Understanding the Dropout Rate in Hartford: 1996Present

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Understanding the Dropout Rate in Hartford: 1996Present

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Title: Understanding the Dropout Rate in Hartford: 1996Present

1
Understanding the Dropout Rate in Hartford
1996-Present

Hilary Cramer
Education 400
Trinity College
December 13, 2004

2
Cumulative Dropout Rates
Hartford Cumulative Dropout Rates, 1996-2002
(CSDE)
Cumulative Four-Year Dropout Rate, Class of 2001
(Strategic School Profile, 2001-2002)
3
Research Question

How is the dropout rate in Hartford calculated?
What accounts for the dramatic change in the
dropout rate in Hartford over the past ten years
why did the cumulative dropout percentages change
so dramatically during the late 1990s?

4
Thesis

The dropout rate in Hartford has not changed as
much as the statistics indicate. Rather, it was a
shift in the way dropouts were calculated that
led to these dramatic percentage changes.
Statistics available on the dropout rate in
Hartford were, for a long time, not standardized.
They ought to be much more translucent and easy
to obtain.

5
Significance

Trends in social and economic background have
been identified as similar among many dropouts
In 1998, Hartfords Per Capita Income was
13,271
Blacks and Latinos have higher dropout rates than
their white counterparts
In 2001-2002, total Student Minority Enrollment
of 94.2
The earning power of high school dropouts has
significantly decreased within the past decades
A crisis in urban schools is being covered up by
slippery definitions, inaccurate reporting, and
an unwillingness to face reality (Fossey, 1996)

6
Significance in Hartford

Hartfords Board of Education reports that the
high school dropout rate in 2000 was under 30.
In 1999, however, the rate was almost 50. This
dramatic improvement reflected new methods of
counting dropouts in the district and not, as one
might have thought, a significant improvement or
graduation ratesIn the months preceding the
publication of this edition, neither they, nor
the Hartford School Board, could explain how the
dropout rates in Hartford were calculated (Kuzyk
2003)

7
Research Design

Qualititative analysis of quantitative and
qualitative data
1998 Report written by the Hartford School
District and presented to the Connecticut State
Department of Education
2001 Data Bulletin put forth by the Connecticut
State Department of Education
Local, National, and Federal definitions of
dropouts

8
Research

Consultations with two State Department Employees
Districts self-report data
Districts unclear about dropout definition
All new workers since 1996
Politically sensitive issue
A general sentiment that before 1996-1997 School
year, dropout rates were not calculated
accurately, though do not know why

9
Evidence

According to the May 1998 Report, prompted by The
Commissioner of Education, Doctor Theodore S.
Sergi
The data compilation for the ED-525 has always
depended on the accuracy of the data maintained
in the computerized student records, and most
especially on the accuracy of the withdrawal
codes assigned to students who exit the school
system
Because of personnel changes in the Hartford
Public Schools, it would be difficult to
determine the procedures used to verify the
accuracy of the dropout data for the years prior
to October 1996

10
Evidence

A new system of accountability was implemented in
the fall of 1997, prior to the collection of data
for the 1996-1997 ED-525 Report
Staff from the Office of Assessment, Evaluation
and Research taught Guidance Counselors the
importance of maintaining accurate records.
In October 1997, a computer program began
calculating the numbers of continuing, exiting,
and entering students

11
Mistakes

Prior to the 1996-1997 Report, many students were
incorrectly counted as dropouts they were
students who
Were institutionalized or incarcerated
Were registered with the Adult Education High
School
Left school one year but returned for the
beginning of the next
Left Hartford to enroll in another school system
Entered the Job Corps

12
Preventing these Mistakes

Important steps to maintain accurate data
A comprehensive system of accountability
In 1996, a full time guidance chairperson was
hired to monitor reporting data
In 1997, attendance workers were hired to
monitor student absences and to work with the
police to try to make sure students are in
school

13
How is the Dropout Rate Calculated?
Hartford Cumulative Dropout Rates, 1996-2002
(CSDE)
Cumulative Dropout Rates Calculated across four
consecutive years Class of 2001 (1997-1998
dropouts 1998-1999 dropouts 1999-2000
dropouts 2000-2001 dropouts) Divided by Grade
9 enrollment as reported on October 1 of the
following school year
14
Who Counts as a Dropout?(Provided by CSDE)

DROPOUT DEFINITION
Someone who was enrolled in school some time
during the previous year
Was not enrolled at the beginning of the current
school year
Has not graduated from high school or completed a
state- or district-approved program
And did not transfer to another public school
district, private school, or state- or
district-approved education program.

FOUR CATEGORIES OF DROPOUTS
Those students 16 years of age or older who
officially drop out of school
Students who leave school and do not return, but
for whom no transfer information is available.
Students who are on a class roster from School A
to attend School B but never report to that
school
Students who leave school to enroll in a training
program, including GED classes.

15
Conclusions

The dropout statistics in Hartford are indeed
misleading
These data, and the mistakes made, should be more
clear and available
It seems that now, the city of Hartford and the
State of Connecticut have come up with a much
better system of calculating dropout rates

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