Chicago high school dropout rates from 1995 and associated variables like average students per teacher and percent low income students. All cues are real-valued but some have N/A values. It includes rows accidentally omitted in prior research.
highschool_dropoutA data frame.
Name of School
Running Number
If 1, then this row was accidentally omitted in the ABC studies from 1993
Dropout rate in percent, from 0 to 100, counting all students in grades 9 through 12 who left school permanently during the 1993-4 school year
Completeness of data
Enrollment as of September 30, 1993
Attendance rate in percent, from 0 to 100, averaged over the school year
Graduation rate in percent, from 0 to 100, based on freshmen who finished together 4 years later, in 1994
Parental involvement rate in percent, from 0 to 100, counted as parents who had contact with teachers as a percent of students (with no firm state rules on how to measure this)
Limited English Students in percent, from 0 to 100, based on the number of students found eligible for bilingual education
Low Income Students in percent, from 0 to 100, based on families eligible for free or reduced price lunches or are publicly supported
Calculated as number of students divided by number of teachers on the first day of May
Percent white students, from 0 to 100
Percent black students, from 0 to 100
Percent hispanic students, from 0 to 100
Percent asian students, from 0 to 100
Percent minority teacher, from 0 to 100
Average composite ACT Score
Reading score on Illinois Goal Assessment Program (IGAP)
Math score on IGAP
Science score on IGAP
Social science score on IGAP
Writing score on IGAP
The data is based on:
Morton, Felicia B. (1995). Charting a School's Course. Chicago. February, pp. 86-95.
Rodkin, Dennis. (1995). 10 Keys for Creating Top High Schools. Chicago. February, pp. 78-85.
This is the data set used in simulations by the ABC (Adaptive Behavior and Cognition) research group.