The Call to Action

National research indicates that: – High school dropouts are 72% more likely to be unemployed compared to high school graduates – Graduating from high school has a huge impact on future earning potential. In 2012, the median

wages for young adults age 25-24 were:• $24,544/year for high school dropout• $33,852/year for high school graduates• 40,404/year for an Associate’s degree• $57,616/year for 4 year college graduates• $69,108/year for masters degree or higher

– Dropouts are also more likely to apply for and receive public assistance than graduates of high school;

– Dropouts comprise a disproportionate percentage of the nation's prison and death row inmates. About 75% of America's State prison inmates, almost 59% of Federal inmates, and 69% of local jail inmates did not complete high school.

ASD 4 Year Graduation Rates

2009-10 2010-11 2011-12 2012-13 2013-140%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

71.00% 72.10% 72.80%76.20%

73.50%

ASD Wide 4 Year Graduation Rate

ASS

DHH

AVAIL

Benso

n Seco

ndary Sc

hool/SEA

RCH

Cro

ssroad

s Sch

ool

Fam

ily Part

nership Chart

er Sch

ool

Fro

ntier Chart

er Sch

ool

High

land Te

ch Chart

er Sch

ool

McLa

ughlin

School

New Path

High Sc

hool

SAVE H

igh Sc

hool

Whale

y Cente

r0%

10%20%30%40%50%60%70%

40%

19%32%

55% 61%49%

39%26% 25% 31%

2%

4 Year Graduation Rate at Schools for At-Risk or Non-traditional Students , 2012-13

Bartlett

Chugiak

Dimond

Eagle

River

East

Polaris K

-12 School

Servi

ce

Stelle

r Seco

ndary Sc

hool

South

West

0%

10%20%30%40%50%60%70%80%90%

100%

73%

89% 92% 92%

75%

100%88%

95% 91%79%

4 Year Graduation Rate at Schools Serving Tradi-tional Students, 2012-13

EDS Non-EDS AF Amer AN/AI Asian NH/OPI Caucasian Hispanic 2 or more LEP SWD Male Female0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

62%

83%

64%

54%

82%

63%

84%

73%

68%

45% 44%

73%

80%

4 Year Graduation Rates by Subgroup, 2012-13

SubgroupASD Average

Who Graduates in Anchorage?

How many students dropout?

2010/11 2011/12 2012/130%

2%

4%

6%

8%

10%

12%

9.50%

10.40% 10.60%

4.30% 4.60%

3.80%

ASD Dropout Rates

CohortRegular

Not graduating does not automatically mean a student has dropped out.There are also two ways to calculate dropouts.

Bartlett Chugiak Dimond Eagle River

East Service South West0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00% 14.90%

7.60%

3.20%4.70%

8.60%

6.10%

4.30%

8.40%

2012-13 4 Year Cohort Dropout Rate

What factors lead to dropping out in ASD? How do they differ among student groups?

Key: Dark Grey Significance at .00 LevelLight Grey = Significance at the .05 level

Caucasian

Af.Am./Black

Hispanic

Asian

NH/OPI

AN/AI

2 or more races

Female

Male

EDS

non-EDS

Less than five credits freshman year

Attendance of less than 90% freshman year Failing a class freshman year Expulsion

Suspension, more than four times in an academic year

Having received ELL services (at any time, even if no longer receiving direct services)

Receiving special education services

Failure to pass the HSGQE Less than 2.0 GPA

Proficient on Math SBA in 9th grade

Proficient on Writing SBA in 9th grade

No certificate received in WorkKeys Readiness Assessment.

When does dropping out happen?

3%

12%

30%

55%

Dropouts by Grade Level 2010/11 - 2012/13

9th Grade10th Grade11th Grade12th Grade

Dropping out is a process, not an event, with factors that build over time. The process of disengagement is lengthy and may

begin even before children enter school.

What protective factors help Anchorage youth?

The protective factors that had the strongest effect on decreasing the odds of youth engaging in risk behaviors (drinking/drugs) were:

• Having caring and encouraging teachers.• Having parents that talk to them about school every day.• Volunteering or helping three or more hours per week in school or the community. • Being involved in organized after school activities two or more days per week.

The protective factors that had the strongest impact on decreasing the likelihood of missing classes or school without permission were:

• Having parents that talk to them about school every day.• Having caring and encouraging teachers. • Feeling like they are not alone. • Having a school that has clear rules and consequences for their behavior.

The protective factors that had the strongest effect on increasing the likelihood of getting A’s and B’s in school were:

• Being involved in organized after school activities two or more times per week. • Spending three hours or more a week volunteering or helping in school or the community.• Having parents that talk to them about school every day.

Next steps?

1. Data Team to Finish Scoping Process (early September) Final Data Team Scoping Report produced

2. Initial Request for Engagement for Collaborative Action Network (Sept/Oct) Who needs to be involved? Set dates for chartering & action planning

3. Charter & Action Planning Process with Network (October) Set long and short-term goals & objectives Review what projects partners are already involved with Select action projects Elect network chairs & action team leads

4. Begin Projects (November)