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It examines student exit transitions using CALPADS exit codes, identifies positive versus negative outcomes, and highlights key takeaways for schools over multiple academic years.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/positive-transition-rates-for-schools-on-californias-dashboard-alternative-school-status-dass/585073/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/positive-transition-rates-for-schools-on-californias-dashboard-alternative-school-status-dass/585073.png","ImageObject",300,407,{"name":42,"@type":43},"Maya Linwood","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does “positive transition rate” mean for DASS-eligible schools?","Question",{"text":63,"@type":64},"It reflects students’ outcomes when they exit a DASS school in terms of completing graduation requirements, earning a GED, or continuing education, compared with negative outcomes such as dropout or aging out.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the brief measure transitions when students leave DASS schools?",{"text":68,"@type":64},"It uses CALPADS exit codes to categorize whether exits represent positive or negative transitions. 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About two-thirds of students who exit after more than 45 days transfer back to traditional high schools or other completion certificate-granting institutions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585073,1792209553,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","data brief  \nJanuary 2024  \nPositive Transition Rates for Schools on California’s Dashboard Alternative School Status (DASS)  \nJaymes Pyne  \nThis brief provides an overview of positive transition rates among California high schools eligible for inclusion in the Dashboard Alternative School Status (DASS) . Both state and federal law rely on high school graduation rates as a key indicator of high school accountability and performance. The California Department of Education (CDE) uses a combined four-and five-year graduation rate for the Graduation Rate Indicator on the state school accountability dashboard; this includes both comprehensive (or traditional) high schools and DASS schools. The CDE also tracks the one-year graduation and completion rates of DASS-eligible schools for information only.  \nIn September 2020, the California Advisory Task Force on Alternative Schools (Task Force) recommended consideration of a “positive transition rate” for DASS-eligible schools that would provide amore complete picture of those youth who exit alternative schools each year, whether they are completing the requirements for graduation, continuing on an education path , or are dropping or aging out altogether.  \nIn Figures 1 through 5, we consider all students enrolled for at least 45 days in a DASS school in the 2015-16, 2017-18, 2019-20 , and 2021-22 school years. CALPADS exit codes serve as a guide to understand whether those exiting a DASS school in each identified school year experience a positive or negative transition (see Table 1) . Positive transitions include a DASS completion code (e.g. , graduating high school or earning a GED) or  \nAbout the California Alternative Schools Data Series  \nThe California Department of Education (CDE) identifies more than 970 public alternative schools across the state. Most are alternative high schools designed to meet the needs of credit-deficient and other youth overage 16 who are vulnerable to dropping out of school before completing minimum requirements fora diploma or completion certificate. In the 2021-22 school year, California’s alternative schools enrolled approximately 11.4% of youth in public school grades 10-12 (9th graders are generally not eligible for voluntary enrollment in alternative schools). Some alternative schools, including Continuation Schools, District or County Community Day Schools, and Court Schools are legislatively defined, while others may apply for alternative school status if they meet minimum criteria set by the State Board of Education (SBE) for the enrollment of youth at risk of dropping out of school. California law stipulates that alternative schools will offer more intensive services and accelerated credit-earning opportunities that will afford enrolled students a renewed path to graduation. Currently, the SBEis considering new or additional accountability metrics for alternative schools that align with federal law, Local Control Accountability Plans (LCAPs), and promote continuous program improvement.  \nSeries Editor: Jorge Ruiz de Velasco  \ntransfer code (e.g. , transferring to another school, moving to home schooling, enrolling in college , or joining the military) . Negative transitions include truancy, expulsion, no-shows, dropout, or aging out without a diploma. Following the recommendations of the Task Force, certain exit types are excluded from our analyses, including exiting for medical reasons, a no-show from another school, and death.  \nIn Figures 6 through 8 , we separately consider the exit patterns of students who exit a DASS school within 45 days of enrollment (generally less than one six-week marking period) and who were not included in initial positive transition rate calculations.  \nKey Takeaways  \n• Positive transition rates for students enrolled in DASS schools for at least 45 days are relatively high and steady—approximately 82% for students across the seven years examined.  \n• About two-thirds of students who exit DASS schools after more t","cbCaintlHSNEedz9","https://ap.wps.com/l/cbCaintlHSNEedz9","pdf",688019,12,"English","# About the California Alternative Schools Data Series\n# Positive Transition Rates and Exit Patterns\n# Key Takeaways\n# Figures and Notes","[{\"question\":\"What does “positive transition rate” mean for DASS-eligible schools?\",\"answer\":\"It reflects students’ outcomes when they exit a DASS school in terms of completing graduation requirements, earning a GED, or continuing education, compared with negative outcomes such as dropout or aging out.\"},{\"question\":\"How does the brief measure transitions when students leave DASS schools?\",\"answer\":\"It uses CALPADS exit codes to categorize whether exits represent positive or negative transitions. Certain exit types are excluded from analyses, including medical reasons, no-shows from another school, and death.\"},{\"question\":\"What are the main findings about positive transition rates for students enrolled 45+ days?\",\"answer\":\"Positive transition rates are relatively high and steady at about 82% across the seven years studied. About two-thirds of students who exit after more than 45 days transfer back to traditional high schools or other completion certificate-granting institutions.\"}]","Positive Transition Rates for Schools on California’s Dashboard Alternative School Status (DASS) | PDF",1792053580]