| Title: |
Positive Transition Rates for Schools on California's Dashboard Alternative School Status (DASS). Data Brief |
| Language: |
English |
| Authors: |
Jaymes Pyne; Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) |
| Source: |
John W. Gardner Center for Youth and Their Communities. 2024. |
| Availability: |
John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu |
| Peer Reviewed: |
N |
| Page Count: |
12 |
| Publication Date: |
2024 |
| Document Type: |
Reports - Descriptive; Numerical/Quantitative Data |
| Education Level: |
High Schools; Secondary Education |
| Descriptors: |
High Schools; Graduation Rate; Accountability; Nontraditional Education; Transitional Programs |
| Geographic Terms: |
California |
| Abstract: |
This brief provides an overview of positive transition rates among California high schools eligible for inclusion in the Dashboard Alternative School Status (DASS). Both state and federal law rely on high school graduation rates as a key indicator of high school accountability and performance. The California Department of Education (CDE) uses a combined four- and five-year graduation rate for the Graduation Rate Indicator on the state school accountability dashboard; this includes both comprehensive (or traditional) high schools and DASS schools. The CDE also tracks the one-year graduation and completion rates of DASS-eligible schools for information only. In September 2020, the California Advisory Task Force on Alternative Schools (Task Force) recommended consideration of a "positive transition rate" for DASS-eligible schools that would provide a more complete picture of those youth who exit alternative schools each year, whether they are completing the requirements for graduation, continuing on an education path, or are dropping or aging out altogether. Data shown in this brief include transition experiences for all students enrolled for at least 45 days in a DASS school in the 2015-16, 2017-18, 2019-20, and 2021-22 school years and the exit patterns of students who exit a DASS school within 45 days of enrollment (generally less than one six-week marking period) and who were not included in initial positive transition rate calculations. |
| Abstractor: |
ERIC |
| Entry Date: |
2025 |
| Accession Number: |
ED676123 |
| Database: |
ERIC |