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NAEHCY Preconference: Soar to New Peaks.
A Multi-Faceted Approach A Multi-Faceted Approach to Dropout Prevention to Dropout Prevention
and Recovery and Recovery
November 14, 2009
Colorado Department of EducationColorado Youth for A Change
Dropout Prevention and Recovery, Jefferson County Public Schools
Agenda
• Introductions
• Issues, Trends and Data
• Dropout Prevention and Recovery at the Local Level
• Student Voices Panel
• World Café Conversations
Issues, Trends and Data
Judith Martinez Office of Dropout Prevention and
Student EngagementColorado Department of Education
True or False?
The percentage of dropouts among 16- to 24-year-olds has shown some decreases over the past 20 years.
TrueBetween 1987 and 2007, the status dropout rate declined from 12.6 percent to 8.7 percent.
Source: National Center for Education Statistics
What is a status dropout
rate?
Tracking Dropout Rates
• Status dropout rate - proportion of a population that dropped out of school, regardless of when they last attended school.
• Event dropout rate - proportion of students who leave school each year without completing a high school program. The national event dropout rate was 3.8 percent in 2006.
Tracking Dropout Rates
• Cohort dropout rate - proportion of students in a defined cohort who left school in a defined period of time.
• 20% of 8th graders dropped out at some point during their high school career (national study)
Source: National Governor’s Association
Reporting Trends
• National Governor’s Association Compact - to track cohort rates based on adopted calculations.
• 48 states in 2011 will report rates• Issues
– GED– 4 year rate– Federal reporting
Reporting Trends
• Cohort dropout rate does not equal graduation rate subtracted from 100 percent.
• Some students graduate five, six, or more
• Some students earn alternative high school credentials, GED…
• Other…
Multiple Choice Quiz
Dropping out of high school is related to which of the following negative outcomes?
a)Lower annual income
b)Higher unemployment
c)In adulthood, worse health than those who are not dropouts
d)All of the Above
Multiple Choice Quiz
D. All of the Above
Source: National Center for Education Statistics and Alliance for Excellent Education
Annually, dropouts cost the United States more than $300 billion in lost wages and increased public-sector expenses
Why do Students Drop Out?
A lack of student engagement is predictive of dropping out, even after controlling for academic achievement and student background.
-High School Dropout in America, Alliance for Excellent Education
Life events
Forces outside of school cause students to
drop out– Need to work – Pregnant/parenting – Serious illness– Death of a loved one
Source; Johns Hopkins University www.every1graduates.org/
Fade Outs
Students do okay in school but stop seeing
a reason for staying– Classes not interesting – Alienated– Not motivated – School doesn’t feel safe
Push Outs
Students who are or perceived to be
detrimental to others in the school– Students who are disenrolled after truancy – Students who are given a choice to withdraw
or be expelled – Failing students based on unexcused
absences
Failing in school
Schools failing students– Held back a grade– Not prepared academically– No recourse for remediation – Miss too many days of school
Failing even one or two semester courses in 9th
grade dramatically reduces probability
of on-time graduation
What Can Be Done
Parent EngagementRefers to parent education, two-way
communication, volunteering, decision-making and community collaborations.
Examples: – Parenting classes – Parents “on the team and at the table” in the
ICAP
What Can Be Done
Academic PressFocus is on achievement in core courses
and opportunities for remediation.
Examples:
- Content recovery courses
- Tracking of 9th graders with 1 or more failing grades
What Can Be Done
Teacher Support Refers to professional development, peer
learning and coaching.Examples:
– “Professional learning communities” for staff– Counselor outreach at staff meetings– Professional development days, for strategies
such as Response to Intervention and Positive Behavior Support
What Can Be Done
Relevance Refers to linking instruction to student goals
and interests.
Examples:– Career and college awareness – Ninth grade transition programs – Service learning
What Can Be Done
Intrinsic issuesRefers to civic engagement, belonging,
competence, and autonomy.
Examples: – Social skill-building, such as goal-setting and
decision-making– Community advocates support developmental needs – Support for students with disabilities outside of school
Source: Johns Hopkins University www.every1graduates.org
