Russell W. Rumberger
PAPERS AND PUBLICATIONS (sorted by topic)
The California Dropout Research Project (CDRP) was established in December 2006 to produce new and useful research to inform policymakers, educators and the general public about the nature of the dropout crisis in California and help the state develop a meaningful policy agenda to address the problem. To date the project was produced a series of 16 Research Reports and Policy Briefs addressing four facets of the issue: (1) the measurement and incidence of dropping out; (2) the educational, social, and economic costs of dropouts for individuals and the state; (3) the short-term and long-term causes of dropping out; and (4) possible solutions. It has also produced 13 Statistical Briefs that address more specific questions about the nature of the problem. In addition, the project's Policy Committee—composed of researchers, policymakers, and educators—issued a report on February 27, 2008 with a series of recommendations on what schools, districts, and the state should do to improve California's high school graduation rate. The 65 publications have been distributed in print to all superintendents and legislators in California and have been downloaded more than 50,000 times from the project website.
Dropping Out: Why Students Drop Out of High School and What Can be Done About It (Cambridge: Harvard University Press, 2011).
Improving Measures of High School Dropout, Graduation, and Completion Rates: Better Data, Better Measures, Better Decisions (committee member). Committee for Improved Measurement of High School Dropout and Completion Rates: Expert Guidance on Next Steps for Research and Policy Workshop. Robert M. Hauser, and Judith A. Koenig, Editors. Center for Education, Division of Behavioral and Social Sciences and Education, National Research Council. Washington, DC: The National Academies Press , 2010.
Why Students Drop Out of School: A Review of 25 Years of Research (with Sun Ah Lim). Santa Barbara: California Dropout Research Project, University of California, Santa Barbara, October 2008.
Dropout Prevention: A Practice Guide (with Mark Dynarski, Liinda Clarke, Brian B. Cobb, Jeremy Finn, Jay Smink, Kristin Hallgren, and Brian B. Gill). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 2008.
National Institute of Statistical
Sciences/Education Statistics Services Institute Task Force on Graduation,
Completion, and Dropout Indicators: Final Report (Task Force Member). NCES 2005-105.
“Test Scores, Dropout Rates, and Transfer Rates as Alternative Indicators of School Performance” (with Gregory Palardy). American Education Research Journal, 41 (2005), 3-42. Paper (PDF).
view: Under NCLB, state tinkers with
dropouts” (with Daniel J. Losen).
“Why students drop out of school.”
In Gary Orfied (Ed.), Dropouts in
“What can be done to reduce school
dropouts?” In Gary Orfied (Ed.), Dropouts in America: Confronting the
Graduation Rate Crisis (pp.243-254).
Engaging Schools: Fostering High
School Student’s Motivation to Learn (contributor). Committee on Increasing High School Student’s
Engagement and Motivation to Learn, National Research Council.
“The Early Employment and Further Education
Experiences of High School Dropouts: A Comparative Study of the
Out of School and Why. Paper
prepared for the National Research Council, Committee on Educational Excellence
and Testing Equity Workshop, “School Completion in Standards-Based Reform:
Facts and Strategies,”
“The Distribution of Dropout and Turnover Rates among Urban and Suburban High Schools.” (with Scott Thomas) Sociology of Education, 73 (2000): 39-67. Paper (PDF).
Latino Students in the Academic Pipeline (with Patricia Gándara, Hugh
Mehan, and Katherine Larson).
“Dropping Out of Middle School: A Multilevel Analysis of Students and Schools.” American Educational Research Journal, 32 (1995): 583-625. Paper (PDF).
Achievement for Latinos through Academic Success (with Katherine Larson). Technical Report, December 1995.
Student Mobility: Exploring the Impact of Frequent Moves on Achievement: Summary of a Workshop (committee member). A. Beatty, Rapporteur. Committee on Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods, Board on Children, Youth, and Families. Division of Behavioral and Social Sciences and Education. National Research Council. Washington, D.C.: National Academic Press, 2010.
“The causes and consequences of student mobility.” Journal of Negro Education, 72 (2003), 6-21. Paper (PDF).
Mobility and Academic Achievement. ERIC
Educational Consequences of Mobility for
Hazards of Changing Schools for
English language learners
“Immigration, Language, and Education: How Does Language Policy Structure Opportunity?” (with Patricia Gándara). Teachers College Record , 111 (March 2009): 750-782. Paper (PDF).
Resource Needs for English Learners: Getting Down to Policy Recommendations (with Patricia Gándara and Julie Maxwell-Jolley). Santa Barbara: UC Linguistic Minority Research Institute, April 2008. Report (PDF).
“Defining an Adequate Education for English Learners ” (with Patricia Gándara). Journal of Education Finance and Policy , 3 (January 2008): 130-148. Paper (PDF).
Preschool Participation and the Cognitive and Social Development of Language Minority Students. CRESST/UC LMRI Technical Report, January 2006.
“Seeking equity in the education of
Inequitable Treatment of English Learners in
“Less-costly alternatives to Prop. 82 could
yield better results.”
Preschool Participation and the Cognitive and Social Development of Language Minority Students. CRESST/UC LMRI Technical Report, January 2006 (PDF version).
PACE/UC LMRI Policy Brief, September 2004 (PDF version).
“Understanding and Addressing the California Latino Achievement Gap in Early Elementary School” (with Brenda Arellano). In Mexicans in California: Transformations and Challenges , edited by Patricia Zavella and Ramon Gutiérrez, pp. 61-76 . Champagne, IL: University of Illinois Press, 2009. (PDF version)
“Parsing the Data on Student Achievement in High Poverty Schools.” North Carolina Law Review, 85 (2007), 101-119. (PDF version)
“Does Resegregation Matter? The Impact of Student Composition on Academic Achievement in Southern High Schools” (with Gregory J. Palardy). In How Brown Lost Its Way: School Sesegregation in the South , edited by Jack Boger and Gary Orfield, pp. 127-147. Chapel Hill: University of North Carolina Press, 2005.
“Does Segregation Still Matter? The Impact of Social Composition on Academic Achievement in High School” with (Gregory Palardy) Teachers College Record, 107 (2005), 1999-2045. Paper (PDF).
What the Federal Government Can Do to Improve High School Performance . Washington, D.C.: Center on Education Policy, July 2009.
Models for School Effectiveness Research” (with Gregory Palardy). In Handbook
of Quantitative Methodology for the Social Sciences, edited by David
Kaplan, pp. 235-258.
"The Economic Returns to College Major, Quality, and Performance: A Multilevel Analysis of Recent Graduates" (with Scott Thomas). Economics of Education Review, 12 (1993), 1-19. Paper (PDF).
Updated July 2011 .