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According to the research, high school students who fail to graduate due to academics are in the minority. The majority of dropouts were due to life issues — like pregnancy, illness, and incarceration — or "fadeout," who, according to the article, became bored, frustrated, or disillusioned.
The final group is the most controversial, according to NPR. "Pushouts" are identified as such because their schools purposely drove them out due to their high risk of non-completion. Worse yet, the incidence rate in this category is said to have increased since 2002, when graduation rates became an accountability measure on the federal level. In Chicago, for example, schools are alleged to remove these students from their books as "dropouts" by finding an alternative school to move them to and mislabeling them as "out-of-district transfers." And in Texas, which boasts the nation's second-highest grad rate, NPR reports that reporter Kate McGee at Austin member station KUT found that tens of thousands of students were being left out of dropout tallies.
Of course, all of this raises hard questions that policymakers on the state and federal level must now consider, as it casts major doubt on the graduation rates they've been touting. Worst of all, however, eased qualifications for graduating, as Achieve's Mike Cohen told NPR, may in fact amount to lying to kids about their readiness for the next stages in their lives.
NPR: High School Graduation Rates: The Good, The Bad And The Ambiguous
NPR: The Truth About America's Graduation Rate
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Mentors.net - a Professional Development Resource
Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and
other professionals to share their insights and experiences from the early years of teaching, with a focus on integrating artificial intelligence. We invite you to contribute by sharing your experiences in the form of a journal article, story, reflection, or timely tips, especially on how you incorporate AI into your teaching
practice. Submissions may range from a 500-word personal reflection to a 2,000-word article with formal citations.