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The methods and formula developed by the National Center for Education Statistics for the collection of dropout counts and the formula have been topics of some discussion among various states, including Nevada, and especially Arizona. This paper highlights, from a state's perspective, some of the conceptual, methodological, and statistical considerations that emerge in the collection of national dropout data. One conclusion is that in deriving annual dropout rates, the individual's most recent status should be considered in determining his or her status. The grace period during which a student can return to school and not be counted as a dropout should be left open as long as is feasible. Second, if future dropout-rate formulas continue to adjust for long-term mobility, a further adjustment should be made to minimize the impact of duplicate counting. Third, data collection conducted at grades 7 and 8 most likely will produce inaccurate information. (LMI)

Descriptors: Dropout Rate, Dropout Research, Dropouts, Elementary Secondary Education, Enrollment, Potential Dropouts, Stopouts, Student Attrition, Student Mobility

Autor: Smith, David Lawson


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