Dropouts for students

National Dropout Prevention Center/Network 1

Effective Strategies for Increasing Graduation Rates

Presented byDr. Jay Smink, Executive Director

National Dropout Prevention Center/NetworkClemson University

Attending to Attendance

Connecticut Conference on School Attendance

Marriott Hotel, Rocky Hill, CT

April 8, 2005


Helping Students Graduate


Overview

I. Understanding the Problem

II. Strategies That Work


Understanding The Problem


Who Are Students At Risk?

A student at risk is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships.”

(Bailey & Stegelin, 2003)


Dropout Prevention: A National Issue

488,000 U.S. students dropped out of school between October 1999 and October 2000

Enough to fill 12,000 school buses

(National Center for Education Statistics, 2002. Dropout Rates in the United States: 2000.)



In 1970, 84% of 18 to 24-year-olds had completed high school.

In 2000, the rate had increased by only 2.5% -- to 86.5%


High School Completion



Worst Graduation Rates

South Carolina 51% Florida 52% Georgia 57% Mississippi 57% Tennessee 57%

Highest Graduation Rates

New Jersey 86% North Dakota 84% Iowa 83% Utah 83% Minnesota 82%

(The Education Pipeline in the United States, 2004)

State Graduation Rates – 2000-01 (Using 9th grade enrollment as base)


Dropout Prevention: A National IssueBackground Characteristics

Race/Ethnicity Dropout Rate White, non-Hispanic 6.9% Black, non-Hispanic 13.1% Hispanic 27.8% Asian/Pacific Islander 3.8%

Native American Dropout 57.0% (National Center for Education Statistics, 2002. Dropout Rates in the United States: 2000)

(Manhattan Institute for Policy Research. Civic Report 31 Public School Graduation Rates in the United States, 2000)



Background Characteristics

Family Income Level Dropout Rate

Low10.0%

Middle 5.2%

High 1.6%




Students with Disabilities

Nationwide, dropout rates among students with disabilities for all categories of disability combined is approximately double that of general education peers.

Dropout rates vary substantially among the various categories of disability.



Graduated with regular diploma 57%

Emotional/behavioral students’ rate 50%

Learning disabilities students’ rate32%

(Wagner, 1995, 1991)

Students with Disabilities at Greatest Risk


Grade Retention and School Dropout

One grade – increases risk by 40%

Two grades – increases risk by 90%

(Roderick, M. PDK Research Bulletin, No. 15, 1995)


Reasons for Dropping Out

NELS: 88 - Reasons for Dropping Out of School

Had poor grades/was failing school 31.4% Did not like school 30.0% Could not get along with teachers 15.4% Was suspended/expelled from school10.7% Could not get along with students 6.4%

(Dropout Rates in the United States: 1994. NCES, U.S. Department of Education)


Reasons Students Do Not Attend School Classes are boring, irrelevant, and a waste

of time Lack of positive relationships with teachers Lack of positive relationships with students Frequent suspensions Feeling unsafe at school Poor grades Need to work

(Railsback, J., Increasing Student Attendance, 2004)


Students’ Reasons for Staying in School Supportive family

Involvement with committed adult

Persevering attitude

Respectful relationship with teachers

Satisfaction with learning experiences

Relevant curriculum

Fair discipline policies

(Christenson & et al, 2000)


Factors for Staying in School for Students with Disabilities

Changes in attitude

Changes in attendance policies

Changes in discipline policies

More support from teachers

(Kortering & Braziel, 1999)


Variables Associated With DropoutsStatus Variables Age, Gender Socioeconomic background Ethnicity Native Language Mobility Family Structure

(Lehr, C.A.,et.al, Essential Tools, 2004)


Variables Associated With DropoutsAlterable Variables Grades, Retention Disruptive behavior Absenteeism School Policies,

Climate Sense of belonging Attitude toward school Support in the home (Lehr, C.A.,et.al, Essential Tools, 2004)


Unemployment Rate by Educational Attainment Doctoral degree...................... 1.6% Master’s degree...................... 2.8% Bachelor’s degree................... 3.1% Associate’s degree.................. 4.0% Some college ......................... 4.8% High school degree................. 5.3% Less than high school.............. 8.5%

(Noland and Davis, U.S. Bureau of the Census, 2004)


Characteristics of Dropouts Absent more than 10 days Participated in no school

activities Received more counseling Disliked school Failed 3-5 classes Retained one year Received 5-9 discipline referrals Were identified in middle school

(Huffman, K.L., WVU Dissertation, 1999)


Categories of Factors ContributingTo Students Dropping Out

Individual Factors Family Factors School Factors Community Factors


Individual Factors

Lack of future orientation Inadequate peer

relationships Drug abuse Pregnancy Special learning needs Depression


Family Factors

Poverty Low expectations Abuse Mobility of family Parent level of education Language and literacy levels


School Factors

Lack of program for challenged students

No significant, interested adult Lack of alternatives for learning Lack of active learning instruction No individual learning plans Behavior and discipline issues Retention policies


Community Factors Lack of involvement with

schools Lack of support for schools Non-caring environment Low expectations Violence Few recreational facilities


While no one factor or even several factors put students at risk, combinations of factors can help identify potential dropouts.


Key Components of Intervention Strategies for Middle School Studentswith Learning Disabilities

Persistence to engage in school

Monitoring student activities

Relationship building with adults

Affiliation with school

Developing problem-solving skills

(Thurlow & et al, 1995)


Key Components of Dropout Prevention Programs

Develop interpersonal skills

Provide individualized academic instruction

Involve family

Provide school structures

(Lehr & et al, 2003)


The Bad News

About Dropout Prevention

Awareness is lacking by most people Apathy is common and the issue is

seen as someone else’s problem Applied knowledge is not used

by decision makers Acquisition of information about

success is inadequate


The Good NewsAbout Dropout

Prevention Identifiable

Independent

Interrelated

Irrefutable


15 Strategies That Help Prevent

Students From Dropping Out


Syst

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Systemic Renewal

Systemic Renewal

Dropout Prevention:Everyone’s Problem

Basic Core

Strategies

InstructionalPractices

Early

Intervention

s

School-Community

Collaboration


Systemic

Renewal


Syst

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Renew

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Systemic Renewal


Systemic Renewal

What is Systemic Renewal? Continuous, critical inquiry into current

practices Identifying educational improvements Removing organizational barriers Providing a system structure that

supports change(Schwartzbeck, 2002)


Systemic Renewal

Programs Providing Strong Evidence of Positive Effects on Student Achievement

Direct Instruction High Schools That Work Success for All

(Educational Research Service, 1999)


Syst

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Ren

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Systemic Renewal

Systemic Renewal


School-Community

Collaboration


School-Community Collaboration

Schools can no longer be islands in communities with no bridges to the mainland. Bridges must be built to connect schools, homes, and communities.

(Center for Mental Health in Schools, 2001)


School-Community Collaboration

Through Services Coordination of services Integrated services Public-private partnerships School-linked and school-based

services

Collaboration is Defined in Many Ways…


Syst

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Systemic Renewal

Systemic Renewal


School-Community

Collaboration


Creating Safe Learning Environments

A Safe Learning Environment

Provides a warm and welcoming atmosphere that fosters a spirit of acceptance and caring for every child

Is free of intimidation, violence, and fear

Clearly communicates behavior expectations that are consistently enforced and fairly applied

Builds positive, responsible character


The Need for Creating Safe Learning Environments

From low-income families Racial/ethnic minorities Social outcasts/nerds Troublemakers/gangs Girls Younger students With disabilities

Students Likely to Be VictimsAccording to

Type Teachers Students

35%25%24% 6% 5% 4% 3%

34%35%65%48%34%51%31%

(Met Life Survey: The American Teacher, 1993)


Public Schools With Specific Crimes: 1999-2000

Physical attack or fight without a weapon 64% Threats of physical attack without a weapon 52% Vandalism 51% Theft or larceny 46% Possession of a knife or sharp object 43% Sexual harassment 36% Possession/use of alcohol/illegal drugs 27%

(National Center for Education Statistics. 2004)


Syst

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Systemic Renewal

Systemic Renewal


Early

Intervention

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School-Community

Collaboration


Early Interventions

Family Engagement Early Childhood Education Early Literacy Development


Family EngagementWhen families are engaged in children’s learning, students are more likely to: Attend school regularly Display more positive attitudes about school Graduate from high school and enroll in

post-secondary programs Refrain from destructive activities such as

alcohol use and violence(Henderson & Mapp, 2003)


Early Childhood Education

One dollar invested in high-quality early childhood education programs by policy makers results in a return of seven dollars in preventative costs associated with incarceration, truancy, school dropout, and teen pregnancy.

(Perry Preschool Study, Barnett, 1995)


Early Childhood Education

Impact of Early Childhood Education … Perry Preschool Study–High-quality Head Start programs

Decreased level of school dropouts Lowered truancy Reduced teen pregnancy Lessened need to be in Special

Education (Barnett, 1995)


Economic Development Begins in Early Childhood

More at Four—a community-based voluntary pre-kindergarten initiative to prepare at-risk four-year-olds for success in school

“This is the first step to building a high-quality workforce that attracts high-quality jobs throughout North Carolina, …

We simply have to start earlier to build the kind of workforce that it takes to be successful in the new economy.” Governor Mike Easley, North

Carolina


Early Literacy Development

… is a learning process that involves the student, the text, and the setting. The road to reading begins the day a child is born and continues through the end of third grade.



Research

At-risk students who have a strong reading teacher for two consecutive years can be successful readers. (Wren, 2003)

Reading aloud to children is the single most important activity for building the knowledge required for success in reading.(Armbruster, Lehr, & Osborn, 2002).



Best Practices Book-rich environment Teacher and/or parent read-alouds Phonic awareness, letter knowledge, and

concepts of print Written expression, spelling, and

handwriting(Learning First Alliance, 2000).


Syst

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Ren

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Systemic Renewal

Systemic Renewal


Early

Intervention

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School-Community

Collaboration

Basic Core Strategies


Basic Core Strategies

Mentoring Service-Learning Alternative Schooling After-School Program

Experiences


MentoringMentoring has many formats …

Traditional: One adult with one student

Peer: One older youth with a younger youth

Group/Team: One or more adults with several youth

Telementoring:One adult with one youth using the Internet


Mentoring

Impact of Mentoring Formats 66% improved reading and math grades

(Waits, 2003)

80% improved study skills (Waits, 2003)

89% improved attitude toward life (AmeriCorp, 2000)

93% parents favorable comments(Youthfriends, 2001)


Service-Learning

Service-learning programs involve students doing meaningful service—usually a project they select based on real community needs—that is linked to academic and personal learning.

(Shumer & Duckenfield, 2004)


Service-Learning

Essential Elements of Good Service-Learning Programs Integrated into the Curriculum Active Learning Interesting and Exciting Connected to Community


Alternative Schooling

Traditional schools can no longer meet the diverse needs of every student.



Innovative Approaches

Self-contained classrooms

Magnet schools

Separate alternative schools

School-within-a-school

Residential programs



Provide a caring atmosphere Consider student needs greater than the

school’s needs Empower students to guide their own

learning Offer a chance to start over

How do alternative schools help keep students from dropping out?


After-School Program Experiences

… provide students with safe environments, enrichment activities, and additional learning opportunities.


After-School Program Experiences

Components of Successful Programs Academic Focus Enrichment and Accelerated Learning Supervised Recreation Community Service Collaboration and Partnerships Active Family Involvement


Syst

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Systemic Renewal

Systemic Renewal


Basic Core

Strategies


Early

Intervention

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School-Community

Collaboration


Making the Most of Instruction

Professional Development Active Learning Educational Technology Individualized Instruction Career and Technical Education


Professional Development

The single largest factor affecting the academic growth of students is the differences in the effectiveness of individual classroom teachers.

(Tennessee Value-Added Assessment System, Sanders, 1998)


Professional Development

Each dollar spent on improving teachers’ qualifications nets greater gains in student learning than any other use of an education dollar.

(Darling-Hammond, 1998)


Active Learning

. . . teaching and learning strategies that engage students by providing opportunities for students to listen, speak, write, construct,and reflect as they solve problems, work in teams, perform new skills, and demonstrate procedures.


Active Learning

Teaching Strategies Include

Cooperative learning

Multiple intelligences/learning styles theory

Project-based learning


Active LearningBenefits of Multiple Intelligences and Learning Styles Celebrates and values diversity Students take a more responsible role in

the learning process Teachers help students improve weak

areas by encouraging them to try ways that take them out of their comfort level

(Foster & Shirley, 2004)


Educational Technology

Integrating technology into classroominstruction enhances teaching and promotes greater student learning.

(U .S. Department of Education, 2002)


Educational TechnologyResearch on Using Technology Is a positive influence on students at risk

of failure (Day, 2002)

Teaches “real work applications” to help students succeed outside the classroom

Increases student motivation, raises the success rate of students performing complex tasks, and changes classroom roles and organization(Means, 1997)


Individualized Instruction

Individualized instruction occurs when a teacher adjusts instruction for each student’s needs.

(Switzer, Helping Students Graduate, 2004)


Individualized InstructionEncourages the learner to be the producer of knowledge with Problem-based learning & reciprocal

teaching Peer tutoring Cooperative learning Journaling Hands-on projects Role play and simulation Inquiry


Career and Technical Education

Career Technical Education (CTE) includes a wide array of career-based instruction K-12 career education A comprehensive guidance program School- and work-based experiences



CTE Formats School-based programs Internships and apprenticeships Work-based programs Career Academies Tech Prep



Impact of CTE Enrollment in CTE does not increase the

likelihood of students dropping out. (USDE, 2003)

Career guidance increased students’ remaining in school from 50% to 85%. (Bauer, 1992)

Higher percentages of CTE experiences lower the probability of dropping out. (Plank, 2001)



Impact of CTE Youth participating in CTE activities were

half as likely to drop out as youth who did not participate.

Youth in work-based learning were 30% less likely to drop out than students in other curriculum areas.

(Stone, 2004)


Syst

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ic

Ren

ew

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Systemic Renewal

Systemic Renewal


Basic Core

Strategies


Early

Intervention

s

School-Community

Collaboration


Contact Information

National Dropout Prevention Center/Network

Clemson University

209 Martin StreetClemson, SC 29631-1555

Phone: 864-656-2599 Fax: 864-656-0136E-mail: [email protected] www.dropoutprevention.org

Documents

Dropouts for students