Tag Archives: Graduation Rates

Washington University study: More math and science requirements may lead to more dropouts

24 Aug

Caralee Adams wrote in the Education Week article, Why High School Students Drop Out and Efforts to Re-Engage:

Parenthood—either being a parent or missing out on parental support—is the leading reason cited by dropouts for leaving school, according to a new survey.
The 2012 High School Dropouts in America survey was released today by Harris/Decima, a division of Harris Interactive, on behalf of Everest College, a part of the for-profit Corinthian College Inc.
The poll was commissioned to help policymakers and educators understand why students drop out of high school and find effective ways to re-engage them in the hope of improving graduation rates.
The survey asked 513 adults, ages 19 to 35: “Which, if any, of the following reasons prevented you from finishing high school?” Here are the responses:
1. Absence of parental support or encouragement (23 percent)
2. Becoming a parent (21 percent)
3. Lacking the credits needed to graduate (17 percent)
4. Missing too many days of school (17 percent)
5. Failing classes (15 percent)
6. Uninteresting classes (15 percent)
7. Experiencing a mental illness, such as depression (15 percent)
8. Having to work to support by family (12 percent)
9. Was bullied and didn’t want to return (12 percent)
In the survey, conducted online in October, 55 percent of the dropouts looked into, but had not started the process of getting their high school equivalency or GED. The likelihood of doing so is higher for those who are married (67 percent). The reasons for not getting a GED: “not having enough time” (34 percent) and “it costs too much” (26 percent).
One-third of high school dropouts say they are employed either full time, part time, or are self‐employed. Another 38 percent of the men and 26 percent of the women were unemployed.
Attracting young adults who have dropped out back for more education is a challenge.
Often students don’t want to return to the same school they left and are looking for flexible options. One approach that is showing promise is the Boston Public Re-Engagement Center. There, students can retake up to two courses they previously failed; try online credit recovery, or attend night school or summer school. Coming into the program, out-of-school youths are connected with an adult to discuss goals, finances, and enrollment options. http://blogs.edweek.org/edweek/college_bound/2012/11/examining_reasons_for_dropping_out_of_high_school_and_ways_to_re-engage_students.html

There is a reluctance to promote vocational opportunities in the U.S. because there is a fear of tracking individuals into vocational training and denying certain groups access to a college education. The comprise could be a combination of both quality technical training with a solid academic foundation. Individuals may have a series of careers over the course of a career and a solid foundation which provides a degree of flexibility is desired for survival in the future. See, Why go to college? https://drwilda.wordpress.com/2011/11/28/why-go-to-college/

Henry M. Levin and Cecilia E. Rouse opine in their New York Times opinion piece, The True Cost of High School Dropouts:

In 1970, the United States had the world’s highest rate of high school and college graduation. Today, according to the Organization for Economic Cooperation and Development, we’ve slipped to No. 21 in high school completion and No. 15 in college completion, as other countries surpassed us in the quality of their primary and secondary education.
Only 7 of 10 ninth graders today will get high school diplomas. A decade after the No Child Left Behind law mandated efforts to reduce the racial gap, about 80 percent of white and Asian students graduate from high school, compared with only 55 percent of blacks and Hispanics.
Like President Obama, many reformers focus their dropout prevention efforts on high schoolers; replacing large high schools with smaller learning communities where poor students can get individualized instruction from dedicated teachers has been shown to be effective. Rigorous evidence gathered over decades suggests that some of the most promising approaches need to start even earlier: preschool for 3- and 4-year-olds, who are fed and taught in small groups, followed up with home visits by teachers and with group meetings of parents; reducing class size in the early grades; and increasing teacher salaries from kindergarten through 12th grade….
If we could reduce the current number of dropouts by just half, we would yield almost 700,000 new graduates a year, and it would more than pay for itself. Studies show that the typical high school graduate will obtain higher employment and earnings — an astonishing 50 percent to 100 percent increase in lifetime income — and will be less likely to draw on public money for health care and welfare and less likely to be involved in the criminal justice system. Further, because of the increased income, the typical graduate will contribute more in tax revenues over his lifetime than if he’d dropped out.
When the costs of investment to produce a new graduate are taken into account, there is a return of $1.45 to $3.55 for every dollar of investment, depending upon the educational intervention strategy. Under this estimate, each new graduate confers a net benefit to taxpayers of about $127,000 over the graduate’s lifetime. This is a benefit to the public of nearly $90 billion for each year of success in reducing the number of high school dropouts by 700,000 — or something close to $1 trillion after 11 years. That’s real money — and a reason both liberals and conservatives should rally behind dropout prevention as an element of economic recovery, leaving aside the ethical dimensions of educating our young people….
Proven educational strategies to increase high school completion, like high-quality preschool, provide returns to the taxpayer that are as much as three and a half times their cost. Investing our public dollars wisely to reduce the number of high school dropouts must be a central part of any strategy to raise long-run economic growth, reduce inequality and return fiscal health to our federal, state and local governments. http://www.nytimes.com/2012/01/26/opinion/the-true-cost-of-high-school-dropouts.html?_r=1&emc=eta1

In order to compete internationally, the U.S. must have an educated workforce and high school is the first step for college and additional vocational training. Are the high school options so narrowly tailored to focus only on college?

Science Digest reported in the article, Unintended consequences: More high school math, science linked to more dropouts:

“There’s been a movement to make education in the United States compare more favorably to education in the rest of the world, and part of that has involved increasing math and science graduation requirements,” explained first author Andrew D. Plunk, PhD, a postdoctoral research fellow in the Department of Psychiatry at Washington University School of Medicine.
“There was an expectation that this was going to be good for students, but the evidence from our analyses suggests that many students ended up dropping out when school was made harder for them,” he added.
Studying census data going back to 1990, the researchers showed that the U.S. dropout rate rose to a high of 11.4 percent when students were required to take six math and science courses, compared with 8.6 percent for students who needed fewer math and science courses to graduate. Results also varied by gender, race and ethnicity with the dropout rate for some groups increasing by as much as 5 percentage points.
Plunk and his colleagues studied census data that tracks educational attainment. The researchers compared the performance of students in states with more rigorous math and science requirements to students in states where these requirements were less stringent.
“As graduation requirements were strengthened, high school dropout rates increased across the whole population,” Plunk said. “But African-Americans and Hispanics were especially affected. I think our findings highlight the need to anticipate there may be unintended consequences, especially when there are broad mandates that, in effect, make high school coursework harder.”
The researchers looked at student outcomes in 44 states where more stringent graduation requirements went into effect during the 1980s and 1990s. They used the data to examine how factors such as sex, race, ethnicity and moving from state to state, together with the tougher requirements, influenced educational attainment.
Among Hispanic males, the dropout rate increased 2.5 percentage points, and among African-American males, the rate rose by 2 points. The overall dropout rate for African-American males was 19 percent on average. But for young African-American males who went to schools in states with the most stringent math and science graduation requirements, the dropout rate rose to 23 percent…. http://www.sciencedaily.com/releases/2014/07/140731201000.htm

Citation:

Unintended consequences: More high school math, science linked to more dropouts
Date: July 31, 2014

Source: Washington University in St. Louis
Summary:
As U.S. high schools beef up math and science requirements for graduation, researchers have found that more rigorous academics drive some students to drop out.

Here is the press release from Washington University:

Unintended consequences: More high school math, science linked to more dropouts
July 31, 2014
By Jim Dryden
Robert Boston
As math and science requirements for high school graduation have become more rigorous, dropout rates across the United States have risen, according to research at Washington University in St. Louis. The tougher requirements appear to have had a major effect on high school graduation rates of Hispanic and African-American males.
As U.S. high schools beef up math and science requirements for graduation, researchers at Washington University in St. Louis have found that more rigorous academics drive some students to drop out.
The research team reported in the June/July issue of the journal Educational Researcher that policies increasing the number of required high school math and science courses are linked to higher dropout rates.
“There’s been a movement to make education in the United States compare more favorably to education in the rest of the world, and part of that has involved increasing math and science graduation requirements,” explained first author Andrew D. Plunk, PhD, a postdoctoral research fellow in the Department of Psychiatry at Washington University School of Medicine.
“There was an expectation that this was going to be good for students, but the evidence from our analyses suggests that many students ended up dropping out when school was made harder for them,” he added.
Studying census data going back to 1990, the researchers showed that the U.S. dropout rate rose to a high of 11.4 percent when students were required to take six math and science courses, compared with 8.6 percent for students who needed fewer math and science courses to graduate. Results also varied by gender, race and ethnicity with the dropout rate for some groups increasing by as much as 5 percentage points.
Plunk and his colleagues studied census data that tracks educational attainment. The researchers compared the performance of students in states with more rigorous math and science requirements to students in states where these requirements were less stringent.
“As graduation requirements were strengthened, high school dropout rates increased across the whole population,” Plunk said. “But African-Americans and Hispanics were especially affected. I think our findings highlight the need to anticipate there may be unintended consequences, especially when there are broad mandates that, in effect, make high school coursework harder.”
The researchers looked at student outcomes in 44 states where more stringent graduation requirements went into effect during the 1980s and 1990s. They used the data to examine how factors such as sex, race, ethnicity and moving from state to state, together with the tougher requirements, influenced educational attainment.
Among Hispanic males, the dropout rate increased 2.5 percentage points, and among African-American males, the rate rose by 2 points. The overall dropout rate for African-American males was 19 percent on average. But for young African-American males who went to schools in states with the most stringent math and science graduation requirements, the dropout rate rose to 23 percent.
Co-author William F. Tate, PhD, dean of the Graduate School of Arts & Sciences and vice provost for graduate education, said that part of the problem with adding math and science courses to requirements for high school graduation was that a significant number of students weren’t prepared to meet the new requirements.
“Many students were ill-prepared for the tougher standards,” said Tate, the Edward Mallinckrodt Distinguished University Professor in Arts & Sciences. “Going forward, state policymakers must understand that students can’t take more math and science courses if they quit school.”
Plunk explained that as a health researcher, he is interested in the effects that higher dropout rates have on public health.
“High school education is very highly correlated with health outcomes,” he said. “Individuals who drop out of high school report more health problems and lower quality of life. Higher dropout rates also can strain the welfare system, which can affect people’s health.”
In addition to measuring dropout rates, the researchers analyzed the effects of math and science graduation requirements on college enrollment and on the likelihood that students would earn college degrees. They found mixed results.
As would be expected, the more high school dropouts, the lower the rate of college enrollment. But among those who did finish high school and go to college, there was good news, particularly for Hispanic students whose families didn’t move frequently to new states or school districts.

“If their families didn’t move frequently and they attended schools with tougher math and science requirements, the likelihood that Hispanic males would earn a college degree of some kind increased more than 6.3 percentage points,” Plunk said. “For Hispanic females, there was an increase of just over 5.3 points.”
Plunk said the study shows that a “one-size-fits-all” approach to educational requirements is not ideal because the effect on various demographic groups, states and school districts is likely to be very different.

What’s certain, he explained, is that when educational policies produce an unintended consequence like larger numbers of dropouts, the effects of those policies reverberate far beyond the classroom.
“Communities with higher dropout rates tend to have increased crime,” Plunk said. “Murders are more common. In fact, a previous study estimated that a 1 percent reduction in the country’s high school dropout rate could result in 400 fewer murders and 8,000 fewer assaults per year. Unfortunately, our finding of a 1 percent increase in the dropout rate suggests we are going in the wrong direction.”
________________________________________
This study was funded by the National Institute on Drug Abuse (NIDA) of the National Institutes of Health (NIH), and the Washington University Institute for Public Health. NIH grant numbers T32 DA07313 and R01 DA031288.
Plunk AD, Tate WF, Bierut LJ, Grucza RA. Intended and unintended effects of state-mandated high school science and mathematics course graduation requirements on educational attainment. Educational Researcher, vol. 43(5), June/July 2014. First published online June 18, 2014. doi:10.3102/0013189X14540207
Washington University School of Medicine’s 2,100 employed and volunteer faculty physicians also are the medical staff of Barnes-Jewish and St. Louis Children’s hospitals. The School of Medicine is one of the leading medical research, teaching and patient care institutions in the nation, currently ranked sixth in the nation by U.S. News & World Report. Through its affiliations with Barnes-Jewish and St. Louis Children’s hospitals, the School of Medicine is linked to BJC HealthCare.

There shouldn’t be a one size fits all in education and parents should be honest about what education options will work for a particular child. Even children from the same family may find that different education options will work for each child.

Resources:

School Dropout Rates Add To Fiscal Burden http://www.npr.org/2011/07/24/138653393/school-dropout-rates-adds-to-fiscal-burden

The Facts: National Dropout Rates http://boostup.org/en/facts/statistics

Related:

Dropout prevention: More schools offering daycare for students
https://drwilda.com/2013/01/14/dropout-prevention-more-schools-offering-daycare-for-students/

Montgomery County Public Schools study: Identifying potential dropouts early
https://drwilda.com/2013/07/29/montgomery-county-public-schools-study-identifying-potential-dropouts-early/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

Dropouts finish education: Kent School District’s iGrad Program

13 Jan

Moi wrote in Studies: Lack of support and early parenthood cause kids to dropout: Caralee Adams writes in the Education Week article, Why High School Students Drop Out and Efforts to Re-Engage:

Parenthood—either being a parent or missing out on parental support—is the leading reason cited by dropouts for leaving school, according to a new survey.
The 2012 High School Dropouts in America survey was released today by Harris/Decima, a division of Harris Interactive, on behalf of Everest College, a part of the for-profit Corinthian College Inc.
The poll was commissioned to help policymakers and educators understand why students drop out of high school and find effective ways to re-engage them in the hope of improving graduation rates.
The survey asked 513 adults, ages 19 to 35: “Which, if any, of the following reasons prevented you from finishing high school?” Here are the responses:
1. Absence of parental support or encouragement (23 percent)
2. Becoming a parent (21 percent)
3. Lacking the credits needed to graduate (17 percent)
4. Missing too many days of school (17 percent)
5. Failing classes (15 percent)
6. Uninteresting classes (15 percent)
7. Experiencing a mental illness, such as depression (15 percent)
8. Having to work to support by family (12 percent)
9. Was bullied and didn’t want to return (12 percent)
In the survey, conducted online in October, 55 percent of the dropouts looked into, but had not started the process of getting their high school equivalency or GED. The likelihood of doing so is higher for those who are married (67 percent). The reasons for not getting a GED: “not having enough time” (34 percent) and “it costs too much” (26 percent).
One-third of high school dropouts say they are employed either full time, part time, or are self‐employed. Another 38 percent of the men and 26 percent of the women were unemployed.
Attracting young adults who have dropped out back for more education is a challenge.
Often students don’t want to return to the same school they left and are looking for flexible options. One approach that is showing promise is the Boston Public Re-Engagement Center. There, students can retake up to two courses they previously failed; try online credit recovery, or attend night school or summer school. Coming into the program, out-of-school youths are connected with an adult to discuss goals, finances, and enrollment options. http://blogs.edweek.org/edweek/college_bound/2012/11/examining_reasons_for_dropping_out_of_high_school_and_ways_to_re-engage_students.html

See, High School Dropouts Worsened By Lack Of Support, Becoming A Parent: Survey http://www.huffingtonpost.com/2012/11/15/lack-of-support-becoming-_n_2137961.html?utm_hp_ref=email_share
https://drwilda.com/2012/11/19/studies-lack-of-support-and-early-parenthood-cause-kids-to-dropout/

Michelle Conerly of the Kent Reporter wrote about a Kent School District program which helps dropouts finish their education in the article, More students making the grade at iGrad:

For students completing the Kent School District diploma track through the new iGrad program, this is what their classroom looks like.
The iGrad academy is a district program funded by the state in partnership with the Kent School District and Green River Community College (GRCC) that offers students 16-21 years old the ability to earn credits toward one of three program tracks. Students also may choose to earn a Washington state diploma or a GED certificate.
This individualized learning model is structured to cater to the students’ unique needs.
“At the iGrad site each student is taking the subjects they need to graduate – whatever they are credit deficient in,” said Catherine Cantrell, interim dean of instruction – language, academic skills, and wellness at GRCC.
At of the beginning of January, around 460 students were enrolled in the iGrad program, but according to Principal Carol Cleveland, 12 to 14 students are added daily, making the actual number of students much higher.
Before enrolling, every student meets with Cleveland for a one-on-one session to address the student’s educational needs and goals. Then, the choice is his or hers as to which track would satisfy those needs.
For the students who choose the GED track, professors come to the iGrad site at 25668 104th Ave. SE, Kent, and students are expected to attend class four days a week in order to prepare for the GED test. For the students who choose to earn a Kent School District diploma, they must attend class for three hours once a week at the iGrad site. The other 12 required hours per week are to be completed remotely via a computer.
For students choosing the Washington state diploma track, they are able to attend GRCC classes on campus. Students are also able to earn college credit while still earning high school credits.
“We consider iGrad students Green River Community College students,” Cantrell said. “We encourage them to be a part of the college. The whole benefit of iGrad is that students can transition to college.”
To the couple thousand students in the Kent School District that were eligible to participate, a team of administrators sent out postcards informing them of their eligibility. For every postcard that was sent back expressing interest, the administrators called every student to meet with Cleveland and to begin the process of enrollment.
Many of the students who choose to participate in the iGrad program have dropped out of school or never re-enrolled in school for many reasons. Part of Cleveland’s job is to address those issues and make learning as accessible as possible for the students in this program.
“I try to remove all the barriers I can,” Cleveland said. “My day is filled with figuring out what they need.”
From bus passes and reduced childcare services to paying for their first two years of at GRCC, Cleveland has set up funds that allow her to be a “barrier remover” for the students in the iGrad program that qualify for these options.
Students do not have to live within the boundaries of the Kent School District to enroll in the iGrad program, yet if they choose to participate, they must abide by the school district rules. The interest in the program has grown so much that Cleveland has received calls from other districts and even other states as to how this model of education is working out for the students.
Not all the kinks are worked out yet, though. With only five teachers and two counselors, the minimal staffing makes it difficult at times for Cleveland. She is looking to hire an assistant principal to help organize and supervise the program.
For the students who choose to earn a Kent School District diploma, there is little to no social aspect of the program. For some students, the lack of socializing is welcomed, but for others, they miss the traditional classroom setting.
http://www.kentreporter.com/news/187224061.html

Here is information from the Kent School District about iGrad:

Learn more about the iGrad program

Progress reports are available for parents and guardians
Parents and guardians can receive weekly progress reports sent directly to their email. The reports are generated by the software systems that students use in their classes: Edgenuity (formerly known as e2020) and APEX.
To start receiving progress reports, email Assistant Principal, Mary Anderson at: mary.anderson@kent.k12.wa.us . Please include your student’s full name, email address(es) that reports will be sent to, and how often you’d like to receive reports: daily, weekly, or monthly.
We hope you’ll find this to be a useful tool in supporting your student and encouraging progress.
http://www.kent.k12.wa.us/iG

For a good discussion of why child care is important to students, see the journal article, Contemporary Childcare Issues Facing Colleges and Universities by Marybeth Kyle, William J. Campion, William R. Ogden; College Student Journal, Vol. 33, 1999.

In order for low-income people, particularly single mothers to have a shot at escaping poverty, they must get an education, trade, or vocation. For many, affordable child care is the key determinant of whether they can advance. Alexandra Cawthorne in the 2008 report for the Center for American Progress, The Straight Facts on Women in Poverty http://www.americanprogress.org/issues/women/report/2008/10/08/5103/the-straight-facts-on-women-in-poverty/ describes the issues facing women in poverty. The National Coalition for Campus Children’s Centers has statistics about Children on Campus http://www.campuschildren.org/pubs/cclab/cclab1.html Moi wrote about childcare in A baby changes everything: Helping parents finish school https://drwilda.com/tag/childcare-on-colleges/

Education must not only be affordable for many student populations, it must be accessible as well.

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART ©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

Stupid is as stupid does: Problems with pro sports players begin in grade school

7 Jul

Here is today’s COMMENT FROM AN OLD FART: Bruce Feldman of CBS Sports reported in the article, NFL considering not inviting ineligible players to combine:

The NFL is considering not inviting players who are academically ineligible in college to the scouting combine, a league source told CBSSports.com.

The move is being discussed because of the increased scrutiny on the maturity and commitment of the prospects entering the NFL, the source said, adding that if this measure was in place in 2013, a sizable group of players would not have been invited to Indianapolis for the combine. http://www.cbssports.com/collegefootball/blog/bruce-feldman/22663965/nfl-considering-not-inviting-ineligible-players-to-combine

Really. The problems with athletes begins long before they are being considered for a pro draft.

The Chronicle of Higher Education has an intriguing article by Libby Sandler about whether coaches should be responsible for the academic performance of their players. In Making the Grade Sandler reports:

Head coaches hold significant sway over the athletes on their teams. So why not hold those coaches accountable for the academic performance of the athletes they recruit?

After a year and a half of tinkering, officials of the NCAA have rolled out a new database that they hope will accomplish just that. The first-ever Head Coach APR Portfolio, as the data set is called, includes single-year academic-progress rates—the NCAA’s metric for gauging how well a team does in the classroom—for head coaches in six Division I sports. (The database will be expanded to include the rates for head coaches in all NCAA sports at the conclusion of the 2010-11 academic year.)….

Unfortunately, in this win at all costs culture, schools will recruit a cube of Swiss cheese if the cheese could score some points. Brian Burnsed of US News has an article about player graduation rates.

In NCAA Basketball Graduation Rate Disparity Between the Races Grows Burnsed reports about the costs of sports pressure on kids.

Coaches have a great impact on players, but parents have a great influence as well. Too many players have pressure put on them to succeed in athletics because they are living out a parent’s failed dream or the parent feels the child is a lottery ticket out of miserable circumstances. The outcome of these failed dreams is often devastating.

Most kids will never appear at the Final Four or Superbowl. For kids who possess extraordinary talent and desire to achieve at the top level of sports, of course nurture their talent and their desire. But, society and their families owe it to these kids to be honest about their chances and the fact that they need to prepare for a variety of outcomes.

The NCAA has compiled a probability chart.

Athletes
Women’s Basketball
Men’s Basketball
Baseball
Men’s Ice Hockey
Football
Men’s soccer
High School Athletes
452,929
546,335
470,671
36,263
1,071,775
358,935
High School senior athletes
129,408
156,096
134,477
10,361
306,221
102,553
NCAA Athletes
15,096
16,571
28,767
3,973
61,252
19,797
NCAA Freshman Positions
4,313
4,735
8,219
1,135
17,501
5,655
NCAA Senior Athletes
3,355
3,682
6,393
883
13,612
4,398
NCAA Senior Athletes Drafted
32
44
600
33
250
75
Percentage: High School To NCAA
3.3%
3.0%
6.1%
11.0%
5.7%
5.5%
Percentage: NCAA To Professional
1.0%
1.2%
9.4%
3.7%
1.8%
1.7%
Percentage: High School To Professional
0.02%
0.03%
0.45%
0.32%
0.08%
0.07%
The National Collegiate Athletic Association, NCAA, has estimated that the chances of competing in your chosen sport at the college level is not great. For example, only 3% of high school senior basketball players will play NCAA sponsored basketball. These figures do not take into account the opportunities that are available to compete in the lower divisions of the NCAA, NAIA and NJCAA.
Read more. What are my chances of playing college sport?

In other words, most kids need to prepare for a life outside of athletics and for parents who are living out their dreams and hopes through their children, to tell them differently is reckless.

As anyone who has lived a few years knows there are no sure things or guarantees in life, as the NCAA probability chart illustrates. Athletes can be injured or cut from teams. A promising star high school star may never make it to a high paying professional position. Many “adults” were certainly not giving many children a good grounding in reality which they will need especially if they are successful. Successful will need all their wits about them to keep away from the scamps and scoundrels. And don’t forget the groupies who want to become WAGs and Baby Mamas. Some players have so many Baby Mamas they are literally looking at being called the “sperm donor,” not father of a nation. Successful people need to be grounded.

If you want children to keep their feet on the ground, put some responsibility on their shoulders.

Abigail Van Buren

We have the Bill of Rights. What we need is a Bill of Responsibilities.

Bill Maher

We should all be glad that Dr. Martin Luther King, Jr. did not choose to dribble a basketball.

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/
Dr. Wilda Reviews © http://drwildareviews.wordpress.com/
Dr. Wilda © https://drwilda.com/

Studies: Lack of support and early parenthood cause kids to dropout

19 Nov

In Is mandating 18 as the dropout age the answer? Moi wrote:

The Alliance for Excellent Education has information about Graduation Rates at their site:

Yet every year, approximately 1.3 million students—that’s over 7,000 every school day—do not graduate from high school on time. Nationwide, only 69 percent of students earn their high school diplomas. Among minority students, only 56 percent of Hispanic, 54 percent of African American, and 51 percent of American Indian and Alaska Native students in the U.S. graduate with a regular diploma, compared to 77 percent of white students and 81 percent of Asian Americans….

High school dropouts face a lifetime of reduced earnings and a diminished quality of life. For example, a high school dropout’s lifetime earnings are, on average, about $260,000 less than a high school graduate’s. Local communities, states, and the American economy suffer from the dropout crisis as well – from lost wages, taxes, and productivity to higher costs for health care, welfare, and crime, as shown in the potential economic impacts nationally and by state.

Census projections show that the minority populations with the lowest graduation rates are poised to become half of the U.S. population by 2050. According to Demography as Destiny: How America Can Build a Better Future, an Alliance issue brief, if minority students continue to receive inferior educations and leave high school without diplomas and adequate preparation for the twenty-first-century economy, the nation’s graduation rate and economic strength will both decrease further.

To learn more, access the Alliance’s publications on high school graduation and dropout rates. http://www.all4ed.org/about_the_crisis/students/grad_rates

The question that educators, politicians, and business leaders are asking is how to decrease the dropout rates.

Passing a law is not going to be effective, but intervention for at-risk students and early childhood education are proven strategies. Those strategies cost money. The question is whether the political elite are paying lip service to dropout prevention while being penny wise and pound foolish. Rapoport is correct that raising the age to dropout must be accompanied by proven education strategies. https://drwilda.com/2012/01/26/is-mandating-18-as-the-dropout-age-the-answer/

Caralee Adams writes in the Education Week article, Why High School Students Drop Out and Efforts to Re-Engage:

Parenthood—either being a parent or missing out on parental support—is the leading reason cited by dropouts for leaving school, according to a new survey.

The 2012 High School Dropouts in America survey was released today by Harris/Decima, a division of Harris Interactive, on behalf of Everest College, a part of the for-profit Corinthian College Inc.

The poll was commissioned to help policymakers and educators understand why students drop out of high school and find effective ways to re-engage them in the hope of improving graduation rates.

The survey asked 513 adults, ages 19 to 35: “Which, if any, of the following reasons prevented you from finishing high school?” Here are the responses:

  1. Absence of parental support or encouragement (23 percent)
  2. Becoming a parent (21 percent)
  3. Lacking the credits needed to graduate (17 percent)
  4. Missing too many days of school (17 percent)
  5. Failing classes (15 percent)
  6. Uninteresting classes (15 percent)
  7. Experiencing a mental illness, such as depression (15 percent)
  8. Having to work to support by family (12 percent)
  9. Was bullied and didn’t want to return (12 percent)

In the survey, conducted online in October, 55 percent of the dropouts looked into, but had not started the process of getting their high school equivalency or GED. The likelihood of doing so is higher for those who are married (67 percent). The reasons for not getting a GED: “not having enough time” (34 percent) and “it costs too much” (26 percent).

One-third of high school dropouts say they are employed either full time, part time, or are self‐employed. Another 38 percent of the men and 26 percent of the women were unemployed.

Attracting young adults who have dropped out back for more education is a challenge.

Often students don’t want to return to the same school they left and are looking for flexible options. One approach that is showing promise is the Boston Public Re-Engagement Center. There, students can retake up to two courses they previously failed; try online credit recovery, or attend night school or summer school. Coming into the program, out-of-school youths are connected with an adult to discuss goals, finances, and enrollment options. http://blogs.edweek.org/edweek/college_bound/2012/11/examining_reasons_for_dropping_out_of_high_school_and_ways_to_re-engage_students.html

See, High School Dropouts Worsened By Lack Of Support, Becoming A Parent: Survey http://www.huffingtonpost.com/2012/11/15/lack-of-support-becoming-_n_2137961.html?utm_hp_ref=email_share

Here is the Executive Summary of Rennie Center’s report about Massachusetts:

Forgotten Youth: Re-Engaging Students Through Dropout Recovery [PDF]

Voices From the Field [PDF]

Executive Summary: Forgotten Youth: Re-Engaging Students Through Dropout Recovery [PDF]

PRESENTATIONS

Presentation: Forgotten Youth [PDF]

EVENTS

Recovering Out-of-School Youth: Using Re-Engagement as a Dropout Reduction Strategy [Web Page]  

Forgotten Youth

Re-Engaging Students Through Dropout Recovery Issue

Each year, thousands of Massachusetts students drop out of school. The path forward for these students is difficult, and failing to educate the next generation of workers and leaders has substantial long-term consequences for our shared economic and social well-being. Policymakers recently have devoted significant attention to dropout reduction; however, this agenda lacks focus on dropout recovery, the act of re-engaging and re-enrolling students who leave school before graduating. Without a more systemic approach to connect with these youth, educators will struggle to fulfill a commitment to educate all students.

Strategy

Boston’s Re-Engagement Center is a dropout recovery program that strives to re-enroll out-of-school youth through outreach, personal connections, and needs-based educational options.

Research

The Rennie Center conducted a case study of the Re-Engagement Center (REC) in Spring 2012, the findings of which are highlighted in the policy brief Forgotten Youth: Re-Engaging Students Through Dropout Recovery.

Findings

Promising practices A robust public-private partnership provides resources & support critical to the REC’s success. By pooling their assets, two partners pushed the work beyond what either could accomplish individually.
 The REC is a welcoming and supportive environment that encourages out-of-school youth to re-enroll in school. Staff encourage & assist youth who may not know what re-enrollment options are available.

 

Out-of-school youth who decide to return to school require appropriate educational options. A range of options, some immediately accessible, is essential for keeping these youth interested in education.

 

The REC is a driver of reform for serving students at-risk for leaving school. Information about out-of-school youth has pushed BPS to re-evaluate support provided to students at-risk for dropping out.

Continuing Challenges Information and data tracking is needed to demonstrate the impact of dropout recovery. There is no formal information tracking to explain the REC’s impact on graduation rates and district practices.
 

More systematic approaches are needed to evaluate out-of-school youth before re-enrollment. Re-engagement procedures would benefit from entry assessments to better address student needs.

 

There is limited capacity in the school district to re-enroll youth. Re-engaging youth often prefer to re-enroll in alternative education programs over traditional high schools, but seats are limited.

 

Formalization of the REC’s work is needed to strengthen organizational capacity and sustainability. Additional funding from diverse sources is needed to maintain and expand current operations.

 The inflexibility of some policies disengages many students who are close to graduation. Rigid credit hour requirements and MCAS administration dates create challenges to graduating with a diploma.
Considerations For school and district leaders Shape re-engagement around out-of-school youth needs by including multiple, flexible re-enrollment options. Develop partnerships with experienced organizations working to support at-risk youth. Create a supportive and welcoming environment for returning youth by finding the right staff and location.

Nurture open dialogue between re-engagement staff and district leadership to shape systematic change.

 

For community partners

Use an existing understanding of out-of-school youth to partner with districts to address unmet needs.

Address financial stability at the outset to ensure maintenance of the program.

 

For state policymakers

Support school districts in making re-engaging out-of-school youth a priority.

Encourage districts to develop or expand existing education options based on student needs.

Create opportunities for out-of-school youth to graduate by bein

Moi wrote about childcare in A baby changes everything: Helping parents finish school https://drwilda.com/tag/childcare-on-colleges/

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART © http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©                        http://drwildareviews.wordpress.com/

Dr. Wilda ©                                                                              https://drwilda.com/