west virginia path to college: a bridging research to practice event presentation

7/30/2019 West Virginia Path to College: A Bridging Research to Practice Event Presentation

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Dropout Prevention:

Challenges and RelatedPractice Guide

RecommendationsJay Smink, D.Ed.Retired, Executive Director

National Dropout PreventionCenter/Network

Professor EmeritusClemson University

www.dropoutprevention.org


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Roadmap

Introduce the IES Practice Guide

Review the data regarding dropout rates and themagnitude of the problem

Review evidence-based recommendations, from

the Practice Guide Provide examples of strategies/ideas that align

with the Practice Guide

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IES Practice Guide: Dropout Prevention

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Purpose of the Practice Guide

Provide evidence-based recommendations to:

Promote student engagement

Prevent students from dropping out

Provide multiple pathways to careers and

higher education

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Focus of the Practice Guide

Offer school-based practices to address studentacademic, behavioral, and personal needs

Recognize that program interventions havemultiple components

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Intent of the Practice Guide

Provide general guidance and ideas for schoolleaders

Utilize available research-based information

Use intervention programs for illustrations, not

endorsements Use expertise of panel and other related

research

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Overview of National Statistics

How graduation and dropout rates are measured

Demographic trends in dropout rates

Economic implications for students who drop outof high school

Common factors that contribute to dropping out

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Ways of Measuring Dropout and Graduation Rates

According to National Center for Education

Statistics (NCES) indicators of schooldropout and school completion include thefollowing:

Event dropout rate

Status dropout rate

Status completion rate

Average freshman graduation rate (cohort rate)

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(National Center for Education Statistics, 2010. Trends in High School Dropout and Completion Rates in the UnitedStates: 1972-2008)


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Dropout Prevention: Graduation Rate by Race

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Dropout Rates by Family-income Level

Family Income Level

Quintile 1

Quintile 2

Quintile 3

Quintile 4/5

Dropout Rate

38%

22%

15%

8%

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(Jobs for the Future, 2006)


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Implications for Students who Drop Out

Earn less

Pay less in taxes

Rely more on public health services

More involved in criminal justice system More likely to use welfare services

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(Rotermund, California Dropout Research Project, Statistical Brief 5, September 2007)


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Reasons for Dropping Out of School

Students who considered dropping out of high school gave these

reasons: I didnt like the school 73%

I didnt like the teachers 61%

I didnt see value in the work I was being asked to do. 60%

I had family issues. 42%

I needed to work for money. 35%

I was picked on or bullied. 28%

No adult in the school cared about me.. 24%

The work was too easy. 19%

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(Yazzie-Mintz, Voices of Students on Engagement: A Report on the 2006 High School Survey of Student Engagement)


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Research Related to Dropout Risk Factors

The charts in the following two slides provide an

overview of the type and extent of researchconducted related to various dropout risk factors

Research is coded using the key below:

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Research Related to Dropout Risk Factors

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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

Low educational expectations

Lack of effort

Low commitment to school

No extracurricular participation

Misbehavior

Early aggression


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Risk Factors by School Levels

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Family Factors Elem. Middle High

Low socioeconomic status

High family mobility

Low education level of parents

Large number of siblings

Not living with both natural parents

Family disruption

Low educational expectations

Sibling(s) has dropped out

Low contact with school

Lack of conversations about school

Hammond, C., Smink, J., & Drew, S. (2007). Dropout risk factors and exemplary programs: A technical report, pg. 6. Retrieved fromwww.dropoutprevention.org/major-research-reports/dropout-risk-factors-exemplary-programs-technical-report


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IES Practice Guide Recommendations

1. Utilize data systems that support a realistic diagnosis of the number

of students who drop and that help identify individual students athigh risk of dropping out (diagnostic)

2. Assign adult advocates to students at risk of dropping out (targetedintervention)

3. Provide academic support and enrichment to improve academic

performance (targeted intervention)4. Implement programs to improve students classroom behavior and

social skills (targeted intervention)

5. Personalize the learning environment and instructional process(school-wide intervention)

6. Provide rigorous and relevant instruction to better engage studentsin learning and provide the skills needed to graduate and to servethem after they leave school (school-wide intervention)

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Recommendation 1

Utilize data systems that support arealistic diagnosis of the number of

student who drop out and that helpidentify individual students at high

risk of dropping out (diagnostic)

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While no one factor (or even severalfactors) assures students will not

graduate, multiple factors can help

educators and administrators identifypotential dropouts.

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Dropout Pathway

Dropping out of school is the result of a long

process of disengagement that may beginbefore a child enters school use data to

understand the pathway.

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Grade Retention and School Dropout

Retention of one grade

Increases risk by 40%

Retention of two grades

Increases risk by 90%

another aspect of data to monitor

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(Roderick, M. PDK Research Bulletin, No. 15, 1995)


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Attendance Affects Graduation

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Days Absent Per SemesterCourse cutting counted as partial days

(The Consortium on Chicago School Research at the University of Chicago, 2007)


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Elements to Consider in Evaluation

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Recommendation 1. Utilize data systems thatsupport a realistic diagnosis of the number ofstudents who drop out and that help identify

individual students at high risk of dropping out

Presence Level of Success Restudy

Checklist Yes No VG G A P Yes No ?

Use longitudinal, student-level data to get anaccurate read of graduation and dropout rates.

Use data to identify incoming students withhistories of academic problems, truancy,

behavioral problems, and retentions. Monitor the academic and social performance of

all students continually. Review student-level data to identify students at

risk of dropping out before key academictransitions.

Monitor students sense of engagement and

belonging in school.

Collect and document accurate information onstudent withdrawals.

Comments:

Legend:VG=Very Good, G=Good, A=Average, P=Poor


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Recommendation 2

Assign adult advocates to students

at risk of dropping out (targeted

intervention)

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Example: Mentoring

Mentoring has many formats:

Traditional:One adult with one student

Peer:One older youth with a youngeryouth

Group/Team:One or more adults withseveral youth

Telementoring:One adult with one youthusing the Internet

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Recommendation 2. Assign adultadvocates to students at risk of dropping out

PresenceLevel ofSuccess

Restudy

Checklist Yes No VG G A P Yes No ? Choose adults who are committed to

investing in the students personal and

academic success, keep caseloads low,and purposefully match students withadult advocates.

Establish a regular time in the school dayor week for students to meet with theadult.

Communicate with adult advocates aboutthe various obstacles students mayencounterand provide adult advocateswith guidance and training about how to

work with students, parents, or schoolstaff to address the problems.

Comments:


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Recommendation 3

Provide academic support and

enrichment to improve academic

performance (targeted intervention)

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Example: After-School Programs

Components of successful programs

Academic focus

Enrichment and accelerated learning

Supervised recreation

Community service

Collaboration and partnerships

Active family involvement

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Example: Family Engagement

When families are engaged in

childrens learning, students are morelikely to:

Attend school regularly

Display more positive attitudes about school

Graduate from high school and enroll inpostsecondary programs

Refrain from destructive activities such asalcohol use and violence

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(Henderson & Mapp, 2003)


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Recommendation 3. Provide academicsupport and enrichment to improve

academic performance

PresenceLevel ofSuccess

Restudy


Provide individual or small groupsupport in test-taking skills, study skills,or targeted subject areas such as

reading, writing, or math.Provide extra study time andopportunities for credit recovery andaccumulation through after school,Saturday school, or summer enrichmentprograms.

Comments:



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Recommendation 4

Implement programs to improve

students classroom behavior and

social skills (targeted intervention)

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Example: Safe Learning Environments

A safe learning environment:

Provides a warm and welcoming atmospherethat fosters a spirit of acceptance and caring

Is free of intimidation, violence, and fear

Clearly communicates behavior expectationsconsistently enforced and fairly applied

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Recommendation 4. Implement programs toimprove students classroom behavior and

social skills

Presenc

e

Level of

Success

Restudy


Use adult advocates or other engagedadults to help students establish attainableacademic and behavioral goals withspecific benchmarks.

Recognize student accomplishments. Teach strategies to strengthen problem-

solving and decision-making skills. Establish partnerships with community-

based program providers and otheragencies such as social services, welfare,

mental health, and law enforcement.Comments:


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Example: Alternative Schooling

Traditional schools may no longer meet thediverse needs of every student.

Alternative education is a perspective, not aprocedure or program.

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Example: Individualized Instruction

Encourages the learner to be theproducer of knowledge with...

Problem-based learning

Peer tutoring

Cooperative learning

Journaling

Hands-on projects

Role playing and simulations

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R d ti 6


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Recommendation 6

Provide rigorous and relevantinstruction to better engage students in

learning and provide the skills needed

to graduate and to serve them afterthey leave school (school-wide

intervention)

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Grades Affect Graduation

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Average Freshman Grades

Rounded to the nearest 0.5

(The Consortium on Chicago School Research at the University of Chicago)


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Recommendation 6. Provide rigorous and relevant instructionto better engage students in learning and provide the skillsneeded to graduate and to serve them after they leave school

Presence Level of Success Restudy


Provide teachers with ongoing ways to expand theirknowledge and improve their skills.

Integrate academic content with career and skill-based

themes through career academies or multiple pathwaysmodels.

Host career days and offer opportunities for work-relatedexperiences and visits to postsecondary campuses.

Provide students with extra assistance and information aboutthe demands of college.

Partner with local businesses to provide opportunities forwork-related experience such as internships, simulated jobinterviews, or long-term employment.

Comments:



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Recap: Practice Guide Recommendations1. Utilize data systems that support a realistic diagnosis of the number of

students who drop out and that help identify individual student at high risk

of dropping out (diagnostic)2. Assign adult advocates to students at risk of dropping out (targeted

intervention)

3. Provide academic support and enrichment to improve academicperformance (targeted intervention)

4. Implement programs to improve students classroom behavior and socialskills (targeted intervention)

5. Personalize the learning environment and instructional process (school-wide intervention)

6. Provide rigorous and relevant instruction to better engage students inlearning and provide the skills needed to graduate and to serve themafter they leave school (school-wide intervention)

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Next Steps: Improving Graduation Rates

Develop a Targeted Intervention Plan

Identify students at risk of dropout by examining risk and protectiveindicators

Determine the specific needs of the student/cohort

Determine the level of need

Recommend the most effective interventions

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Utilization of Data for Identification, Selection, and Implementation ofIntervention Strategies

Focus ofIdentification

Specific Need Levelsof Need

Intervention Strategies

Individual

Students

Academic

(math) Medium

Individual Growth Plan

Academic Restructuring Peer Monitoring Support

Student Clusters EnglishLanguage

High Tutors After-school Programs


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Questions?

Jay Smink, D.Ed.

Retired, Executive DirectorNational Dropout PreventionCenter/Network

Professor EmeritusClemson University

[email protected]

http://www.dropoutprevention.org
mailto:[email protected]://www.dropoutprevention.org/http://www.dropoutprevention.org/mailto:[email protected]

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