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The Dropout Prevention Act – also known as: Title I, Part H, of No Child Left Behind – is responsible for establishing the school dropout prevention program under No Child Left Behind. This part of No Child Left Behind was created to provide schools with support for retention of all students and prevention of dropouts from the most at-risk ...
They state that it is the only dropout prevention program in the nation with scientific evidence to prove that it can increase graduation rates. They also state that their model results in a higher percentage of students reaching proficiency in fourth- and eighth- grade reading and mathematics, when implemented with high fidelity.
In 2010 the dropout rates of 16- to 24-year-olds who are not enrolled in school and have not earned a high school credential were 5.1% for white students, 8.0% for black students, 15.1% for Hispanic students, and 4.2% for Asian students.
A "dropout recovery" initiative is any community, government, non-profit or business program in which students who have previously left school are sought out for the purpose of re-enrollment. In the U.S ., such initiatives are often focused on former high school students who are still young enough to have their educations publicly subsidized ...
Those who had previously taken the California High School Exit Exam (CAHSEE), required of all high school students to graduate in California, found the CHSPE similar in format, but longer in length and with more difficult, rigorous questions. [6] The CHSPE tests included mathematics and English-Language Arts (reading and writing).
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
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The AVID program pertains to students who are socially or economically disadvantaged. [21] Whitney students undergo a full eight-class period school day extended over two individual days in a modified block schedule. Each year, as a result, students complete eight classes. Of the 320 possible credits, 250 credits are required for graduation. [24]