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April Issue, 2010 |  |
| Keeping Students in School
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The only thing better than education
is more education.
-Agnes E. Benedict |
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The percent of students that are graduating from high school has steadily increased according to the U.S. Department of Education. In 2009, 87% of the population 25 years and older had earned a high school diploma. However, this leaves 13% of the U.S. without a high school diploma. This month's Equity Matters is devoted to decreasing that 13%. To begin, we turn to the Institute of Education Sciences practice guide, Dropout Prevention and highlight the six recommen-dations provided by the panel. When you review the recommendations, while the language highlights the importance of high school completion, keep in mind that the overall goal of keeping students in school starts on the first day the student walks into a classroom.
Utilize data systems that support a realistic diagnosis of the number of students who drop out and that help identify individual students at high risk of dropping out.
States, districts and schools should develop comprehensive, longitudinal, student level databases with unique IDs
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minimum, include data on student absences, grade retention, and low
academic achievement. Data should be reviewed regularly, with a particular emphasis before the transitions to middle school and high school.
Assign adult advocates to students at risk of dropping out.
Adult advocates should have an appropriate background and low
caseloads, and be purposefully matched with students. Adequate training
and support should be provided for advocates.
Provide academic support and enrichment to improve academic performance.
Help students to improve academic performance and reengage in school. This should be implemented in conjunction with other recommendations.
Implement programs to improve students' classroom behavior and
social skills.
Students should establish attainable academic and
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be recognized when they accomplish them. Schools can teach strategies
to strengthen problem-solving and decision-making skills, and partner
with community- based agencies to provide students with supports
to address external factors affecting social and behavioral
interactions.
Personalize the learning environment and instructional process.
A personalized learning environment creates a sense of belonging and fosters
a
school climate where students and teachers get to know one another and
can provide academic, social, and behavioral encouragement.
Provide
rigorous and relevant instruction to better engage students in learning
and provide the skills needed to graduate and to serve them
after they leave school. Engagement can be increased by providing students with the necessary skills to complete high school and by introducing
students to postsecondary options.
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Upward Bound
Upward Boundis part of the the Federal TRIO Programs (TRIO) which are Federal outreach and student services programs designed to provide services for students from disadvantaged backgrounds. Specifically, Upward Bound isdesigned to support high school students from low-income families and students from families in which neither parent holds a bachelor's degree. The goal of the program is to increase the high school graduation rate and subsequently graduate from postsecondary institutions.
While programs may vary as to what they offer, all programs MUST offer instruction in math, laboratory science, composition, literature, and foreign language. The program also helps students navigate Federal Student Financial Aid programs, provides assistance on high school re-entry options, and alternative education programs.
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Helping Students Graduate: A Strategic Approach to Dropout Prevention
By Jay Smink and Franklin Schargel
 This book thoroughly describes fifteen strategies for dropout prevention identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Strategies include family engagement, early literacy development after-school programs, and educational technology. Check out the first two chapters for free here. | By Camilla A. Lehr, Ann T. Clapper, and Martha L. Thurlow
Through research based practices, the authors suggest multiple strategies for educators, principals, and administrators to ensure students successfully complete high school. This book highlights the importance of effective data management to implement prevention and intervention programs through real-world examples and "Action Tools."
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Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing
Edited by Alexandra Beatty, Ulric Neisser, William T. Trent, and Jay P. Heubert
 This short book focuses on how the completi-
on data is counted on the national level and guidance on how to interpret the data. The authors also provide recommendations to states and districts on what disaggregated data is important to collect. Free previews of the book are available through the publishers site. |
Online Publications
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Online Tools
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The High Cost of High School Dropouts: What the Nation Pays for Inadequate High Schools By highlighting the impact of student dropouts on the economy, this report presents staggering amounts of money that could have been earned by high school graduates and thus spent on goods and services. The report also breaks down the loss in the economy by each state.
The National High School Center published the report Approaches to Dropout Prevention: Heeding Early Warning Signs with Appropriate Interventions to outline steps schools can take to intervene and keep students in school.
Addressing Dropout Related Factors at the Local Level: Recommendations for Teachers was published by the National Dropout Prevention Center for Students with Disabilities. This report highlights the important role of teachers in preventing dropouts and how to identify, monitor, and address risk factors for dropout in your own students.
The Campaign for High School Equity (CHSE) created A Plan for Success, which outlines priorities that must be addressed in order for high schools to provide an environment where all young people can graduate from high school. |
The National Dropout Prevention Center/Network hosts regular webcasts on various issues that are important to keep students in school. New webcasts occur every second Tuesday of the month and questions can be submitted live. Previous webcasts and materials are also available.
The Intercultural Development Research Association (IDRA) provides monthly Graduation for All e-Lettersthat provide resources on various topics that you can use to take
action in your school and community.
The National High School Center has regular online discussions on various topics related to successful high school completion rates on the Ask the Expert page. Check out previous discussions in areas such as keeping students with disabilities on-track to graduate.The National Dropout Prevention Center/Network has a great collection of hundreds of different dropout programs being used across the country. Search by evidence rating, emphasis (prevention, intervention, recovery) or by a target group of students. Check the programs against What Works Clearinghouse research results.
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Chesapeake Bay Consulting
Seminar Practical Strategies for Improving Outcomes for Students with Emotional/Conduct and Substance Use Disorders Baltimore, Maryland, May 20, 2010,
National Early Childhood Inclusion Institute, Taking Charge of
Change: A New Decade of Opportunities for All Children,
May 17-19, 2010, Chapel Hill, NC.
The Education Commission
of the States presents the 2010 ECS National Forum on Education Policy August 18-20 in
Portland, Oregon
22nd Annual National Dropout Prevention Conference From Rhetoric to Action: Ready, Set, Graduate! November 14-17, 2010, Philadelphia, PA
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Featured Equity Alliance at ASU Online Item |
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For questions or comments on this newsletter,
please email us at equityalliance@asu.edu.
To view the past issues of this newsletter, please
visit http://www.nccrest.org/press.html |
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