginning of the rest of their lives. My graduation present, though, is something I hope I never find a use for. [excerpt

Mock Graduation Diploma

While teaching at Linfield College, Dr. Bob Jones participated in a summer research course at the Oak Ridge Institute of Nuclear Studies, studying radioisotopes. Dr. Jones was awarded a mock diploma from Old Bremsstrahlung University as a Dabbler in Radio-Isotope Procedure - the highest of three levels that could be awarded. This entitled him to use the credential DRIP after his name. Jones was a professor of physics at Linfield College from 1955-1987.https://digitalcommons.linfield.edu/lca_bobjones/1007/thumbnail.jp

Alternative Pathways to High School Graduation: An International Comparison

Evaluates alternative pathways to high school graduation -- such as school- or employment-based technical or vocational training programs -- in different countries, in terms of content, graduation requirements, inclusiveness, and outcomes

The Effects of Higher Admission Standards on NCAA Student-Athletes: An Analysis of Proposition 16

This study examines the effect of an increase in minimum admissions standards on college enrollment and graduation rates of student-athletes. In 1996, the NCAA enacted Proposition 16, which increased the admission standards for freshmen student-athletes at Division I schools in an effort to improve graduation rates. Results indicate that Proposition 16 increased graduation rates significantly for black student-athletes, and had no significant impact on graduation rates for white student-athletes. Results also indicate that graduation rates declined for black student-athletes at Division II schools, which may be driven by students transferring to Division I. As a result of the higher admission standard Division I schools changed recruiting patterns and relied less on freshmen student-athletes, particularly black student-athletes, to fill scholarships. Even though fewer black freshmen student-athletes enrolled in Division I schools, the overall number of black student-athletes did not change, suggesting that greater proportion of transfer students into Division I schools were black

Getting Honest About Grad Rates: How States Play the Numbers and Students Lose

This report sharply criticizes the way states calculate and report graduation statistics. The analysis also rebukes the U.S. Department of Education for failing to exert leadership by demanding that states get honest about graduation rates. The Ed Trust analysis reveals disturbing patterns: Some states rely on ludicrous definitions of graduation rates. Others make little effort to accurately account for students who drop out of school. And others still provide no data at all. The final result: Extremely unreliable graduation-rate information that erodes public confidence in schools and their leadership and threatens to undermine the important work of high school reform

Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic

This fourth annual update on America's high school dropout crisis shows that for the first time the nation is on track to meet the goal of a 90 percent high school graduation rate by the Class of 2020 -- if the pace of improvement from 2006 to 2010 is sustained over the next 10 years. The greatest gains have occurred for the students of color and low-income students most affected by the dropout crisis. Many schools, districts and states are making significant gains in boosting high school graduation rates and putting more students on a path to college and a successful career. This progress is often the result of having better data, an understanding of why and where students drop out, a heightened awareness of the consequences to individuals and the economy, a greater understanding of effective reforms and interventions, and real-world examples of progress and collaboration. These factors have contributed to a wider understanding that the dropout crisis is solvable.While progress is encouraging, a deeper look at the data reveals that gains in graduation rates and declines in dropout factory high schools occurred unevenly across states and subgroups of students (e.g. economically disadvantaged, African American, Hispanic, students with disabilities, and students with limited English proficiency). As a result, large "graduation gaps" remain in many states among students of different races, ethnicities, family incomes, disabilities and limited English proficiencies. To repeat the growth in graduation rates in the next ten years experienced in the second half of the last decade, and to ensure progress for all students, the nation must turn its attention to closing the graduation gap by accelerating progress for student subgroups most affected by the dropout crisis.This report outlines the progress made and the challenges that remain. Part 1: The Data analyzes the latest graduation rates and "dropout factory" trends at the state and national levels. Part 2: Progress and Challenge provides an update on the nation's shared efforts to implement the Civic Marshall Plan to reach the goal of at least a 90 percent high school graduation rate for the Class of 2020 and all classes that follow. Part 3: Paths Forward offers recommendations on how to accelerate our work and achieve our goals, with all students prepared for college and career. The report also offers "snapshots" within schools, communities, and organizations from Orlando to Oakland that are making substantial gains in boosting high school graduation rates

Student Retention: Impacts of an Agricultural Economics First Year Seminar Course

As universities seek to enhance student retention, a positive first year experience is critical for student success. The objective of this research is to determine whether an agricultural economics first-year seminar course improves retention rates of its undergraduate students. This course provides a unique opportunity for students to learn about the agricultural economics discipline, and also gain insights into what it takes to be a successful college student. Analysis examines whether departmental retention and graduation rates improve after course implementation in 1998, and compares departmental retention and graduation rates to those of the college and university. Qualitative analysis using student evaluations, senior exit interviews and student surveys also assess the impact of this course on student success. Results show that retention and graduation rates improve following course implementation. Retention, four-year graduation rates and five-year graduation rates for the Department exceed those for the College of Agriculture and Life Sciences and exceed the four-year graduation rates for the university.first year seminar, first year experience, student retention, graduation rates, student success, Teaching/Communication/Extension/Profession,

Reconnecting Our Youth, a Scan of Policy Opportunities to Improve Economic Success for Vulnerable Youth

In March 2012, Grad Nation campaign released its report on the progress of the nation's public schools in improving graduation rates and movement toward achieving the goal of a 4-year cohort graduation rate of 90 percent by 2020. It revealed that from 2001 to 2009, the graduation rate increased from 72 percent to 75 percent, an average of less than .5 percentage points a year. During that same period of time, nearly a half million young people dropped out of school annually. High school reform and graduation accountability efforts are critical to stemming the disconnection of youth from our public education system. However, until these innovations and reforms are imbedded at scale in our districts, we must pay commensurate attention to the needs of the millions of youth who are dropping out and falling outside of the education and labor market mainstreams