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No Child Left Behind and Dropout Recovery: Making a Diploma Count


by Dorothy Hines Datiri — July 06, 2013

Previous high school dropout research has focused on factors that place students “at-risk” of leaving school without a diploma. However, limited research has examined federal policies that shape the re-enrollment of youth who dropout only to return. This commentary examines the role of federal policies, in particular No Child Left Behind (2001) in increasing graduation rates through dropout recovery initiatives. Two aspects are discussed including 1) how students who dropout of school and return for a diploma will be counted in graduation rates, and 2) what current variability in how graduation rates are calculated mean for returning youth. There are critical implications for students, educators, and policymakers who are implementing dropout recovery efforts to re-engage youth that have been disengaged from the public school system.


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Cite This Article as: Teachers College Record, Date Published: July 06, 2013
http://www.tcrecord.org ID Number: 17175, Date Accessed: 10/20/2014 4:10:50 AM

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