DOCUMENT RESUME

ED 343 042 CG 024 057

AUTHOR Claus, Richard N.; Quimper, Barry E.TITLE Dropout Study 1990-91.INSTITUTION Saginaw Public Schools, Mich. Dept. of Evaluation

Services.PUB DATE Dec 91NOTE 44p.PUB TYPE Reports - Evaluative/Feasibility (142)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Age Differences; Dropout Characteristics; *Dropout

Rate; Dropout Research; *Dropouts; Ethnic Groups;Grade 9; Grade 10; High Schools; *High SchoolStudents; Junior High Schools; Junior High SchoolStudents; Longitudinal Studies; Racial Differences;Sex 'fferences

IDENTIFIERS Saginaw City School System MI

ABSTRACTThis study examined dropout rates for the School

District of the City of Saginaw, Michigan. Although a longitudinalstudy of dropouts has been conducted by the school district for over25 years, this study begins a new format to coincide with Staterequirements. The dropout pate is defined as the percentage ofstudents in grades 9-12 who leave school in any one year, adjustingfor those who move in and out of the district and to alternativeprograms. Of Saginaw's 3,178 secondary students in grades 9-12, 203voluntarily terminated their high school education between October 5,1990 and September 27, 1991. Of that number, 24 were 9th gradestudents at the junior high level, and 179 were senior high students.Of the 203 dropouts, approximately 58% were male and 42% female. Thegreatest number of dropouts (72) occurred at 10th grade. The smallestnumber and percent of students dropping out at a grade level occurredat 9th grade (24). Seventeen-year-olds comprised the largest group ofstudents dropping out at any age level. Black students comprised thelargest enrollment group and the largest group dropping out. Thepercent of Hispanic dropouts was slightly greater than theirpercentage of district enrollment. The most frequently cited reasongiven for students dropping out was "lack of interest." Theappendixes provide forms to be used in collecting dropout data.(LLL)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

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DROPOUT sTuDY

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Saginaw, MichiganTo THE EDUCATIONAL RESOUriESINFORMATtON CENTER tER1C)

BEST COPY AVAILABLE

DROPOUT STUDY

1990-91

An Approved Report of the

Department of Evaluation, Testing, and Research

Richard N. Claus, Ph.D.t-e".111

Barry E. imper, DirectorManager, Program Evaluation Evaluation, Testing & Research

Dr. Foster B. Gibbs, SuperintendentSchool District of the City of Saginaw

December, 1991

TABLE OF CONTENTS

Page

INTRODUCTION 1

PRESENTATION OF DATA .. 4

Enrollment And Number Of Dropouts 4

Dropout Data By Gender 5

Dropout Data By Grade 7

Dropout Data By Age 8

Dropout Data By Racial/Ethnic Background 9

Dropout Data By Reason 11

SUMMARY 14

RECOMMENDATIONS 16

APPENDICES 18

Appendix A: Dropout Retention Summary Report - 1990/91 19

Appendix Br, 1991 Pupil Headcount Report 20

4

LIST OF TABLES

Table Page

1 Enrollment, Number And Percent Of Dropouts By Building --October 5, 1990 - September 27, 1991 4

2 Number And Percent Of Males And Females Dropping Out ByBuilding And System -- October 5, 1990 - September 27, 1991 .... 6

3 Number Of Dropouts By Grade -- October 5, 1990September 27, 1991 7

4 Number Of Dropouts According To Age -- October 5, 1990 -September 27, 1991 8

5 Number And Percent Of Dropouts By Building AccordingTo Racial/Ethnic Enrollment -- October 5, 1990September 27, 1991 10

6 Number Of Dropout Records According To School And ReasonFor Dropping Out -- October 5, 1990 - September 27, 1991 13

INTRODUCTION

This dropout report is the first of a new generation of reporting on

dropouts. The School District of the City of Saginaw has for more than 25

years annually reported on the rate and nature of the drop-out population. In

the past, the annual dropout reports were tailored to our own organizational

scheme (i.e., K-6, 7-9 and 10-12) and reported dropout rates for grades 7-9,

10-12 and 7-12.

Prior to 1989, the State of Michigan conducted a dropout study every

other year for grades 9-12. It was published one or two years after the

collection of the data. The State chose the 9-12 grade span because it

coincided with the graduation credits which students begin to accumulate in

grade 9. The State's study also differed from Saginaw's slightly on the def-

inition of a dropout, the time period of its study, how transfers to adult

education were treated, etc.

The District continued its own annual study to provide counselors and

administrators with timely data on the size and scope of the dropout

population and to guide efforts to reduce the number of students dropping out.

The local study fit our need to report annually to our public and reflected

our school system's 7-12 secondary organization. Thus, the local study

continued to be the primary source of dropout information and guieed local

policy making decisions at the Board of Education, central administration, and

school building levels.

Public Act 25 (PA-25) required local school districts to report to the

State from a day after fourth Friday to fourth Friday of the next school year

an annual retention and dropout rate. The retention rate was defined as the

percentage of ninth graders who graduate from high school within four years,

adjusting for the students who moved in and out of the district and to

alternative programs. The dropout rate was defined as tne percentage of

students who leave school in any one year, again, adjusting for those who

moved in and out of the district. The local district was to supply the

Department of Education with the raw data using software supplied by the State

through the intermediate school districts. This software would, as part of

the entry process, supply the district with the appropriate percentages and

information. The new annual study required by PA-25 used a new definition of

a dropout and a new formula to calculate the dropout rate.

With the advent of PA-25, it was decided that rather than continue dual

dropout studies, the school district would conduct only the state mandated

annual study. However, data would be analyzed by reason for the drop, gender,

race, age, etc, elements that are not included in the State's study. This

practice should lessen confusion, provide longitudinal dropout data, and avoid

duplication of effort in doing two studies. For the above reasons, the 1990-

91 Dropout Study should be regarded as new baseline information.

This report will show the dropout rate for grades 9-12. The base for

calculations (the prior year's fourth Friday enrollment count) is adjusted for

students coming into the district, leaving for other school districts,

transfers to alternative education programs, retentions. etc. (See Appendix A

for the calculations of this year's adjusted enrollment counts.) The raw data

for the study are collected by bunding staff and sent to Child Accounting as

part of the 1991 Pupil Read Count Report required by the State. (See Appendix

B for a copy of the forms used to supply this data.) The Evaluation

Department, working with data obtained from the Child Accounting Office,

summarizes and analyzes these to provide the information presented in the

tables and narrative that follow. Note that this is only the second year of

7

2

-

data gathering as required by PA-25. Some problems and inconsistencies still

exist in the process as noted at the bottom of the table in Appendix A.

Longitudinal data will be compiled in subsequent years. It is hoped that

the data collection process will be clarified and refined so that more

accurate counts of students transferring into and out of the district are

obtained. In future years, it is hoped that counts will balance and

estimations as indicated in the footnote at the bottom of the table in

Appendix A will no longer be necessary. Some of the problems rest with the

State's selection of a head count procedure/Formula suitable for small school

districts having a single junior high and senior high school. This procedure

may not be workable for larger districts having a number of junior and high

school sites along with high student mobility rates.

873

PRESENTATION OF DATA

Enrollment and Mumber of Dropouts

The number and percent of dropouts reported for each building during

1990-91 are contained in Table 1 below.

TABLE 1. ENROLLMENT, NUMBER AND PERCENT OF DROPOUTS BYBUILDINC--OCTOBER 5, 1990 - SEPTEMBER 279 1991.

Building

AdjustedFourth FridayHead Count*

Dropouts

% of Bldg.Head Count

% of nilDropouts

Central 148 8 5.4 3.9

North Int. 226 8 3.5 3.9

South Int. 242 1 0.4 0.5

Webber Jr. 162 7 4.3 3.4.. woe MIO MOP MIO 1.1* =11

Subtotal 778 24 3.1 11.8

Arthur Hill 1,426 73 5.1 36.0Saginaw High 974 106 10.9 52.2

Subtotal 2,400 179 7.4 88.2

TOTAL 3,178 203 6.4 100.0

* Head counts at junior high buildings are for ninth grade only. Seniorhigh counts include all grades 10, 11 and 12.

A review of the data contained in Table 1 reveals that:

Systemwide, 203 (6.4%) of the 3,178 secondary studentsin grades 9-12, dropped out prior to graduation.

--Of the 3,178 secondary students:

- 24.52 (778) were junior high (ninth grade) students and- 75.5% (2,400) were senior high students.

--Of the 203 dropouts:

- 11.8% (24) were junior high (ninth grade) students and- 88.22 (179) were senior high students.

4

s By level:

--24 of 778 junior high (ninth grade) students(3.1%) dropped out.

--179 of 2,400 senior high students (7.4%)dropped out.

Across all secondary buildings:

--The largest number of students dropping outat a building occurred at Saginaw High (106)and

--Over half of all dropouts (52.2%:106 of 203)left Saginaw High. Also, in terms of percentof enrollment Saginaw High (10.9%) had a great-er dropout rate than Arthur Hill (5.1%).

Buildings by level, the largest number of studentsdropping out ae junior high occurred at both CentralJunior and North Intermediate (eight each). The

dropout rate as a pe-cent of enrollment was thelargest (5.4%) at Central Junior.

Dropout Data by Gender

Table 2 below contains the number of males and females dropping out by

building during the 1990-91 school year.

5

TABLE 2. NUMBER AND PERCENT OF MALES AND FEMALES DROPPING OUT BYBUILDING AND SYSTEMOCTOBER 5, 1990SEPTEMBER 27, 1991.

GENDER

Males Females

Building % of % of Total2 of Building % of Buildin

Gender Total Gender Total

Central 5 4.3 62.5 3 3.5 37.5 8North Int. 4 3.4 50.0 4 4.7 50.0 8South Int. 1 0.8 100.0 0 0.0 0.0 1

Webber Jr. 5 4.3 71.4 2 2.3 28.6 7

" _ ------- - - - -----Subtotal 15 62.5 9 37.5 24

2 12.8 10.5-----

Arthur Hill 37 31.6 50.7 36 41.8 49.3 73

Saginaw High 65 55.6 61.3 41 47.7 38.7 106-

Subtotal 102 57.0 77 43.0 179% 87.2 8r1.5

Total 117 86 203% of Total 57.6 42.4% of Gender 100.0 100.0 100.0

Reviewing the data contained in Table 2, it can be seen that:

Systemwide, the number and percent of male dropouts(117:57.62) was approximately 1.4 times that offemales (86:42.4%).

--Of the 117 male dropouts:

- 15 (12.8%) were junior high students- 102 (87.2%) were senior high students

--Of the 86 female dropouts:

- 9 (10.5%) were junior high students

- 77 (89.5%) were senior high students

By level, the data indicate that a greater numberof males than females drop out at both the juniorhigh and high school levels.

At no building did the number of female dropoutsexceed that of males.

It"

Table 3 below contains the number and percent of dropouts for 1990-91 by

building and grade.

TABLE 3. NUMBER OF DROPOUTS BY GRADEOCTOBER 5, 1990 SEPTEMBER 27, 1991.

Buildink

GRADE

9 10 11 12 Total

Central 8 NA NA NA 8

North 8 NA NA NA 8

South 1 NA Rh Rh 1

Webber Jr. 7 NA RA NA 7

Subtotal 24 NA NA NA 24

Arthur Hill NA 19 28 26 73

Saginaw High NA 53 41 12 108

Subtotal NA 72 69 38 170

Number 24 72 69 38 203

TOTAL% of Dropouts 11.8 35.5 .4.0 18.7 100.0

Grade Enrollment 778 868 842

__.

690 3,178

2 of Total Gr. Enroll. 24.5 27.3 26.5 21.7 100.0

1NA = Not Applicable.

A review of the data contained in Table 3 reveals that:

Systemwide, the number and percent of dropouts was:

--Largest at grade 10 (72:35.5%) and--Smallest at grade 9 (24:11.87.).

Dropout Data by Age

Table 4 below contains information relative to the ages of students

who drop out between the age ranges of 14 through 20 and over.

TABLE 4. NUMBER OF DROPOUTS ACCORDING TO AGEOCTOBER 5, 1990 - SEPTEMBER 27, 1991.

AGEBuilding

Central

NorthSouthWebber Jr.

14 15

0 5

0 3

0 0

1 2

Subtotal 1

4.2

Arthur Hill 0

Saginaw High 0

Subtotal 0

0.0

N:m1--)e; 1

TOTAL% of Dropouts 0.5 10.3

10

41.7mai wIl

6

5

ww.

116.1

21

16 17 18

TotalI 20 SI

19 Over

2

5

1

4

12

50.0

15

10r

2514.0

37

18.2

1

1

4.2

27

35ort 0.

62

34.6 .63

31.0

0.0

21

0.0

3

33 1 17VP

mob

54 20

30.2 11.2

54 I 20

26.6 9.9

0

00.0

1

6

7

3.9

3.5

3

8

7

24100.1*

73108

179

100.0

203

100.0

* Due to rounding.

Reviewing the information contained in Table 4, it can be seen that:

Systemwide, the largest number and percent ofdropouts were 17 years old (63:31.0%).

--Of the 24 junior high dropouts, thegreatest number and percent (12:50.0%)were 16 years old.

--At the senior high level, the greatestnumber and percent dropping out (62:34.6%)were 17 years old.

The number and percent of students dropping outsteadily increases from age 14 to age 17 (1:0.5%to 63:31.0%), and then decreases from age 17 to

age 20 and older (63:31.02 to 7:3.5%).

Of the 203 dropouts, approximately the same numberand percent of students dropped out prior to theirsixteenth birthday (22:10.8%) as did those droppingout at age 20 and older (27:13.4%).

Dropout Data by Racial/Ethnic Background

Reviewing the racial/ethnic data contained in Table 5 below, it can be

seen that:

Systemwide, of all dropouts (203), thegreater number and percent were:

- - Black students (124:61.1%), followed by-- White (48:23.6%),- - Hispanic (30:14.8%),-- Asian/Pacific Islander (1:0.5%), and-- No American Indian/Alaskan Native

students dropped out.

Examining dropout rates for students within aracial/ethnic category, systemwide it can beseen that:

- - The highest dropout rate was incurred byHispanic students (8.4%);

-- The next largest rate (7.2%) was reportedfor Black studelts;

-- White students widenced a 4.6% dropout rate.-- A dropout rate of 3.3% was reported for

for Asian/Pacific Islander students; and- - The lowest rate - there were none - was for

American Indian/Alaskan Native students (0.0%).

91 4

1311Ult 5. IMMES AND ISO= OF WM= ST mum moms Tri SACIALAZIMIC IMILHAIENT - COMM 5, 1990 - BMW* 27, 1991.

131111.DIM KAM

Enrol barnt Drvputitl# 2

WHITE

Enrollment Dropouts# 2

HISPANIC

Enrol lomat Dropouts# 2

ASIAN/PACIFIC ISLAICER

Enrollment Dropouts# 2

MERMAN MAWMASAN NOM

Enrol larnt Dropcuts1 2

'VT&

Enrol larnt !Dropouts# 2

Central 138 7 5.1 2 0 0.0 8 1 12.5 0 0 0.0 o 0 0.0 148 8 5.4

Mirth Intermediate 71 1 1.4 118 6 5.1 31 1 3.2 4 0 0.0 2 0 0.0 226 8 3.5

South Intenuediate 49 0 0.0 154 1 0.6 34 0 0.0 4 0 0.0 1 0 0.0 242 1 0.4

*bber Jr. 150 5 3.3 4 0 0.0 8 2 25.0 o 0 04) 0 o 0.0 162 7 4.3

Suht,d sl ..11d 13 3.2 218 7 2.5 81 4 4.9 8 0 0.0 3 0 0.0 778 24 3.1

I: .tt Jr. Mgh Dropouts 54.2 29.1 16. 7 0.0 0.0 100.0

Arthur Hill High 408 17 4.2 759 41 5.4 232 14 6.0 20 1 5.0 7 0 0.0 1,426 73 5.1

Saginaw High 916 94 10.3 11 0 0.0 45 12 26.7 2 0 0.0 o o 0.0 974 106 10.9

Subtotal 1,324 111 8.4 770 41 5.3 277 26 94 22 1 4.5 7 0 0.0 2,400 179 7.4

2 of Sr. High Dropouts 62.0 22.9 14.5 0.6 0.0 100.0

1,732 124 7.2 1,048 48 4.6 358 30 8.4 30 I 3.3 10 0 0.0 3,178 203 6.4

'ANAL 2 of allDropouts 61.1 23.6 14.8 0.5 0.0 100.0

2 ofEnrollment 54.5 33.0 11.3 0.9 0.3 100.0

1

Pr trent of tro i Id i ng enrol brut .

BEST COPY AVAILABLE

1G

At the junior high level, the percent of Hispanicdropouts (4.9%) was the highest reported for anygroup.

At the senior high school level, the percent ofHispanic dropouts (9.4%) was the highest reportedfor any group.

Comparing the racial/ethnic composition of thedistrict (grades 9-12) expressed as a percent-age with the percentage of dropouts from eachracial/ethnic group, it can be seen that:

- - The dropout percentage was disproportionately high

in relation to the districts racial/ethnic per-centage for the following groups:

- Hispanic students (14.82 versus 11.32, or a

ratio of 1.31), and- Black students (61.12 versus 54.5%, or a

ratio of 1.21).

- - The dropout percentage was disproportionately low

in relation of the district's racial/ethnicpercentage for the following groups:

- American Indian/Alaskan Native students(0.02 versus 0.32, or a ratio of 0.00),

- Asian/Pacific Islander students (0.52versus 0.9%, or a ratio of 0.56, and

- White students (23.6% versus 33.0%, ora ratio of-0.71).

Dropout Data by Reason

Table 6 on the following page indicates the reasons students voluntarily

terminated their high school careers. A review of the information shows that:

Systemwide, the greatest number and percent(159:78.3%) of students left due to "lack ofinterest". The second most frequently citedresponse was "unknown" (14:6.9%).

By level, the greatest number and percent ofstudents dropping out:

- -At the junior high (12:50.0%) left forunknown reasons.

- -At the senior high (149:83.2%) left for"lack of interest".

1 711

Systemwide, no students dropped out of schooldue to expulsion, suspension, marriage, poorpeer relationships, or employment.

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A6. IRMO Cr On=

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RD

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IIM ID

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POS 9111111111G

tiff - SCH

8191 5, 1990 - SIPTIO

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27, 1991.

REASC61

SCHX1.

Central

NorthI South

Webber

Jr.

High

Subtotal

#

,Arthur

Hill

Saginaw

High

Sr. WO

SUbtotal

#

TOIXL

Left:

School Status Unknown

02

8.3

84.5

10

4.9

Expulsion

00.0

0NO

00.0

Suspension

00.0

00.0

00.0

Pregnancy

00.0

22

1.1

21.0

Marriage

00

04

00

0.0

00.0

km-Attendance Due To:

Parental Lnfluence

00.0

44

2.2

42.0

Lack of Interest

64

10

41.7

51

98149

83.2

159

78.3

Academic Failure

00

00.0

30

31.7

31.5

Nor PUpil-Staff Relationships

00

00.0

10

10.6

10.5

Four Peer Relationships

00

0.0

00

0.0

00.0

Unknown

21

112

50.0

30

31.7

15

7.4

Extended Illness

00

0.0

20

21.1

21.0

Military Service

00

00.0

10

10.6

10.5

Employment

00.0

00

0.0

00.0

Cther

00.0

60

63.4

63.0

TOTAL

88

Ii

724

100.0

73

106

179

100.0

203

100.1*

*Due to rounding.

1920

SMOIARY

As mentioned earlier, this is the first of a new generation of dropout

reports. Between 1964 and 1989 the School District of the City of Saginaw

annually reported the dropout rate for grades 7-12. The new report focuses

student dropouts in grades 9-12 as part of reporting practices required under

Public Act 25 (PA-25) of 1990. PA-25 defines the dropout rate as the

percentage of students in grades 9-12 who leave school in any one year,

adjusting for those who move in and out of the district and to alternative

programs.

Two hundred three (203), or 6.4% of Saginaw's 3,178 secondary students in

grades 9-12 voluntarily terminated their high school education between

October 5, 1990 - September 27, 1991. Of that number, 24 (11.8%) were ninth

grade students at the junior high school level and 179 (88.2%) were senior

high students.

Of the 203 dropouts, approximately 58% were male and 42% female. These

ratios were roughly the same for both the senior high and junior high levels.

The greatest number and percent of dropouts (72 or 35.5%) occurred at

tenth grade. The smallest number and percent of students dropping out at a

grade level occurred at ninth grade (24 or 11.8%).

Seventeen year olds comprised the largest group of students dropping out

at any age level (63 or 31.0%). The number and percent of students dropping

out steadily increased from age 14 to 17 and steadily decreased from age 17 to

20 and older. The combined percent of 17 and 18 :Pear olds dropping out was

57.6%.

21

14

The racial/ethnic composition of the 1990-91 dropout population is

summarized below.

Group

Percentage ofEthnic Group Number Percentage Racial/EthnicPercentage of of of GroupEnrollment Dropouts Dropouts Dropping Out

Black 54.5 124 61.1 7.2

White 33.0 48 23.6 4.6

Hispanic 11.3 30 14.8 8.4

Asian/Pacific Islander 0.9 1 0.5 3.3

American Indian/ 0.3 0 0.0 0.0

Alaskan Native

Black students comprised the largest enrollment group (54.5% of the

student population at these grade levels) and the largest group dropping out

(61.1% of all dropouts). The percent of Hispanic dropouts (14.8%) was

slightly greater than their percentage of district enrollment (11.3%).

Hispanics also evidenced the highest percentage by their ethnic group dropping

out (7.2%). Asian/Pacific Islander and American Indian/Alaskan Native

students comprised the two lowest percents of students enrolled (0.9% and 0.3%

respectively).

The most frequently cited reason given for students dropping out is "lack

of interest". This year, no students dropped out due to marriage, military

service, poor pupil-staff relationships, and poor peer relationships.

2215

RECOMMENDATIONS

Being the first in a new generation of dropout reports, this document

represents a new level of sophistication in the calculation of the dropout

rate. The rate is calculated on an adjusted fourth Friday enrollment count

that takes into account transfers into our district, transfers out of our

district transfers to alternative education sites, retentions in grade, and

mid-year promotions through the next fourth Friday (see Appendix A for further

details relative to the adjustments). The process of arriving at this

adjusted count is not without its difficulties at both the building and State

levels. Difficulties arise in applying the formula in a large district like

Saignaw, which have numerous schools and high student mobility. Errors at

both levels required the district's Child Accounting Office to use approx-

imations and estimates in arriving at an adjusted enrollment count. In an

effort to arrive at a more accurate count, the following recommendations are

made:

1. The Child Accounting Office should work with the State towork out the difficulties in calculating accurate adjustedenrollment counts. A special effort is necessary for theState to understand the nature of inaccuracies possible forlarge urban districts with high mobility, high numbers ofmidyear promotions and large numbers of students taking partin open-enrollment (a form of "schools of choice" option).The hope is that the State can develop operational guide-lines to help larger districts more accurately account forstudent mobility.

2. A special meeting should be called for district personnelresponsible for collecting and reporting mobility and drop-out data. The Child Accounting Office and the EvaluationDepartment should jointly be involved in clarifying pro-cedures and processes related to recording student mobilityand dropout data.

23

16

While the dropout rate of 6.4% for grades 9-12 is consistent with past rates

for 7-12 using a non-adjusted enrollment count, certain areas within the

current reported results seem to merit further attention.

Certainly, the pervalence of dropouts who are Black, Hispanic, males, 17

or 18 years old, or in the tenth or eleventh grades calls for special

attention. The key, however, probably lies in determining what are the causes

for "lack of interest" being the main reason cited for dropping out.

In addition, counselors and principals must continue to keep in contact

with students and their families. These contacts provide us the data and

insights into understanding the dropout problem and a means to help reduce the

likelihood of students becoming dropouts.

17 74

APPEND I CES

APIPANDLS A

310POuT,RETINT20A 51:51NANT kEPORT-i990/91

clAa 9 cip 10 ORD 11 ORD 12 GRADSENROLLMENT-PRIOR fl:

CANTRAL 188 11/4 168HORT2 258 A/4 258SOUTH 262 RUA 26214112111 JR. 199 N/A 199ANRS 497 510 512 A/A 1.539SAS 381 296 339 A/A 1.016

TOTAL 887 878 806 871 Nia 3,442TIANSFAR IN (07:COML. 17 A/AMATH 17 4/A 17SOUTH Zi 4/A 21

MESSER II. 20 NIA 21ANUS a* 55 34 N/A is)

SUS 1 99 41 N/A ;41

TOTAL 75 e5 156 75 :vs, 369mama OUT ( - ) :

annul. 26 RV A :6NORTH 18 N/A :9

SOUTH 20 41/4 :1Wien IR. 32 NIA 32

ARMS 59 63 42sas

-2 3 45A

79 N/A

96111

A A)61

ATOTAL 3b 108 121

AN/A

TRANSFER TO ALT 1 -):

CENTRAL 6 N/A /

NORTH 17 NiA ,.

SOUTH 14 %/A :4

WEISER JR. 17 N/A 1,ANS 15 47 40 MIA :12

$AS 24 12 26 N/4 92TOTAL 54 19 79 66 A/A 238

RETAINAD IN PA GRD (-):CENTRAL 5 N/ A 5

NORTH 14 N/A 14

SOUTH 7 4/ 6 7

num' J2. 8 N/A 9miss 31 N/ A 31

MS 58 N/ A 14

TOTAL 34 0 0 69 N/A 103

MAINE) CRT GRD (0:MIAS 31 N/A 31

Sms 38 P/A 38

TOTAL 0 0 69 0 N/A 69

ADJUSTED COUNT:CESTIAL WA 168 148

PORTS N/A 226 226SOUTA A/A 242 242

AE8811 JR. N/A 194 162

ARMS N/4 487 486 453 1.426SAS NIA 381 356 217 e,..

TOTAL st A 178 866 842 690 3.1'9

ACTUAL CURRINT TIAR:CENTRAL N/A 3

AORTA MfA 1

SOUTH 8/A 3

mil= .71. 14/6 1

AIMS X/ A 651 468 458 427 1,806SAS N/A 101 328 315 225 1,169

TOTAL W A 75* 796 771 652 2.975

STUDENTS ONACCATAD:CRATRAL N/A 0ACIIII N/A ISOUTA 4/ A 0WEISER JR. N/A, 0

AMMSN/AWA'

A15 19 28 36 te

SOS 9 53 AI 12 115

TOTAL N/ A 24 72 69 313 203

DROPOUT RATE:=MAL WANORM 8/ A

SOUTH IVAi11121111 XL 11/6AIM 11/111 3.212 3.901 3.762 3.742 6. i 71sus W. 2.902 11.912 11.522 5.062 11.812

TOM. 11/ 6 3.081 8.292 8.192 5.512 6092

AAdjueteents ware made to the transfer oat counts of -24 at grade 9. -50 at

grads 10, .33 at grade 11, o44 at grade 12 such that the actual count Obensubtracted from the adjested count mad wal the number of dropouts thatmere counted free the listed names given et seek betiding. Overall, a net

adjustment of 4.3 use mods to the transfer out count. Recommendations oneAnd two given In the body of the report silude to the steps to ha taken toallow for a more accurate tutors accounting without siseebis adjustments bygrade.

'Assumes !Forth end South to AllaS, Central and Aebber Jr. to SUS.

19 26 BEST COPY AVAILABLE

Mf.4203 8/91tutionty: Act 94. PA at earmire.Completion: Aware.Direct gessiene reprillag tide foie beNancy Meg st 01713714265

APPENDIZ

%Ochigoa Doeortmoet of &tooth*iNTOR MATION MAN AGE-MINTDos 3000IL Lomas Mkillisa

LABEL

'If say c4 a. inawsiaam primed oe tee lobo no.*is incorrect. pens emir pecans" corrections tel..

1991 PUPIL HEADCOUNT REPORTeisinteee AnaLads +XIIIEDUCATIONAL

AGENCY1

NIAILLNG INSTRUCTI Rom one copy of the completed Part I mai Pan U of this report to the state address indiwedabove by fletnh.r 10. LOOt Fourth Friday information shmN be based on September 2.7. 1991 enrollments.

Part 1: District Simsmary Report1.A. Regular Program Nal Headcount1.13. Almative Program Pupil Headcount1-C. Pupil Headcount by Racial.Eihnic Group and GenderI.D. Ifigh School Graduates by Racial-Ethnic Group and Gender

Pant': Building Reportrl-A. Regular Program Pupil iiimdcouta11-13. Pupd Ifeaticotmt by itacialaimic Group sad Gendera.c. High School Gradates by Raciali-Edmic Gimp sad GondaII-D. Wocksbasts (Do am mann to dm saw)

1. Trusters imo deft'2. Taunton out of district3. Treadmill to Altsrastivs Programs

CEETWICATIOffi1 cart* that the isdbrmatioo submitted me this rspart is kw sod cornet to tbabest array kormisdigi.DamSoperfamodsoliAmborlsad Official

Simmerscoated ParsesTdspilime

Area CodsiLocal Maass'

NOTZ: Yoe are receiving only cos copy of tbs kraus. Mess maks copies fly yourbuilding sod fler your film.

CovER 97

20

1991 114-3203

BEST COPY AMIABLEAPPENDIX 5

imsommealma Nam* anilta CAN

f

Template war ... ic. _ ...4

41I

Addrer Cltp Zip Coda

PART I . DISTRICT REPORTI A REGULAR PROGRAM PUPIL HEADCOUNT REPORT

Grade

Pk

This Year'sFourth FridayHeadcount(1)

1

2

3

4

6

7

9

Previous School Year's Transfers/RetentionsI Since Last Year's Fourth Frida

(2) (3)o ve wined(4) (5)

to

11

12

Winded

DEFINITIONS ARE GIVEN ON THE BACK SIDE OF THIS SHEET.

THE INFORMATION ENTERED ON THIS SHEET IS DERIVED BY TOTALING THE BUILDINGINFORMATION EPMRED ON ALL II.A FORMS.

21S

1991/11S-4203

APPENDIX B

dEST COPY AVAILABLE

l.The set201 vez for counting_purposes starts on the Fourth Friday arrer Labor Day of one year andon the Thiusay before the Fourth Fnday atter Labor Day or the next year (a twelve month period).This method is used in order to take into consideration the transfemng arid graduating of pupils d...r.r.zthe summer period.

2.Trinsfers jri is defined as students who are new enrollees in a building and whose records have beenreceived trom the school of origin. The school of origin may be either within or outside of die d:sr.cr.

3 is defined as any pupil who transfers out of a school building to another school. wheterthe bualdingasin the same district, is in or out of the state. or a ponpublic school. In order to be ::sredin this category, pupil records must have been sent to the receiving agency. Pupils who are deceasedwill be placed in tlus category.

4.LanduzA1mminisammg is defined as any pupil who transfers to one of the alternative programs.

5. actlamigarepresents dut total number ofpupils in each of_grades K-I2 of the previous year whoweit placed in du same gode on the Fourth Fru* after Labor Day of this year.

Other definidons:

Pre-rind ri (Pig is defined as a group or class that is_pert of the public school population and :staught in the years preceding kindergarten and excludes Head Start pupils.

II -4.reats 0

is defined as a half-day or alternate full-day kindergarten program for children who are f'.% eDecember 1 of the enrollment year.

Ungickg is defined es ptisjls who are assigned without standard grade designation. This categoryincludes those Sputal Edam Mn pupils who are not making normal progress toward graduating v. i:ntnfour years.

1-BACK

2922

1991/ 91-4203

BEST WY AVAILABLEAPPEMIX

Num anus Donna Code

I. B DISTRICT . ALTEILNATIVE PROGRAM PUPIL HEADCOUNT

ALTERNATIVE PROGRAM This Year's Previous School Year's TransfasFourth Fnday. !Since Last Year's Fourth Fnt:Henicounts in Out (.1

Post Graduates

Apprestke Training

Practical Nuning

Adult Nth School

Adult Basic Education

All other Part-Time

TOTAL

Tbo report cans for identifying pupils who either start is. transfer to. or graduate from on anersative program. However.there is not s precise do/Initial of as altersative program.

Tbe emend deltoid's of skentative program includes: (1) all adult program sad (2)programs held outside the normalschool day cVI:O0aa. w 440 pan..

The current tist of prognms coosiebnd to be alternative programs we those adult programs identified as a part or the presentLocel District Suounerr Fourth Friday Memborship Report

Categories ischedm

1. Post Graduate (coder 20 years of ago)

2. Apprntice Trigging (under 20 pen ar ags)

3. Practical Nano (=der 20 yaws ot apt)

4. Adult Higb kiwi Completion (11 yaws dogs and over is pudss 11-U)

5. Adak ink Edscatios (II yam Mtge mid over is grades 14)

If your district has BMW program which Ion world milder as sitersadvo program. please describe it.

As altersative doss mot Winds absorb:al programs such as Vocation' Edscstios, Special Education, orCompessatory Edradon

2

23 30

1991/I11.4a3

Irrxr"..21a

ttII 1

empraded

Nospololis

Female Bomb

WILMS

z

Male Female Reale

51.

PI

11011_ I 5 I 110 '1 11'

0 1

x_111 A A 1 1 U. -11 1 'a U_It Sj uy- 1 Li *ik.11

APPENDIX II

RACIAL and ETHNIC CATEGORIES The !Michigan Depsrt.nt of Education collects racial and ethnic data ASprescribed in Dinetive No. 13 es, -Race and Ethnic Standards for FederalStatistics and Administrative Reporting.-

This Direcdve provides standarti classifications *sr recordkeeping, _collection, and presentation of data on race andethnicity in Federat program administradvr reportingand staetsucal acdvides. These claudication should not beinterpreted m being erientlfle or anthropological in nature, nor should they be viewed as determinants d eligibility fnrin any Federal program. Tbey-bave been developed in response to needs expressed by both the executi+eCartnigratianrinthe Congress to provide for the collectiou and use of compatib* unduplicated, exchangeable racial andethnic dam by Federal Agencies.

For the !purpose of this report. a pupil May be included in thegroup to which he or she appears to belong. identifiesor is regarded la the commtiatly as belonging. However, no penes should be C01111011 ill MON than ONEracWeMala vow

aziuratunagalcsAusganAgam:A person havhs origins in airy at the original peoples of North America, or who maintains cultural identificationthrough tribal St commit" resoimitioa.

ASIBILQUACIECISIANIMA person Itai _origins la sillY of the original ;monks of the Far East. Soothes* Asia. the Indian subcontinent,or thePacific Islanda.ht area jichides, far example, China, Japaa, Korea. the Philippine Islands, and Samoa.

BLA,CLIOL:IEJUSZOIC,M11011:A person having °rights in say of Ike black radii poops of Africa.

ltiMgen;A penes of Maim, Ammo Ekon, Cobink Cooirsi or South Amwlenn or sober Swish Colors or origin, regardlessof race.

ragnaKILQUURAISCASICIMA penes haring origins in any of the original peoples of Europe. North Africa or the Middle East.

ILSCILUILILPupils who are wiped without staadard grade designatioo. This catsgory usually includes those Special Educationpupils who are not mak*, normal progress toward graduating within Tour roan.

NOTE:

sa Dilutive N. 15 suPersokt toglka Ab) sad Exhibit trot OMB Medi, No. Aold dated May 3, 1974 u revisedMa! 12 1971.

311ACK

2

BEST COPY AVAILABLE 25

1991/I10-4.103

Sei Name ot OWI

APPENDIX B

Damn Coda Numodr

I. D DISTRICT HIGH SCHOOL GRADUATES BY RACIAL-ETHNIC GROUP* AND GENDER

1. Count of Graduates and Completer,. Please distinguish the number of graduates during theprevious school year according to the following categories. (Include January/February, June andAugust graduatesicompleters4A. !crafty's we due vaduales receiving a diploma (during pnvious school year and subsequent summera mauler high Mood program.

B. 111312.arstuhasalpirmers thou frachimes receivihil Oslo= telnring previous school year andsubsequent summer an alternative program. (e.g. Adult High Moo( Completion Program )

C. algigratoi..tanillitMl.140121111 are given to those pupils who passed the GED test and an under 20 years ofage.

D. Mgt setlikaggL(eminleste of attndancolcompletion) an gives ler other remota-

Indian ceMoineNadve

Categmy Male Female

Asian or BlackPacific 149g orIslander =icsnrInatMale Renate

Whus,Not of Total

F=DiCFemale =1"CreCtoriz HeadcountMale ; Female

Allemedue (3)RaganrcHloghesputirsZSchool

Conificius

"46111111111

A

2. Indicate tin number of iraduates (from REGULAR DAY SCHOOL and ALTERNATIVEPROGRAM reported shove) enrolled in a two or lour year degree grandng college or universitto the bast of the &Vices knowledge.

3. Indicate the number ot graduates (from REGULAR DAY SCHOOL and ALTERNATIVEPROGRAM regertid almve) enrolled in a NON-DEGREE granting institution (e.g., trade,technical, roationl, or badness scimol), to the best of the knowledge.

(DERNITIONS AU COMM= ON THE BACK OF THIS PAM)

'THE INFORMATION INTERIM ON THIS SHEET is map IITANaguir Lit.101 SUM OF TIMINFORMATION FROM ALL II C FORMS IN THE D

4

26 3 31991/IN-4203

APPENDIX B

Tbe general delisidoa of alternative program includes: i 1 all adult programs: and i 2) programs held outside thenormal school day of11:00 a.m. to 4:00 p.m..

The current list of_prograkes cmmidered to be alternative program are those adult programs ideistifled as a part ofthe present Local District summary; Fourth Friday Membership ReportCategories itscludm

1. Post Graduate (under IA years of age)

2. Apprentice Training (under 20 years of age)

3. Practical Nuns (under 20 yaws of age)

4. Adult High School Complied°. (11 years of age and over in grades 9-12)

S. Adult Basic Education (II years of age and over in rades 14)

if your district has another program Mikis you would consider as alternadve program. please describe it.An alternative pçgr dove not include categorical programa =eh al Vocational Education, Special Education. orCompeautory ucados.

RACIAL and ETHMC CATEGORIES *The Michigan Department of Educed°s collects racialand ethnic data asprescribed in Directive No. IS *0, "Race and Ethnic SoWsmift kr rodent Statistics and Administrative Reporting."

This Directive provbies stamisrd damificatione ibr recordkeeping, _collection, sod preentstionof data on race andethnicity baedwal program adminbtradve reporting and statleticsi activities. These damilicadoss should not beinterpreted below scientific or anderogologicid In ware. nor should they be viewed se determinants of eligibility for

la gay Federal prefrom. They-1mm bees developed in reasons. to needs upremed by both the mcutivgarrnigrianrthe Conroe to provide fOr the collection and use olcosepatlble anadnpliatied, escbangeable racial and*dusk data by Federal Apnoea.

For the purpose of Ms report, a pupil may be included Is the pomp to which he or she appears to belong, identifieswith, orle regerded I. the astity as belonging. However, no penes should be coveted In more than ONErscolohnic $roup.

AM2211,0112112LIMILILASEMBAXIMA penis bevinforiglie in any dike orlgiaal peoples of North America, or who maintains cultural identificadonthrough tribal allnittioN or commaity racegaidon.

MIAILLIZZACLIMBLASIELA perm btv _tirighr Intim 41 tho original peoples ot the Far Eant, Seethes. Asia. the Was subccedaent, or thePacific lalamde. area Ias, for maple, aim *taw Kora, the Philippine Isisade, and Samoa.

BLICE.SOLGEMPA/arapiginA perm having origins is nay of*. black redid poop at Africa.

Mb=A perms of MUM% Pune RIcas, Cubes, Centro! or South American or other Spanish Culture or origin. regardlessof rocs.

312inialirlinnintigaMilgabA penes having origin is any oldie original peoples ot Europe, North Atria or the Middle Eau.

NO=Dinah* No. 15 411104rmdlolasslimp 7(b) and Exhibit rot OMB Circular No. A.411 dated May 3, 1974 as revised

May 12, 1977.4.11ACK

27

4 aEST COPY AVAILABLE

1991/111-4203

LABELAPPENDIX B

Budding Nao

Adikess

Budding Cads Tsispesse km Cada Weal "0.

Zip Cads

PART IL BUELDLNG REPORT- A REGULAR PROGRAM PUPIL HEADCOUNT

(DEFINITIONS An ON THE BACK SIDE OF THIS SHEET.)

SUM THE ABOVE INFORMATION FOR EACH BUILDING LEVEL AND COPY TO TUE PART I A FORM.1991/M4203

28BEST COPY MAILABLE

APPENDIX 11

I .The school ysdu for these counting purposes starts on the Fourth Friday after Labor Day of one ..ta:ends on thellursday before the Fourth Friday after Labor Day of the next Veil (a twefye rnor.:hThis method is used in order to take into consideration the transferring and 'graduating of pupilsthe summer period.

is defined as studems who are new enrollees in a building and whose records have beenTgneilt egam the school of origin. The school of oripn may be either within or outside of the d:str.:.

3 is defined as any pupil who transfers out of a school building to another school. w6.etherthe g is in the same district, ts in or out of the state, or a nonpublic school. In order to be listedin this category, pupil records must have been sent to the receiving agency. Pupils who are deceasedwill be placed in this category.

4.11ansfra.taAlmmathaltagum is defined as any pupil who sunders to one of the alteniative programs.

5. Buggslagadrepresents the total number of.pupils in each °tirades IC-12 of the previous year whowere placed in the same grade on the Fourth Fnday after Labor Day of this year.

Other definitions:

-azganeLina.. is defined as a group cc class that is_part_ of the public school population and istaught in ihe years preceding kindergarten and excludes Head Start pupils.

I -44-1. (-41 is defined as a half-day or alternate full-day kindergarten program for children who are fiveDecember 1 of the enrollment year.

1.1gmgd. is defined as wbo me assigned without standard pack designation. This category usuallyincludes those S. pupils who are not making normal progtess toward graduating withinfour years.

5-BACK

29 1 6

BEST COPY AVAILABLE

1991/IN-4203

AMID= BLABEL

auddiag !# MI siding Coo lio .....m.m.wwwwt sier10411 VII L. des. ...mit l..m......=eims....

UMW! CI& Zip Cods

4

U. B Building._ Pupil Headcount by Racial-Ethnic* and Gender

ToulHeadcount

TOTALS MUST SE EQUAL IN BOTH DIRECTION&

(DEITINITIONI cavis ON THE SACK SIDE OF no SHEET.)

THIS INFORMATION SHOULD II TOTALED WITH OTHEit WS FORMS AND COPIED TO THE DISTRICT IIFORM.

BEST COPY AVAILABI. 30

1991/IN-4203

BEV COPY AVAILABLE

APPENDIX II

* RACIAL end ETHNIC CATEGORIES The Michipant atEducation collects racial sod ethnic data asprescribed in Directive No. IS ", -Race and Ethnic Su Mare tor Federal Ststistiaand Administrative Reporting."This Directive provides undard classifications lbr recordimplag, collectios. and promotion of data on race andethnicity in Feft,a1 program administrative reporting and metisdal activities. These dassificadons should not bointerpreted as being sciatifte or anthropological in name. nor should they be viewed as ditterminants ot eligibility forparticipatkm in any Federal proçs. hey t ave been developed in mom to no* expressed by both the *minis ebranch and the Congress to provide for the collectio and use of compatible. nooduplicated. exchangeable racial andethnic data by Federal Apecirs.

For the purpose at this report. a pupømay be included In the group to which he or she appears to belong, identifleswith, oris -regarded in the commoalsy is belonging. However, no pima shouid be counted in more than ONEruidetknic group.

3111:111CANIX1210.0

A person havin origins he any oldie arightal peoples ofNorth America, or who :maintains cultural identificatmnthrough tribal or comanalty recognitios.

ASLIOLOILESCIEMISLANUMA person NnY _origins la_ny o_t dal original peoples Oldie Far Eat,Southeast Asia, the Indian subcoatinent. or thePacific Islaothi. arso do, Tor exam" China, *mop Korn, the FhilWine Wand* and Samoa.

ILIACILSOIMEALIZAMICalwatA person having origins in any olds Neck racial grasps at ArrIce

=MDA perms ot Madan, Puerto Rim, Cuba, Centralor South Amorists or odor Spanish Culture or origin. rep Mk!of race.

EZELSOISLEAZIPAISC.12,1110111:A person having origins Is any olds* original peoples of Europe, North Africa or the Middle East.

=MUMPupils who are assigns! without standard gradsdesigaadaa. This cowry asaally Whacks those Special Educationpupils who are not making nermal program toward gradating within lbw years.

NOTE:

" Dim*. Na 15 118.011161 nabs 7(b) sad Exhibit F at OMB anderMe. A. dam! May 3, 1914 as revisedMay 12, 1971.

APPENDIX isLABEL

Legal Naas of Building District um* Build* Code Nuesodr

IL C BUILDING HIGH SCHOOL GRADUATES BY RACIAL-ETHNIC GROUP° AND GENDER

1. Count of Graduates and Completers. Please disdnguish the number of graduate during theprevious school year according to the following categories. (Include January/February, June andAugust graduatesicompleters.)

A.Milatiggs an thosesdneal

graduates receiving a diploma (during prniosa school year and subsequent summera regular high program

B. AlLffiggstgouggLaidgaga an those graduates receiving a diploma Karina previous school year andsuVotinins ecboo0 frosummor aa alteroadro program (t.g. Adak lligh School Completion Program)C. Ifighathasaggainigagtaligiglel an glyn to those pupils oho pawed dm GED test and aro under 20 years of

D.MiguandlEgto (certificate ot atteaducalcompletion) are gives for other reasom

acacia,L=Ir DaY (A)

AlhanstivaPM=

AmericasIndian or Asio orMadam Pacific 'NZ

OrlTotalHeadcountrr re3.

a

11

A

LIndcate the amber ot lbw REGULAR DAY SCHOOL and ALTERNATIVEPROGRAM reported e,) WORld In a two or fear yaw dives granting college or university,to the best of the district's knowledge.

3. Indicate the masher et graduates (from REGULAR DAY SCHOOL and ALTERNATIVEPROGRAM reeerted above) welled in a NONDEGRICE institution (44.9 wads,technical, veesilorl, or buelam school), to the bat of the knowledp.

(DEFINMONS AU CCWIIIVUID ON THZ BACZ or Taus PA=

EfNarTITIMPIMMULD ig CrigiMW"li.111MmaignoN ON OTHER II

7 2 (332

1991/111-4203

APPENDIX B BEST COPY AVAILABLE

The general definition of alternative program includes: 1) all adult programs: and (2) programs held outside thenormal school day of MOO I. to 400 p.m-

The current Ilet ofiragrams considered m be alteniadve programs are time adult programs identified as a part oftbe present Local Rim= Summary: Fourth Friday Membership Report:

Categories include:

1. Post Graduate (under 20 years of age)

2. Apprentice Training (nadir 20 years of age)

3. Practical Nurse (under 29 years of age)

4. Adult High School Completion (111 years of age and over la grades 9.12)

S. Aduit Basic Education (la years of age aad over la grades 14)

If your district has another program which yma would consider an alternative program, please describe it.

An alternative worms does not include categorical programs such as Vocational Education, Special Education. orCompensatory Ediscatice.

RACIAL and ETHNIC CATEGORIES . The Mkhipit_Departmeat of Monde, collects racist and ethnic data asprescribed in Directive No. IS ", "Race and Ethnic Standards for Federal Stens*, aad Administrative Revamps.-

This Directive proojdo staaderd demi/II:Woos for recirdheeping, kellection. and pneumatics of data ea race sad'shakily la Federal pr ades reportIng mid sialletimel activities. These clasailicadoas should not beIntireretad m betas snic or enthrojeoloskal la nature, sonhosid Mg be viewed as determinants of eligibility kr

otsy Federal frearia They have been developed in =ea too on good by both Me executiveranch sad the C-oogrem to provide for the collection aid sae Nam enhaagesble rectal ane

ethnic data by Federal Agonies.

For the purpose of this report, a pupil =try be included la the grump to which be or she appears to belong, identifieswith. orle -regarded in the ammtmW a belonging. However. no penes shouid be counted la more than ONErn4ethnic group.

alEaLCOINIILINAILAWKANZAMMA person barbs origins in say ot the original peoples of NInrth America, or who maintains cultural kieutificet.through tribal or community recoiptitios.

alatilIZACIFI( ISLAISMA perms haviagimigiss basookelhkrarigMeialpLal forms: the Far East. &wham Asia. the India subcontinent,or thePacific Isiseds,-Thil aria Japan. Lam Me Phaipplae Wads, sad Samos.

5LACILMILQE.11121112CMIM

A perms barbs origins he emy tithe black racial groups of Africa.

ULM=A person of Modem Puerto MS% Cable, Cloud or South Americus at other Smith Culture or origin.regardlessrime.SUMILSCIALMSZAMCMIGIMA person having origins la say of the original peoples of Europe, North Africa or the Middle East.

NOTE:

Dirsethe No.15 sallorsolon WWI 7(b) sad Exhibit Vol OMIN Circular No. A46dated May 3. 1974 as revisedMay 12, 197/.

7.1ACK1991/111-4203

33 f)

Worksheet 0 1

APPENDIX dEST COPY AVAILABLE

Building Name

11 D 1 - Transfers Into District/Building(Traisfajaa meson say new enrollee to your district/building and grime records nave been received.)

No. Name Date Grade Sending District

1 ..

2

3 r4

S

6

71

II1

9

10 ,

11

12

13 ,

14 ,

1$,

,

16 r

17 i

111 ,

19

:a

21

22

23

24A

25,4.11/ ,

THZ TOTAL, BY GRADS LEVU SHOULD BS COPIED TO THS IVA PUPIL HZADCOUNT FORM.

34 41

HOU LN-4203

Worksheet 0 2

APPENDIX B

Building Name

D. 2 - Transfers Out of Districtaransferl GUI Is defined u any puotlflueuslierlasotoullgf .,builcling to another school whether the buildint is in the 53measmcs. is in or out o( the state, or a-purposes. pupts who have deceased";=;)chned in this category.)

Pal - must rave been sent to the receiving agency. For reporung

No._

Name ; Date I Grade Receiving District1

1

2 !

3

4

6

7

s

9

10,

11

12

13 ,

14

1$

N

li I

IS

19

20 ,

THE TOTALS BY GRADE LEVEL SHOULD SZ COMM TO THE WA PUPIL HEADCOUNT FORM.

935

1991/1N-420.

Worksheet 3

APPENDIX B BEST COPY AVAILABLE

Building Name:

U. D. 3 . Transfers to AlternativePrograms

No. Name Dare Grade,

Program Transferred To ,i

4

5

/$

9\

10

11 . ..- ..12

13

14 .

IS,.

Tho guard dalisitias alterasdva program ischsiss: (1) all adult program; sad (2) program hold outside the normalschool day ot S:00 Lat. to 4:00 p.a.

The csym UN ot prover COIllieffid to be shanative program are those adult program idmillod a part of the presentLocal District Mammy: Forth Friday Masahmhip awn:

Categories hided=

1. Pm Graduals Wider 21yosra atm*

2. Appastica Traialeg (M' 20 pms of age)

3. Practical Norm Nader MI yam et Sp)

4. Malt High School Completing (IS pars of age sad ovar la grades 943)

S. Adak Rade Edscatioa (IS yaws et age md over Is grades 14)

If your Moist has mew progress which yips mold consider as allarsadto program phase describe it.

As altarsative doss sot laded' cetegarical program ash Yossiseal Eshitstios, Spodal Education, OrCowman,1991/DI-4203

THE TOTALS RY GRADE LEVEL SHOULD 111 COPIED TS THE 11 A. PUPIL HEADCOUNT FOIV.t

36 4 3

Abrksheet &aiding Naze:APPENDIX II

- E 1 - means (Stneient Mbility NatAcccunted for on the other libriabeets)

N3.1 Moe

1

Date of Drop Drop 03de Grade Gender 03de Et lido 03de Date of Birth

1 1

A

I

1 :

3

1 r1

4.

51

6

7---,

8

9 1

10 I11

12

13,

, -

14,

r 1

15

, .

16 ,

., ,

,

Ihe 03bi1ity, guter ai etimic codes given telOW are those as *used ou cur "notice of leaving" and/or "studentenrollment" cards. Please specify them above in the appropriate a31inms.

ErPlanaiica Cender Codes !Wilk Codes

06 Released, ECODOL SLUM =OW M ?hie 1 - Antrim IndianCq Released doe to F Fatale 2 - Caucasian

*C8 Relessed due to NOM= 3 - latino/Hispanic09 Released due to PINIVIINCE 4 - BlackV) Released due to IIMAGE 5 - Asian/Oriental11 Released due to ICII-121111ENIEZ, PAINING MINA=12 Warmed due to INNICIIIINICE, LIMN INTIM13 Rammed due to IIMMITINEN12, ACMOINIC AMMERg Released due to 111WAINIMMICL PIXIIIMIJSTMPELATEXERIPS15 Massed due to 101411110111C1, POOL16 blessed due to IMINITEMICE, 111=10111101117 Waned dus to NEMO =III20 Released due to mu= 11111Di21 Belemsal due to WWII=23 Released due to suss =RODE In= (please specify)

**98 Released due to WS=

A etspensiaz became a droplet them they are categorized as a "no slut' or "non-etteninue" after the suspen-sion period has paned.

4**No mimes tiro ban enrolled as studs= tut never attanied, are not comidered to ba &omits. Ibeevert thosemak= elm ame fan one schaol into =the: both Attain as district tut do not show at either theintended reasivins Waal ix another sutra as considered to be droplets.

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