Transcript Event dropout rate - National Association for the Education of

NAEHCY Preconference: Soar to New Peaks
.
A Multi-Faceted Approach
to Dropout Prevention
and Recovery
November 14, 2009
Colorado Department of Education
Colorado Youth for A Change
Dropout Prevention and Recovery, Jefferson
County Public Schools
Agenda
• Introductions
• Issues, Trends and Data
• Dropout Prevention and
Recovery at the Local Level
• Student Voices Panel
• World Café Conversations
Issues, Trends and Data
Judith Martinez
Office of Dropout Prevention and
Student Engagement
Colorado Department of Education
True or False?
The percentage of dropouts
among 16- to 24-year-olds
has shown some decreases
over the past 20 years.
True
Between 1987 and 2007,
the status dropout rate
declined from 12.6 percent
to 8.7 percent.
What is a
status dropout
rate?
Source: National Center for Education
Statistics
Tracking Dropout Rates
• Status dropout rate - proportion of a population
that dropped out of school, regardless of when
they last attended school.
• Event dropout rate - proportion of students
who leave school each year without completing
a high school program. The national event
dropout rate was 3.8 percent in 2006.
Tracking Dropout Rates
• Cohort dropout rate - proportion of students in
a defined cohort who left school in a defined
period of time.
• 20% of 8th graders dropped out at some point
during their high school career (national study)
Source: National Governor’s Association
Reporting Trends
• National Governor’s Association Compact to track cohort rates based on adopted
calculations.
• 48 states in 2011 will report rates
• Issues
– GED
– 4 year rate
– Federal reporting
Reporting Trends
• Cohort dropout rate does not equal graduation
rate subtracted from 100 percent.
• Some students graduate five, six, or more
• Some students earn alternative high school
credentials, GED…
• Other…
Multiple Choice Quiz
Dropping out of high school is related to
which of the following negative outcomes?
a) Lower annual income
b) Higher unemployment
c) In adulthood, worse health than those
who are not dropouts
d) All of the Above
Multiple Choice Quiz
D. All of the Above
Annually, dropouts cost
the United States more
than $300 billion in lost
wages and increased
public-sector expenses
Source: National Center for Education Statistics and
Alliance for Excellent Education
Why do Students Drop Out?
A lack of student engagement is
predictive of dropping out, even after
controlling for academic achievement
and student background.
-High School Dropout in America, Alliance for
Excellent Education
Life events
Forces outside of school cause students to
drop out
– Need to work
– Pregnant/parenting
– Serious illness
– Death of a loved one
Source; Johns Hopkins University
www.every1graduates.org/
Fade Outs
Students do okay in school but stop seeing
a reason for staying
– Classes not interesting
– Alienated
– Not motivated
– School doesn’t feel safe
Push Outs
Students who are or perceived to be
detrimental to others in the school
– Students who are disenrolled after truancy
– Students who are given a choice to withdraw
or be expelled
– Failing students based on unexcused
absences
Failing in school
Schools failing students
– Held back a grade
– Not prepared academically
– No recourse for remediation
– Miss too many days of school
Failing even one or
two semester
courses in 9th
grade dramatically
reduces probability
of on-time
graduation
What Can Be Done
Parent Engagement
Refers to parent education, two-way
communication, volunteering, decisionmaking and community collaborations.
Examples:
– Parenting classes
– Parents “on the team and at the table” in the
ICAP
What Can Be Done
Academic Press
Focus is on achievement in core courses
and opportunities for remediation.
Examples:
- Content recovery courses
- Tracking of 9th graders with 1 or more
failing grades
What Can Be Done
Teacher Support
Refers to professional development, peer
learning and coaching.
Examples:
– “Professional learning communities” for staff
– Counselor outreach at staff meetings
– Professional development days, for strategies
such as Response to Intervention and
Positive Behavior Support
What Can Be Done
Relevance
Refers to linking instruction to student goals
and interests.
Examples:
– Career and college awareness
– Ninth grade transition programs
– Service learning
What Can Be Done
Intrinsic issues
Refers to civic engagement, belonging,
competence, and autonomy.
Examples:
– Social skill-building, such as goal-setting and
decision-making
– Community advocates support developmental needs
– Support for students with disabilities outside of school
Source: Johns Hopkins University www.every1graduates.org
Contact Information
Judith Martinez
303.866.6127
[email protected]
www.cde.state.co.us