ATE Conference 10-28-10 - American Association of Community

Working with Underserved Students
JJay Smink,
S i k D
D.Ed.
Ed
Executive Director
National Dropout Prevention
Center/Network
Clemson University
www.dropoutprevention.org
1
WASA 1




Event dropout rate
Status dropout rate
Status completion rate
Averaged freshman graduation rate
(Cohort rate)
2





Earn less
Pay less in taxes
Rely more on public health
M
More
involved
i
l d iin criminal
i i l jjustice
ti system
t
More likely
y to use welfare services
(Rotermund, California Dropout Research Project, Statistical Brief 5, September 2007)
3
1. Classes were not interesting
47%
2. Missed too many school days
43%
3. Friends not interested in school
42%
4. Excess freedom/too few life rules
38%
5 Failing
5.
F ili school
h l
35%
(Rotermund, California Dropout Research Project, Statistical Brief Number 2, May 2007)
4
5
Family Income Level
Dropout Rate
 Quintile
Q intile 1
38%
 Q
Quintile 2
22%
%
 Quintile 3
15%
 Quintile 4/5
8%
(Jobs for the Future, 2006)
6

Retention of one grade –
increases risk by 40%

Retention of two grades –
increases risk by 90%
7
 Pregnancy and family responsibilities
— 33% of dropouts are pregnant before exiting
 Attendance rates
— 9% more girls than boys cite attendance as a factor
 Academics
A d i
— African American, Hispanics & Native Amer./Alaskan Natives
drop
p out at a higher
g
rate than males or Caucasians
 Discipline
— 12th g
grade Hispanic
p
females’ dropout
p
rate skyrockets
y
 Family structure and rules
(When Girls Don’t
Don t Graduate,
Graduate We All Fail,
Fail 2007)
8
■
I di id l
Individual
■
Family
■
School
■
Community
9
Individual Factors
Elem.
Middle
High
Has a learning disability or emotional disturbance
✔
✔
High number of work hours
✔
✔
✔
Parenthood
High-risk peer group
✔
✔
High-risk social behavior
✔
✔
✔
Highly socially active outside of school
Low achievement
✔
✔
✔
Retention/overage for grade
✔
✔
✔
Poor attendance
✔
✔
✔
✔
✔
Lack of effort
✔
✔
Low commitment to school
✔
✔
No extracurricular participation
✔
✔
✔
Low educational expectations
Misbehavior
✔
✔
Early aggression
✔
✔
Family Factors
Low socioeconomic status
Elem.
Middle
High
✔
✔
✔
✔
High
g family
y mobility
y
Low education level of parents
✔
Large number of siblings
✔
Not living with both natural parents
✔
Family disruption
✔
Low educational expectations
Sibli ( ) h
Sibling(s)
has d
dropped
d outt
✔
✔
✔
✔
✔
✔
✔
Low contact with school
✔
Lack of conversations about school
✔
✔
✔
Key: ✔ One (1) research study
✔  Two
wo ((2)) oor mo
moree research
esea ch studies
11
■
Low achievement
■
Retention/overage for grade
■
Poor attendance
■
Low family socioeconomic status
12
While no one factor (or even
several factors) assures
students will not graduate;
multiple factors can help
identify potential dropouts.
DEWS
13
14
Systemic Renewal
15
■
Systemic renewal
■
School and community collaboration
■
Safe learning environments
16
■
Policies
■
Populations
■
Personnel
■
Programs
■
Practices
■
Partners
■
Pennies
Programs
Systemic
S
t i
Renewal
17
Collaboration is defined in many ways:
through programs and services
■
S h lt
k
School-to-work
■
g
Integrated
Services
■
Public-private partnership
White County High School
(Boyd, Brown, & Hara, 1999)
18
■
E l Childhood
Early
Childh d Education
Ed
ti
■
Early Literacy Development
■
Family Engagement
19
Dropping out of school is the result of
a long
g process
p
of disengagement
g g
that
may begin before a child enters
school.
20
■
Mentoring
■
Service-Learning
■
Alternative Schooling
■
After School Program Experiences
After-School
21
■
Professional development
■
Active learning
■
Educational technology
■
Individualized instruction
■
Career and technical education
22
Career academies enhance motivation
and enjoyment which result in:
■
■
■
■
■
■
■
Increased attendance
Better grades
Fewer failed courses
Lower dropout rates
Better college entrance rates
A positive attitude toward school
Increased planning for the future
(G bb & Stern,
(Grubb
St
M ki the
Making
th Most
M t off Career-Technical
C
T h i l Education:
Ed ti
O
Options
ti
ffor C
Calif.,
lif 2007)
23
Model Programs
g
Database
24
■
Alternative Schooling and Recovery Programs
• Virtual credit recovery
• Private contract schools
■
Attendance and Truancy
y Reduction Program
g
• Aggressive attendance programs by school districts
and communities
• Court-based programs aligned with school efforts
■
Increased Role of “Counselors”
Counselors
• Graduation coaches (GA)
• Guidance technicians ((St. Paul,, MN))
25
■
Individualized Learning Plans
• Individual Graduation Plan ((South Carolina))
• Six-Year Plan (St. Paul, MN)
■
Smaller Learning Communities
• Ninth grade academies
houses within high schools
• Smaller “houses”
■
Transition Programs
• F
Formall programs between
b t
8th and
d 9th grades
d
• Transition counselors throughout multiple grade
levels
26
■
Leade ship Without
Leadership
Witho t Vision
■
Uncommitted Teachers
■
Lack of Administrative Support
■
District/School Disruption
■
C
Competition
titi
with
ith Other
Oth Projects
P j t and
d Priorities
P i iti
27
Drop Out
of
S h l
School
Stay
in
S h l
School
28
28