A Comparative Analysis of Six Methods for Computing Dropout: Their Utility in Educational Decision Making.
Donald A. MacCuish · 1992
Findings from a study that compared six methods for computing dropout rates are presented in this paper, which focuses on determining those appropriate for use at the local level of administrative decision making. Statewide data obtained from the U.S. Department of Education and from the Division of Management Information Services, Florida Department of Education, were used to compare the following six methods: Simple or Event; Current Population Survey (CPS); Common Core Data (CCD); High School and Beyond (BSB Cumulative Dropout (CDOR); and Enhanced Dropout. The uses of each model for each level of the educational hierarchy are described. Findings indicate that the combination of the Event, CDOR, and Enhanced methods provide a clear picture of the local dropout problem. A conclusion is that because dropout rate data obtained from using a particular computation method may not De applicable at every level, local educational decision makers must be aware of the various computation models and the information each provides. (13 references) (LMI) ****************************A*************************A**************** Reproductions supplied by EDRS are the best that can be made from the original document. **********************************************V************************ UI DEPARTIMENT OF EDUCATION OrIxo EtIoc000nst Rissanza and totoravernore EDUCATIONAL RESOURCES INFORMATION CENTER (ECM 4;e.TIrS documeol has Dien rsotoctuced as 'Peewee !rata Me PIKIOn or orgsruzaboo eavilatf rop ft o Miner Cnengei neve been made to rmiadee reelladaCtrOa Qualty Pomtd Of view adfmeoe statad .13 Mt5 dOCunerd do nOt necessarily redr*Seat Offee.ali Of RI deadfall Of poftcy PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). A Comparative Analysis of Six Methods for Compu*.ing Dropout: Their Utility in Educational Decision Making Donald A. MacCuish University of Central Florida Orlando, FL 32826 A Paper Presented at the 1992 Annual Meeting of the American Educational Research Association, 20-24 April 1992