2013 graduation rates have been released

The Georgia Department of Education has released the graduation rates for 2013:

Georgia’s High School Graduation Rate Continues to Increase
MEDIA CONTACT: Matt Cardoza, GaDOE Communications Office, (404) 651-7358, mcardoza@gadoe.org

December 11, 2013 – Georgia’s 2013 public high school graduation rate increased almost two percentage points over the previous year – from 69.7 percent in 2012 to 71.5 percent in 2013 – and over four percentage points from 2011 (67.5 percent). This is the third year Georgia has calculated the graduation rate using the adjusted cohort rate formula.

“Under a more rigorous calculation method, the trend still shows that the percentage of our high school students graduating increases year to year,” said State School Superintendent Dr. John Barge. “Despite the economic challenges our districts are facing, we have more high school students graduating today than we ever have before, which is a testament to the hard work of our students and teachers. We must continue our progress to ensure all students cross the finish line, because without a high school diploma, their options are very limited.”

The four-year adjusted cohort graduation rate defines the cohort based on when a student first becomes a freshman. The rate is calculated using the number of students who graduate within four years and includes adjustments for student transfers. In contrast, Georgia’s former graduation rate calculation defined the cohort upon graduation, which may have included students who took more than four years to graduate from high school.

The U.S. Department of Education requires all 50 states to use the cohort rate to calculate graduates.

DeKalb’s data follows:

SCHOOL NAME REPORTING LABEL GRADUATION CLASS SIZE TOTAL GRADUATED GRAD RATE
Martin Luther King, Jr. High School ALL Students 407 287 70.5
Miller Grove High School ALL Students 434 259 59.7
Destiny Achievers Academy of Excellence ALL Students 57 21 36.8
Cedar Grove High School ALL Students 249 160 64.3
Redan High School ALL Students 323 235 72.8
Lithonia High School ALL Students 331 188 56.8
Stone Mountain High School ALL Students 277 167 60.3
Dekalb Early College Academy ALL Students 38 37 97.4
DeKalb School of the Arts ALL Students 51 50 98
Stephenson High School ALL Students 424 263 62
DeKalb Alternative School ALL Students 82 1 1.2
Gateway to College Academy ALL Students 59 2 3.4
Arabia Mountain High School – Academy of Engineering, Medicine and Environm ALL Students 386 374 96.9
Elizabeth Andrews High School ALL Students 312 34 10.9
Tucker High School ALL Students 374 236 63.1
Columbia High School ALL Students 324 195 60.2
Druid Hills High School ALL Students 452 306 67.7
Lakeside High School ALL Students 446 322 72.2
McNair High School ALL Students 209 97 46.4
Clarkston High School ALL Students 290 154 53.1
Cross Keys High School ALL Students 278 118 42.4
Towers High School ALL Students 279 123 44.1
Chamblee Charter High School ALL Students 312 259 83
Dunwoody High School ALL Students 383 282 73.6
Southwest DeKalb High School ALL Students 403 273 67.7
All Schools ALL Students 7542 4443 58.9

Read more and download reports here >> Georgia’s High School Graduation Rate Continues to Increase

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38 Responses to 2013 graduation rates have been released

  1. ursokm16 says:

    Please explain why a graduation rate that disparages five-year graduates has any meaning. All that means is a school’s grade advancement (grades) isn’t (aren’t) inflationary.

  2. ??? I’m not understanding your point ursokm. If you are interested in the 5 year graduation report, you can download it at the link in the post. If you are insinuating that DeKalb’s graduation rates are lower than other school system’s is because DeKalb does not inflate grades, that is just wishful thinking. DeKalb’s graduation rate is lower than elsewhere because we don’t do as good a job educating children. Obviously, some schools are doing great withing DeKalb – Arabia for example. DSA is another.

  3. concernedmome30329 says:

    Both Arabia and DSA are schools of choice and at least DSA can remove students who don’t perform academically. Their graduation rates are to be expected. If every school could select their students, their graduation rates would go up and probably be stellar.

  4. ursokm16 says:

    In essence Decatur (a relatively affluent district) chooses their own students when it gets the chance. The school system has weighed in on an annexation that would add several suburban “garden” apartment complexes along DeKalb Industrial–says no–convenient excuse of overcrowding.

  5. hopespringseternal says:

    Sadly grade inflation is alive and well. That special ed student of mine caught by a confluence of circumstances in the trap of the GHSGT? Listened to his teacher tell me that when she taught him he could perform satisfactorily only when she was sitting with him. So that’s why she passed him. She was mystified that he couldn’t pass an EOCT and approaching his fourth attempt at the graduation test for the given subject. Since when does hand-holding constitute mastery or at least enough to INDEPENDENTLY pass a test?? LOL LOL LOL LOL. THIS, folks, is one reason the graduation rate is so low. When they pull the seniors and tell them they will only get a certificate of attendance (not a diploma) due to not meeting requirements for credits earned and/or the graduation test(s) doesn’t that ding the graduation rate?

    Pay me now or pay me later. When “later” comes, these kids are lost. Oh — and by carrying on the perversion of passing them on false foundations, the system is effectively knocking them out of eligibility for state variances or waivers — because the records show they were able to “pass”. It would be funny if it weren’t so tragic.

    And I’m a living testimony to @ursokm’s comment about Decatur. Won’t go into details but it is all about selection. It’s Lake Woebegone only to the chosen. Everybody else is toast.

  6. ursokm16 says:

    Hope–I think you should go into details about Decatur.

    BTW–the five year graduates are mostly those who were held back after 9th grade–at the school my kids went to anyway. They’re held back specifically to make sure they get an education. I see this as a testimony to a credible school, not something to be disparaged. Graduates are graduates–five year, six year, seven year…whatever it takes…they are not dropouts.

    The graduation “rate” should be about dropouts, not the years it takes to graduate. I want to see stats on dropouts.

  7. @ursokm: Below is the data from the link I told you about – showing the 5 year graduation rates for DeKalb. If students transfer, they are taken off the rosters, so the assumption is that those who didn’t graduate, dropped out. It’s especially concerning because most of our schools are on the block, which gives students an opportunity to take 32 credits over 4 years — 40 credits over 5 years – and they only need 24 credits to graduate.

    DeKalb County Martin Luther King, Jr. High School – 55.5%
    DeKalb County Miller Grove High School – 57.4%
    DeKalb County Destiny Achievers Academy of Excellence – 52.6%
    DeKalb County Cedar Grove High School – 65.2%
    DeKalb County Redan High School – 77%
    DeKalb County Lithonia High School – 45.5%
    DeKalb County Stone Mountain High School – 64.6%
    DeKalb County Dekalb Early College Academy – 94.7%
    DeKalb County DeKalb School of the Arts – 100%
    DeKalb County Stephenson High School – 71.6%
    DeKalb County DeKalb Alternative School – 5.2%
    DeKalb County Gateway to College Academy – 9.5%
    DeKalb County Arabia Mountain High School – 97.1%
    DeKalb County Elizabeth Andrews High School – 22.6%
    DeKalb County Tucker High School – 76.7%
    DeKalb County Columbia High School – 60.4%
    DeKalb County Druid Hills High School – 70.5%
    DeKalb County Lakeside High School – 67.4%
    DeKalb County McNair High School – 45.8%
    DeKalb County Clarkston High School – 47.6%
    DeKalb County Cross Keys High School – 54.9%
    DeKalb County Towers High School – 49.8%
    DeKalb County Chamblee Charter High School – 80.7%
    DeKalb County Dunwoody High School – 79.7%
    DeKalb County Southwest DeKalb High School – 69%
    DeKalb County All Schools – 60%,

    More can be gleaned from these charts. Please download them and take a look. For example, the 5 year chart shows that in DeKalb, of a total 8,332 students, only 4,998 (60%) graduated in 5 years.

    Gwinnett did a bit better. Of 12,222 students 8,981 (73.5%) graduated in 5 years.

    But in Forsyth, of 2294 students, 2,040 (88.9%) graduated in 5 years.

    All district results can be found at the link provided in the post.

  8. howdy1942 says:

    Yes, Dekalb’s graduation rates are low however we may choose to slice and dice them. Whatever one may say about Decatur, the people who live there have done an outstanding job of reviving their community. Shortly after we moved here in 1975, there were many, many concerns in Decatur and its future was not clear. There was a lot of decay and decline. However, its residents came together and made something of it and they are what they are today largely because of who they were and their determination then.

    Back to our schools in Dekalb. The job market that today’s high school graduates are entering is far different from the one I entered. For the greatest part, I only had to compete with high school graduates from 50 states for college admission as well as for jobs. Those high school graduates were a lot like me – they had similar goals, similar expectations, and similar salary expectations. Companies located within the 50 states and had relatively few jobs overseas. Today, companies had just as soon locate in Asia, Europe, or South America and their basis for locating depends on costs and talent. We are all painfully aware that the United States has dropped out of the top 30 in science and math. Job talent in other countries often speak English very well in addition to their native languages. Today, technology companies headquartered in the United States are seeking to expand visas to allow student from other countries to enter the United States to fill jobs even though we have a 7% unemployment rate. Why – talent! That is the world today’s high school graduates are entering.

    We can no longer afford the level of performance our school system is achieving. It’s not OK to have a few good performing schools and leave the majority graduating in the 57% – 65% range. Georgia will soon become a third world country unless we can do better. Students need to be motivated to learn and teachers need to be left alone to teach. My perspective is that we do not have very good leadership nor do we have good governance. We don’t need to look very far at what outstanding leadership can provide. A good sports analogy would be the Auburn football team. They only won 3 games in the 2012 season and did not win even one game in the Southeastern Conference. They were blown out by Alabama last year 49 – 0. One short year later, they are the Southeastern Conference Champions and playing on January 6 for the National Championship. What is the difference? That would be leadership. In the corporate world, look at Apple. That company almost perished from the earth until a guy named Steve Jobs came along. The difference – leadership! The Dekalb County School System just didn’t accidentally fall into the current state of disrepair – it was led there! It was “governed” there! Elect a good school board committed to excellence and this board will insist on excellent leadership, committed leadership, and excellent results. Do this and get out of the way. All of us – North, Central, and South Dekalb must elect a new school board and insist on new leadership.

    Decatur just didn’t happen by accident. Good schools just don’t happen nor do bad schools. The difference is leadership.

  9. ursokm16 says:

    Thanks–those figures don’t look too much different than the four-year rates. Does this mean that only 3 out of four students graduate within five years after 8th grade if the figure is 75%? I suppose the point is that the other 25% are fairly certain to be “dropouts”–translated as not graduating from any high school–anywhere within five years of their 8th grade year. This is a record keeping anomaly. The “dropout rate” here for schools I’ve been associated with are most certainly lower than the numbers being shown. For instance–kids that leave school and don’t have a record of entering another school (anywhere!) are automatically counted as non-graduates. Speaking to counsellors, the records here are surprisingly similar to the numbers of students who have moved away from the school.

  10. d says:

    I think ursokm does have a point – yeah, the rate sucks, but no one looks at the 5-year rate anymore. The media reports the cohort rate and everyone leaves it at that.

    Frankly, as a teacher, I don’t want someone receiving a diploma that hasn’t earned it. It cheapens it for everyone else. That being said, I also don’t think the problem is a lack of effort on the side of most of the teachers (at least not the ones I work with at my school) – but I think the problem comes from the top-down approach to education that is being placed on us – and no charter cluster or other approach like that will work. We need to rethink how we do education. We like to compare ourselves to places like Finland (where the individual teachers have much more control and there is not as much reliance on high-stakes testing), Japan (where only the best and brightest go on an academic track and those are the only ones who get compared) or China (who is very selective on which students participate in the assessments). If we look apples to apples, our schools are doing better than they appear in the aggregate. Yes, there is room for improvement, but we have to break down the parts and build up from there.

    One other thing – the rates will increase significantly, I think, with the class of 2015 – the first class that only has to pass one test to graduate (the Georgia High School Writing Test). Pass rates on the GHSWT are so high anyway, I don’t see that changing, but it is not scored very rigorously.

  11. Another comment says:

    Without at least two different graduation tracts, we won’t see improvement. One track needs to include a true vocational track, where students are career ready. Where they have the 500 hrs for their welder certificate, the 1000 hours for a cosmetology license, they can earn a CNA certificate, HVAC training, Plumbing training, Auto mechanic . these kids dropout as soon as they turn 16. The not having a license is no deteriant to this class of student.

  12. ursokm16 says:

    I agree with the tracs comment. But again I advise against equating “grad rates” as “drop-out” rates. I don’t believe other states do.

  13. It is difficult to really know the dropout rate, but we do know that it’s higher than any of us would like it to be. Arguing the details of the data doesn’t help resolve the very real problem…

    NPR did a report on the problem back in 2011:

    School’s Out: America’s Dropout Crisis

    NPR stated that the dropout issue costs the US at least $319 Billion a year. There are several sub-reports you can access at the link.

  14. Dekalbite2 says:

    @ursokm16

    “They’re held back specifically to make sure they get an education. I see this as a testimony to a credible school, not something to be disparaged”

    Holding back a ninth grader for one year or even two is not going to make up for the other nine years he/she fell behind. Exactly what does DeKalb or any other school system do differently if a student is retained for a year in high school that ensures that student makes up for the academic deficiencies he/she has experienced for years? Please specify how our high schools can “catch a student up” in high school In a year or even two when those students often come into high school many years behind in reading and/or math comprehension.

    High school teachers in DeKalb have 150 to 180 students a day rotating through their classrooms. In addition, they have mountains of paperwork, and any time they have not spent in front of their students is often consumed with meetings and training. How do you think a student coming into high school years behind in mastering math and reading content is supposed to “catch up” in a year or even two years? Please be specific in how DeKalb high schools “ensure they get an education”.

    Holding students behind without providing specific and intense remediation opportunities is futile. High school students in DeKalb Schools who have fallen behind rarely “catch up” on their own. What is the likelihood a student who has fallen behind 4 or 5 grade levels in reading will suddenly without intervention progress 4 or 5 years in reading comprehension in a year or two? Specific and intense intervention has been effectively eliminated by larger class sizes, increased teacher turnover, low morale among teachers, more non instructional demands on teacher time, and an absence of working real time data that lets teachers know the learning gaps for individual students.

    Please name the specific interventions that have made sure when students are held back made “sure they get an education”.

  15. ursokm16 says:

    Since I need to post this disclaimer every time I pars an issue here–that is think critically–“I am not an apologist for the status quo in DeKalb County or the DeKalb County School System.”

    That said: It’d be good to get real data before you attack the problem. For instance, if instead of 67% for a school with 60% of the students in apartments moving to another county for another 3-month rent special every year, you actually tracked the students to their next three high schools and found out they graduated–or since you folks don’t think there’s any difference, you find out the student didn’t “drop out”. Then maybe you had a “grad” rate of 88% for whatever high school the student started at (God knows this is a ridiculous excercise). Would an 88% call for solutions that specifically target one county’s school system–would it incur the level of wrath over one county’s school system that we have on this blog? Obviously data matters–truth matters. We don’t know the truth.

    Without it, all you have is philosophy.

  16. d says:

    The problem comes in with the tracking. I lost several students first semester who may or may not have left my school with information as to where they went. If we know, then they don’t count against us. The problem is how many we have no idea where they went to – and therefore count against us when their class graduates. These kids didn’t drop out, but since we can’t say they are now at wherever, we take the hit.

  17. @d; If they transfer to another school, they are very easy to track as their transcripts must be forwarded. If officials are not keeping perfect records on such a critical issue, that is another problem in and of itself. Which, we all know, it is.

  18. @ ursokm16 11:19; ??? Again, I am having trouble even understanding your comment. It’s oddly rambling and accusatory with no evidence. This is real data. Everyone collects data in the same way in GA, so this is what we use to compare. It may not be ‘perfect’ but it’s all we have. There’s no uncounted, twisted, secret data we’re not sharing. And we certainly will not dismiss the critical collected data we are given by the state by convincing ourselves that it’s all wrong due to some kind of magical thinking. You can go off and do ‘what if’ scenarios all day long. We choose not to – we’re just sharing and discussing the very real data we have just been given.

    Granted, there are probably students not properly reported as transferred, but that certainly is easy to track, as we said before, their transcripts must be forwarded. So, as you can see, student are (if counselors do their jobs) tracked from school to school and marked as transferred if that’s what occurred.

  19. An important DeKalb news story: Xavier Arnold, a 2010 Chamblee High School graduate was shot in the head Thursday evening in the Kirkwood area of Atlanta by a teenager who was robbing him and his girlfriend and another friend who was also shot but survived. Please keep him and his family and friends in your prayers.

    Boy arrested in shooting death of Army reservist in Atlanta

  20. ursokm16 says:

    Its incredible to me that you would argue with a teacher on the point of record keeping. DeKalb is unique (except possibly a few districts in Cobb and Gwinnett) with what is known as “mobility rate”–so the record keeping problem affects these areas disproportionately. Its real so you can’t even discuss the “grad rate” with any credibility–unless its to acknowledge we know very little about it. Please teachers weigh in–we know you have no reason to give any credence to the school system and we know you aren’t being used by elected officials.

  21. acheolus says:

    Teachers should be argued with – they are no more above reproach than anyone else. If you were more able to state your point clearly, there would be no reason to argue.

    Students who transfer in the normal way have their transcripts forwarded and are counted in the graduation rate. Unfortunately, if a family is attending a school they should not, move without contacting their former school, or are migratory between countries, they are not counted at all. Often, when a student has parents who own a small business, graduating high school is not as important as babysitting or working the family trade. In addition, as long as we insist on counting EVERYBODY, when many other areas do not, we will continue to have low numbers. Some students who posses major mental handicaps are unable to complete high school under any normal circumstances and should not be counted in the mix. We cannot be both egalitarian in our counting and competitive in our results.

  22. September says:

    Ursokm16 makes a valid point. The time to hold a student back isn’t in high school. It is in first or second grade. We really need a plan for children who don’t learn to read by the time they start 3rd grade. When we send these children through elementary school without fixing these early learning problems, we are condemning them to failure. Maybe we need to add a bridge year between kindergarten and first grade for students who need extra help. Maybe we need to go back to using The Reading Recovery program. It is expensive to help young children who are not on track, but it is more expensive to send them into adulthood without the skills they need to be successful.

  23. @ursokm: We have a rule here about using more than one identity. That includes quoting one’s own blog post as if it were an outside opinion.

  24. I’m not ‘arguing with a teacher’. The teacher may not know where a student went, but if the student did indeed transfer to another school, then the records certainly were forwarded. Students don’t just vanish unless they drop out. If they transfer to another school, the simple fact is that they will need their transcripts and therefore the system would be aware of the transfer. Hopefully administrators and counselors are properly reporting these transfers.

  25. @September: Excellent points. We couldn’t agree more. We have often said that early years need to be very small classes – 12 or fewer. They also need reading tutors and intervention as well as reading and math groups at all levels.

  26. concernedmome30329 says:

    Joe Reed (retired principal from Lakeside) said that they simply couldn’t track all the kids.

    If a student goes from one GA high school (or middle or elementary for that matter), their student ID follows them. If a family withdraws a child older than say kindergarten, the new school will want the records, so the parent must request them (often the new school sends a request that is signed by the parent). In both these scenarios, the kids can be tracked.

    I used to believe what D talked about above, but I don’t really think that is many kids. Schools want records, in fact they often demand them, so it is less clear to me that kids can simply move from school to school, especially high school.

  27. @concerned: That was my sub-point. Administrators and counselors are not keeping the proper data if the data is incorrect. It’s their job to track the students. We were told by the board a few years back that we have this amazing technological data center in DeKalb – that is even the envy of Gwinnett. If this kind of data is not being collected and stored here, then that is another kind of problem altogether. A leadership problem.

    Here’s a true example: One person I know withdrew a child from Lakeside over the summer after 10th grade to enroll in a private school after a move. The mother called and asked for the transcripts, and was not even asked about the new school for the child. No questions at all, not even asked for a new address, just told to come get the sealed transcript. She went to the school to get the transcripts in a sealed envelope. She drove them over 30 miles to the new school, and when the new administrators opened the envelope, it only contained info through 8th grade. She had to drive back, request all new sealed transcripts and drive back to the new school a second time. No apology was even offered by the counseling staff responsible. Most likely, no official report was generated about the student’s transfer. So it’s believable that many of these are just lost in the cracks due to lazy reporting and no accountability.

  28. dekalbite2 says:

    @September
    “Ursokm16 makes a valid point. The time to hold a student back isn’t in high school. It is in first or second grade. We really need a plan for children who don’t learn to read by the time they start 3rd grade. ”

    No. Ursokm16 didn’t say that. Quite the opposite – He/she said that students should be allowed an extra year in high school to “catch up”. How many students can “catch up” 4 or 5 years of being behind grade level in high school when teachers have 35+ students in each period of the day?

  29. dekalbite2 says:

    @DSW
    Xavier’s Arnold’s girlfriend was one of my highly gifted students in DeKalb. Xavier must have been an exceptional person. My heart breaks for her and the family of this young man.

  30. Fred in DeKalb says:

    @DSW, thanks for creating post on this topic. I knew it would generate the type of discussion we have seen thus far.

    I too have concerns with the quality of the data collection process and question the validity of the outcomes reported. A few years ago statewide discipline data was reported and DeKalb appeared to get low marks. After further investigation, we found out the DeKalb was more aggressive in how the reported incidents than other school districts, i.e a student mouthing off at a teacher and leaving class could generate up to 4 reports where in some schools it would generate only one. Gwinnett acknowledged under reporting discipline data in one of the few times Wilbanks had some egg on his face. Who audits the quality of the data collection process? If each school system has responsibility for their own, we’ve already witnessed problems with that.

    If this same method of reporting graduation rates was used during the golden era, of DeKalb Schools, I predict the rate would not have been much different, especially when there was quite a bit of farmland still in DeKalb. We will probably never know. Areas that have stable employment bases are likely to have higher graduation rates due to less family mobility. Losing businesses such as the Doraville plant continues to have an impact on the DeKalb School System.

    Peace to the family of Xavier Arnold.

  31. concernedmome30329 says:

    When I reflect on this further, I wonder how many (former) DeKalb students are incarcerated in juvenile facilities? I have no idea even how many say 15 to 18 year olds are incarcerated in GA, but I suspect that some of those 1000s who dropped out did so because they got in trouble with the legal system.

  32. ursokm16 says:

    Again and yet again–Until we stop confusing the “grad rate” with “drop outs”, we’ll never understand what’s going on. The high school that my kids went to has a grad rate in the high sixties and I assure you it isn’t because the kids went to jail. In our school, disproportionately low grad rate is a record keeping issue combined with tactical high ninth grade retention. DeKalb’s GRADUATES may indeed be poorly educated, but you simply can’t make the case with the GRAD RATE.
    See the article in the AJC today where most of the improvement at North Atlanta High’s grad rate last year was in data capture….and our mobility rates are even higher than that area’s. It is principally in the Hispanic community.

  33. Fred in DeKalb says:

    Good point, ursokm16! I also think seeing these numbers should cause us to ask more insightful questions so we can understand the methodology of data collection thereby allowing us to determine the validity of the numbers. I’d like to know what would be an acceptable high school graduation rate given the makeup of communities, i.e socioeconomic demographics, mobility rates, etc. Are we looking at all the data points that can impact the graduation rate?

    I believe I can explain the graduation rates for DSA and Arabia Mountain however cannot for Lakeside and Tucker. I attribute that to my lack of in depth knowledge of the makeup of those communities. I know the Lakeside community has quite a few apartments however I don’t know if/how that impacts the graduation rate.

    Can we make a definitive statement regarding the educational outcomes if we don’t understand all the measures that impact this?

  34. Still Waters says:

    “–a distraction based on nothing more than a cynical fringe perspective on what is obviously a much more complex tapestry about …… “ ursokm16 (2013)

    This is actually how I see the continued focus on the reliability of the drop out data. There is overwhelming evidence that this nation, state, city, and county are experiencing an epidemic of students not graduating from high school. This seems to be where the focus should be. You cannot fix that which you do not acknowledge. I have included information from various sources addressing these issues.
    http://www.americangraduate.org/about/research-center/125-learn/924-pace-of-graduation-rate-progress.html (by states)
    http://blackboysreport.org/national-summary/black-male-graduation-rates (comparing races)
    http://www.civicenterprises.net/MediaLibrary/Docs/Building-A-Grad-Nation-Report-2013_Full_v1.pdf (solutions)
    http://www.in.gov/edroundtable/files/dropoutcrisis.pdf (prevention/recovery)
    http://www.npr.org/series/138542241/dropping-out-the-human-face-of-an-education-crisis) (unreliable data)

    Granted the data regarding the dropout rate may not be totally accurate, however it by no means a reason to ‘throw the baby out with the bath water”.

  35. There’s an easy fix to collecting correct data — collect and report it! This is the job of principals and counselors. They should be held to the fire if their numbers are incorrect and have given the system a graduation rate black eye. It’s not up to DSW, Fred or ursokm16 to ‘explain’ or make excuses for the poor outcomes in DeKalb. If you ‘believe’ the good parts, then how can you make excuses for the bad?

  36. ursokm16 says:

    Is anybody suggesting not collecting data on students who actually don’t finish high school? Didn’t see that here. I’m saying that your approach to the problem would be different if your “rate” is at 85% than it would be if at 65%–and we don’t know if it is or not. If nothing else, it would temper the hysterical leap from currently published school data to causality with “lower property values” and “companies won’t locate here”. If you place primacy on data (which this society apparently does), then it better mean what you think it means.

    That may not fit the narrative on this board, but I wouldn’t characterize that as “fringe” (with all of the baggage the modern use of the term is laden with). I would also prefer the cynicism of one or two alienated opinions over one that is institutionalized in a legislature.

  37. @Still Waters: You cannot fix that which you do not acknowledge.

    True words.

    And DeKalbite2: The students of today will be the workers and taxpayers of tomorrow. We must give all of our students an even playing field.

    Spot on. I would go so far as to say, “The students of today will be the workers and taxpayers and criminals of tomorrow.” DeKalb is pumping out more than their fair share of youth to the penal pipeline.

  38. DCSD FOR DUMMIES says:

    A few things: 1)Students can be traced, but we have many sorry administrators and counselors. I’ve gotten students from other DCSD schools without transfer grades. 2) Please stop blaming the teachers because they are teaching. 3) Do any of you know how difficult it is to fail a student? One administrator once told me that I could only fail 10 percent. They really get involved with grading and often try to persuade teachers to pass an undeserving student.

    On another note, thanks for adding the “likes” back on.

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