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 QuizDropping out of high school is related to which of the following negative outcomes?

a)Lower annual incomeb)Higher unemploymentc)In adulthood, worse health than those who

are not dropouts d)All of the Above

Multiple Choice QuizD. 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 eventsForces 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 OutsStudents do okay in school but stop seeinga reason for staying

– Classes not interesting – Alienated– Not motivated – School doesn’t feel safe

Push OutsStudents 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

Contact Information

Judith Martinez 303.866.6127

Martinez_j@cde.state.co.uswww.cde.state.co.us