Letter

Clarifying NGA Position on Graduation Rates

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

To the Editor:

In his online Commentary "Why Not Count Them All?" (Sept. 3, 2009), Jim Hull misrepresented the National Governors Association’s position on high school graduation rates when he suggested that a concern expressed in an earlier Education Week article, "Rules Allowing Extended Time on Graduation" (April 1, 2009), indicated a lack of support by the NGA for extended-year graduation rates.

The NGA Graduation Counts Compact, signed by all 50 governors in 2005, committed states to implementing a standard four-year adjusted cohort graduation rate, as well as to “additional indicators that provide richer information and understanding about outcomes for students … [including] five- or six-year cohort graduation rates, completion rates for those earning alternative credentials, in-grade retention rates, a college-readiness rate, and a high school dropout rate.” In addition, the association’s policy position ECW-13 says that “the use of a high school graduation rate in any accountability framework must serve as an incentive to promote state and local innovation to better engage and educate every student, and count all students who graduate from high school.”

While the governors are committed to a standard four-year adjusted cohort rate, they also believe it is critically important to collect, report, and analyze data that provide a complete picture of the outcomes achieved by all students. As is shown in the 2009 edition of the NGA’s annual progress report “Implementing Graduation Counts: State Progress to Date,” of the 20 states now reporting the Compact graduation rate, 18 are also reporting additional indicators of student outcomes, such as five- or six-year cohort graduation rates and a high school completion rate.

Bridget Curran
Program Director, Education
National Governors Association Center for Best Practices
Washington, D.C.

Vol. 29, Issue 06, Page 31

Published in Print: October 7, 2009, as Clarifying NGA Position On Graduation Rates
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented

Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >