national dropout prevention center/network1 effective strategies for increasing graduation rates...
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National Dropout Prevention Center/Network
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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
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Helping Students Graduate
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Overview
I. Understanding the Problem
II. Strategies That Work
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Understanding The Problem
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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)
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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.)
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Dropout Prevention: A National Issue
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%
(National Center for Education Statistics, 2002. Dropout Rates in the United States: 2000.)
High School Completion
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Dropout Prevention: A National Issue
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)
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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)
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Dropout Prevention: A National Issue
Background Characteristics
Family Income Level Dropout Rate
Low10.0%
Middle 5.2%
High 1.6%
(National Center for Education Statistics, 2002. Dropout Rates in the United States: 2000.)
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Dropout Prevention: A National Issue
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.
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Dropout Prevention: A National Issue
Graduated with regular diploma 57%
Emotional/behavioral students’ rate 50%
Learning disabilities students’ rate32%
(Wagner, 1995, 1991)
Students with Disabilities at Greatest Risk
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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)
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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 school
10.7% Could not get along with students 6.4%(Dropout Rates in the United States: 1994. NCES, U.S. Department of Education)
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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)
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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)
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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)
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Variables Associated With DropoutsStatus Variables Age, Gender Socioeconomic background Ethnicity Native Language Mobility Family Structure
(Lehr, C.A.,et.al, Essential Tools, 2004)
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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)
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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)
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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)
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Categories of Factors ContributingTo Students Dropping Out
Individual Factors Family Factors School Factors Community Factors
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Individual Factors
Lack of future orientation Inadequate peer
relationships Drug abuse Pregnancy Special learning needs Depression
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Family Factors
Poverty Low expectations Abuse Mobility of family Parent level of education Language and literacy levels
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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
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Community Factors Lack of involvement with
schools Lack of support for schools Non-caring environment Low expectations Violence Few recreational facilities
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While no one factor or even several factors put students at risk, combinations of factors can help identify potential dropouts.
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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)
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Key Components of Dropout Prevention Programs
Develop interpersonal skills
Provide individualized academic instruction
Involve family
Provide school structures
(Lehr & et al, 2003)
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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
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The Good NewsAbout Dropout
Prevention Identifiable
Independent
Interrelated
Irrefutable
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15 Strategies That Help Prevent
Students From Dropping Out
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Syst
em
ic
Ren
ew
al
Systemic Renewal
Systemic Renewal
Dropout Prevention:Everyone’s Problem
Basic Core
Strategies
InstructionalPractices
Early
Intervention
s
School-Community
Collaboration
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Systemic
Renewal
Dropout Prevention:Everyone’s Problem
Syst
em
ic
Renew
al
Systemic Renewal
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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)
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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)
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Syst
em
ic
Ren
ew
al
Systemic Renewal
Systemic Renewal
Dropout Prevention:Everyone’s Problem
School-Community
Collaboration
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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)
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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…
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Syst
em
ic
Ren
ew
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Systemic Renewal
Systemic Renewal
Dropout Prevention:Everyone’s Problem
School-Community
Collaboration
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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
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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)
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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)
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Syst
em
ic
Ren
ew
al
Systemic Renewal
Systemic Renewal
Dropout Prevention:Everyone’s Problem
Early
Intervention
s
School-Community
Collaboration
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Early Interventions
Family Engagement Early Childhood Education Early Literacy Development
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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)
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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)
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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)
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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
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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.
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Early Literacy Development
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).
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Early Literacy Development
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).
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Syst
em
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Ren
ew
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Systemic Renewal
Systemic Renewal
Dropout Prevention:Everyone’s Problem
Early
Intervention
s
School-Community
Collaboration
Basic Core Strategies
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Basic Core Strategies
Mentoring Service-Learning Alternative Schooling After-School Program
Experiences
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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
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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)
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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)
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Service-Learning
Essential Elements of Good Service-Learning Programs Integrated into the Curriculum Active Learning Interesting and Exciting Connected to Community
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Alternative Schooling
Traditional schools can no longer meet the diverse needs of every student.
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Alternative Schooling
Innovative Approaches
Self-contained classrooms
Magnet schools
Separate alternative schools
School-within-a-school
Residential programs
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Alternative Schooling
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?
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After-School Program Experiences
… provide students with safe environments, enrichment activities, and additional learning opportunities.
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After-School Program Experiences
Components of Successful Programs Academic Focus Enrichment and Accelerated Learning Supervised Recreation Community Service Collaboration and Partnerships Active Family Involvement
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Syst
em
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Ren
ew
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Systemic Renewal
Systemic Renewal
Dropout Prevention:Everyone’s Problem
Basic Core
Strategies
InstructionalPractices
Early
Intervention
s
School-Community
Collaboration
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Making the Most of Instruction
Professional Development Active Learning Educational Technology Individualized Instruction Career and Technical Education
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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)
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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)
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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.
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Active Learning
Teaching Strategies Include
Cooperative learning
Multiple intelligences/learning styles theory
Project-based learning
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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)
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Educational Technology
Integrating technology into classroominstruction enhances teaching and promotes greater student learning.
(U .S. Department of Education, 2002)
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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)
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Individualized Instruction
Individualized instruction occurs when a teacher adjusts instruction for each student’s needs.
(Switzer, Helping Students Graduate, 2004)
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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
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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
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Career and Technical Education
CTE Formats School-based programs Internships and apprenticeships Work-based programs Career Academies Tech Prep
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Career and Technical Education
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)
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Career and Technical Education
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)
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Syst
em
ic
Ren
ew
al
Systemic Renewal
Systemic Renewal
Dropout Prevention:Everyone’s Problem
Basic Core
Strategies
InstructionalPractices
Early
Intervention
s
School-Community
Collaboration
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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