Test Scores, Dropout Rates, and Transfer Rates as Alternative Indicators of High School Performance

By R. Rumberger, Gregory Palardy. 2005

349 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/31ac77956ba2eec6beb028095852e6ffb6e836e6

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Citations in the corpus

The student well-being model: a conceptual framework for the development of student well-being indicators (2014, background): “…guide the development of quality student well-being indicators depends upon a grounded conceptualisation of well-being, but also on an understanding of the school environment (Ben-Arieh & Frønes, 2011; Cohen, McCabe, Michelli, & Pickeral, 2009; Meyer, 1997; Oakes, 1989; Rumberger & Palardy, 2005).”
Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, result): “Subsequent studies support the idea that both positive and negative expectations influence student achievement and attainment (Brophy, 1983; Rumberger & Palardy, 2005; Steele, 1997).”
Individual and School Structural Effects on African American High School Students' Academic Achievement (2007, background): “…is often associated with more personal attention, more opportunities for involvement, less anonymity for students, and a more caring academic environment, leads to positive behavioral and academic outcomes for students (Johnson, Crosnoe, & Elder, 2001; McMillen, 2004; Rumberger & Palardy, 2005).”
What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school (2011, background): “…& Mac Iver, 2007; Barclay & Doll, 2001; Barrington & Hendricks, 1989; Bowers, 2009, 2010a, 2010b; Bowers & Sprott, in press; Ekstrom, Goertz, Pollack, & Rock, 1986; Ensminger & Slusarcick, 1992; Fitzsimmons, Cheever, Leonard, & Macunovich, 1969; Lloyd, 1974, 1978; Rumberger & Palardy, 2005).”
Why Tenth Graders Fail to Finish High School: A Dropout Typology Latent Class Analysis (2012, neutral): “…129–148, 2012 Copyright # Taylor & Francis Group, LLC ISSN: 1082-4669 print=1532-7671 online DOI: 10.1080/10824669.2012.692071 2008; Finn, 1989; Fitzsimmons, Cheever, Leonard, & Macunovich, 1969; Roderick & Camburn, 1999; Rumberger & Palardy, 2005), using a dropout versus graduation perspective.”
High School Socioeconomic Segregation and Student Attainment (2013, methodology): “School effects can be classified into four types including compositional effects, resources, structures, and practices (Gamoran, 1996; Morgan & Sorensen, 1999; Rumberger & Palardy, 2005a).”
A Review of Empirical Evidence About School Size Effects: A Policy Perspective (2009, background): “Two studies (Lee & Burkam, 2003; Rumberger & Palardy, 2005) reported nonlinear relationship between high school size and student drop-out rates.”
The use of theory in school effectiveness research revisited (2013, background): “Breaux et al., 2002 Instructional strategies for expository reading USA Bulach et al., 1995 School Climate USA Coates, 2003 Instruction Time USA Coco et al., 2004 Home, school and community partnership USA Griffith, 2002 Academic vs. Communal Support USA Hofman et al., 1996 Cohesiveness school/commu”
Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates (2015, background): “Rumberger and Palardy (2005) argue that academic achievement, student transfers, and dropout rates should be considered together when evaluating school effectiveness.”
Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools (2010, background): “…stronger future educational outcomes, such as lower rates of dropping out and higher college enrollment (Anaya, 1999; Kuncel, Crede, & Thomas, 2005; Rumberger & Palardy, 2005; Willingham & Breland, 1982).4 For comparability, a second analysis was conducted on third and fourth grade students for…”