Effective Strategies for Increasing

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Effective Strategies for Increasing Graduation
Rates Presented byDr. Jay Smink, Executive
DirectorNational 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

1. Understanding the Problem
2. Strategies That Work

4

• 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
High School Completion

• 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.)
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Dropout Prevention A National Issue
State Graduation Rates 2000-01  (Using 9th
grade enrollment as base)

• 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)
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Dropout Prevention A National Issue

• Background 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

• Low 10.0
• 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
Students with Disabilities at Greatest Risk

• Graduated with regular diploma 57
• Emotional/behavioral students rate 50
• Learning disabilities students rate 32

(Wagner, 1995, 1991)
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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 Dropouts

• Status 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 Dropouts

• Alterable 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
• Masters degree...................... 2.8
• Bachelors degree................... 3.1
• Associates 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
  elses problem
• Applied knowledge is not used
• by decision makers
• Acquisition of information about
• success is inadequate

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The Good News

• About Dropout Prevention
• Identifiable
• Independent
• Interrelated
• Irrefutable

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• 15 Strategies That Help Prevent Students From
  Dropping Out

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Dropout Prevention Everyones Problem
Systemic Renewal
Early Interventions
Learning
School-Community Collaboration
Systemic Renewal
Basic Core Strategies
Safe
Instructional Practices
Environments
Systemic Renewal
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Dropout Prevention Everyones Problem
Systemic Renewal
Systemic Renewal
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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Dropout Prevention Everyones Problem
Systemic Renewal
School-Community Collaboration
Systemic Renewal
Systemic Renewal
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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

• Collaboration is Defined in Many Ways

• Through Services
• Coordination of services
• Integrated services
• Public-private partnerships
• School-linked and school-based services

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Dropout Prevention Everyones Problem
Systemic Renewal
Learning
Systemic Renewal
School-Community Collaboration
Safe
Environments
Systemic Renewal
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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
Students Likely to Be Victims According
to Type Teachers Students

• From low-income families
• Racial/ethnic minorities
• Social outcasts/nerds
• Troublemakers/gangs
• Girls
• Younger students
• With disabilities

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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Dropout Prevention Everyones Problem
Systemic Renewal
Early Interventions
Learning
School-Community Collaboration
Systemic Renewal
Safe
Environments
Systemic Renewal
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Early Interventions

• Family Engagement
• Early Childhood Education
• Early Literacy Development

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Family Engagement

• When families are engaged in childrens 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 StudyHigh-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 Foura 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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Dropout Prevention Everyones Problem
Systemic Renewal
Early Interventions
Learning
School-Community Collaboration
Basic Core Strategies
Systemic Renewal
Safe
Environments
Systemic Renewal
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Basic Core Strategies

• Mentoring
• Service-Learning
• Alternative Schooling
• After-School Program Experiences

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Mentoring

• Mentoring 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 serviceusually 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

• How do alternative schools help keep students
  from dropping out?

• Provide a caring atmosphere
• Consider student needs greater than the schools
  needs
• Empower students to guide their own learning
• Offer a chance to start over

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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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Dropout Prevention Everyones Problem
Systemic Renewal
Early Interventions
Learning
School-Community Collaboration
Systemic Renewal
Basic Core Strategies
Safe
Instructional Practices
Environments
Systemic Renewal
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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 Learning

• Benefits 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 classroom
• instruction enhances teaching and
• promotes greater student learning.

(U .S. Department of Education, 2002)
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Educational Technology

• Research 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 students needs.

(Switzer, Helping Students Graduate, 2004)
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Individualized Instruction

• Encourages 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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Dropout Prevention Everyones Problem
Systemic Renewal
Early Interventions
Learning
School-Community Collaboration
Systemic Renewal
Basic Core Strategies
Safe
Instructional Practices
Environments
Systemic Renewal
80
Contact Information

• National Dropout Prevention Center/Network
• Clemson University
• 209 Martin Street
• Clemson, SC 29631-1555
• Phone [phone] Fax [phone]
• E-mail ndpc_at_clemson.edu www.dropoutprevention.or
  g