Under the new method, Cobb’s graduation rate for its 16 high schools went from 84.7 percent to 73.3 percent, dropping 11.4 percentage points, and Marietta City School’s graduation rate, which includes figures from Marietta High School and the two residential treatments centers, dropped from 85.8 percent to 56.0 percent, or 29.8 percentage points.
The state’s graduation rate dropped from 80.9 percent to 67.4 percent, or 13.5 percentage points.
“We anticipated about a 20 percent drop, so there was a definite surprise when we saw the 27 percent drop,” said Dr. Debra McCracken, Marietta City Schools’ assistant superintendent for curriculum and instruction.
Cobb’s Chief Academic Officer Dr. Judi Jones was unavailable for comment before press time on Tuesday.
The new method calculates the number of students who enter and exit a school between their ninth and 12th grade years. Previously, schools only considered students’ senior year.
If a transfer student is not properly documented by both the school they leave and the new school, their former school will have to count the student as a dropout, which hurts the school’s graduation rate.
McCracken said the city district is “not pleased with the results.”
“We presently have three research studies that we are engaged in that all examine failure rates,” she said. “Know that because we are actively engaged in the research studies, we are going to become very aggressive in finding solutions.”
McCracken said the district will aim to meet or beat the national graduation rate, which has not yet been determined by the U.S. Department of Education.
“We have a high-quality staff, we have strong leadership in the high school, and rest assured, this is just a new method of calculating the graduation rate and our program will only get better,” she said.
While Marietta Board of Education Chairwoman Jill Mutimer said there is “no perfect answer to measure something,” she said the graduation rate is “bad. B.A.D. But it’s not going to be for long.”
“What I want to know is how much of the 40 percent is about what. How much of the 40 percent is related to immigrant students? How much is related to special ed?” she said. “Maybe under the old method we didn’t do as good a job tracking where our students went because it didn’t matter. Maybe now we need to do a better job of that.”
Marietta school board member Irene Berens said state superintendent John Barge had prepared her for bad news.
“It is difficult to track these students, and I’ve always been concerned about our transiency rate, and this points out that we really need to focus on that,” she said.
Neighboring school districts also saw large drops: Gwinnett’s rate dropped from 83.7 percent to 67.5 percent, Cherokee went from 82.1 percent to 74.8 percent, Fulton went from 85.9 percent to 70.1 percent and Atlanta went from 68.2 percent to 51.9 percent.












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Secondly, lets start actually TEACHING math- this "discover it on your own with a small group of your classmates" method is NOT working at all. Additionally, expecting ALL kids to take math at an extremely high level is ridiculous. Kids starting high school next year will be expected to take precalculus (at a minimum) in their senior year. This is a state requirement, evidently, but lets get real. We all know that this will not help the kid who does not really see the point of school stay in school.
The old calculation didn't accurately track dropouts and transfers or indicate if students took longer than four years to graduate, etc..
In Marietta's case, the new formula only appears to penalize our district which is always making a concerted effort to graduate and keep students in school.
More importantly, new formula is not designed to send a message about the pros or cons of efforts to provide safety nets or genuine alternatives for students.
The new formula provides a common definition nationwide for comparability’s sake—and that’s all.
Saddening that the quoted board members do not fully understand this and have to resort to looking for a subgroup to blame - especially since we've all seen quotes from them justifying the cost , time , and expense of some standardized tests for the sake of a national comparison.
Now we have a national comparison for graduation rates too.
Nothing's changed- the numbers are just derived differently and more accurately allow for granular data like On-Time Graduation rates, Completer Rates, Transfers, Male/Female Info, and Drop Outs.
This should actually help chart a course should any shortcomings be exposed.
I don’t want the new formula to dampen district enthusiasm for supporting programs that reach out to all students.
However, in this case it is not ELECTED officials that are destroying public education...it is self-serving, career bureaucrats -- that produce absolutely nothing -- at the federal Dept of Education.
This new statistic is a worthless number designed only for DOE to proclaim a crisis, and thus guarantee job security for a bunch of nincompoops that design goofy, alleged education improving ideas that end up accomplishing nothing except increasing costs and taxes.
However, in this case it is not ELECTED officials that are destroying public education...it is self-serving, career bureaucrats -- that produce absolutely nothing -- at the federal Dept of Education.
This new statistic is a worthless number designed only for DOE to proclaim a crisis, and thus guarantee job security for a bunch of nincompoops that design goofy, alleged education improving ideas that end up accomplishing nothing except increasing costs and taxes.
Each state calculated graduation rates however they saw fit before. Kinda similar to the way they were allowed to come up with their own Criteria Referenced tests under No Child Left Behind.
Hey! I could be an Olympic high jumper if I got to set my own bar. (get it?)