The Mid-Atlantic Equity Center (MAEC) at
The George Washington University Center for Equity and
Excellence in Education (GW-CEEE)
http://maec.ceee.gwu.edu/
&
The Everyone Graduates Center
at the Johns Hopkins University (JHU)
Center of Social Organization of Schools
http://www.every1graduates.org/
West Virginia Student Success Summit
August 1-3, 2011
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
2
Gail Sunderman
Mid-Atlantic Equity Center
gsunderman@ceee.gwu.edu
703-528-3588
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
3
Who is dropping out of
school?
Are some groups of
students more likely to
drop out?
Can we predict who is
likely to drop out early
enough to change the
path the student is on?
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
4
What is the graduation rate in your
district?
How does your district graduation
rate compare to that of West
Virginia? To the nation?
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
5
What you can do as a part of a
school team to change the
dropout rate?
What you can
do to keep
students on
track to
graduate?
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
6
 Why adopt a framework?
 What are the Early Warning Indicators?
 What does it take to set up an Early
Warning System?
 Is there a model for building an
intervention system based on Early
Warning Indicators?
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
7
1. Gain the
knowledge needed to share with
colleagues in the implementation of an
integrated model for keeping students on
track to graduation.
analyze procedures,
policies, and protocols and to make
systemic changes in divisions and schools.
2. Use what is learned to
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
8
Thought
Insight
Question
Puzzlement
Discovery
Observation
Concern
Epiphany
Conclusion
Finding
Perception
Solution
Breakthrough
Reflection
Speculation
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
9
Steps in Keeping Students on Track
Understand dropout
situation, influences on
student success, &
student disengagement
Evaluate
effectiveness
Develop Early
Warning System
Apply interventions
for each dropout
indicator at multiple
levels
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
10
Steps in Keeping Students on Track
Understand dropout
situation, influences on
student success, &
student disengagement
Evaluate
effectiveness
Develop Early
Warning System
Apply interventions
for each dropout
indicator at multiple
levels
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
11
1.
Dropping out is a personal decision that
has nothing to do with how schools operate.
2.
Students drop out because they are bored, not
because they struggle academically.
3.
Dropping out is a predictable event, the result of
a gradual process.
4.
If all students were academically prepared to
handle high school coursework, the dropout
problem would disappear.
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
12
Take a look at Page
3.
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
13
National, State, & District Average
Graduation Rates
80
Percentage Graduated
70
60
Nation
50
Delaware
40
Milford
30
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Source: EPE Research Center (2009). http://www.edweek.org/ew/dc/2009/gradrate_trend.html
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
14
National & WV Graduation Rates,
1998 – 2008
80%
75%
70%
65%
Nation
60%
West Virginia
55%
50%
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Source: EPE Research Center (2010). http://www.edweek.org/ew/dc/2009/gradrate_trend.html
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
15
Source: Schott Foundation for Public Education. (2010). Yes we can: The Schott 50 state report on
public education and black males. Retrieved from http://www.blackboysreport.org/bbreport.pdf
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
16
Students who drop out
affect everyone.

Dropouts from the class of 2008 will cost West
Virginia almost $1.7 billion in lost wages over
their lifetimes.

1 M dropouts will cost the U.S. approximately
$319 billion in lost income over their lifetimes.

If the national graduation rate for males
increased by 5%, the U.S. would save $7.7
billion a year.
Sources: Alliance for Education, http://www.all4ed.org, and Better
High Schools, http://www.betterhighschools.com
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
17
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
21
24
31
45
49
50
Drop out
Graduate
Source: EPE Research Center, published in Diplomas Count 2010. Graduation by the numbers: Putting data to
work for student success. Education Week 29 (34), p.24.
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
18
WV Graduation Profile - Class of 2007
By Gender
PERCENT
Male
68.1
Female
75.1
By Race and Ethnicity
American Indian / Alaska Native
∞
Asian / Pacific Islander
∞
Hispanic
52.8
Black (not Hispanic)
63.9
White (not Hispanic)
71.5
∞ Value not reported because of insufficient data for reliable estimate.
Source: EPE Research Center (2010). Graduation by the Numbers.
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
19
WV Graduation Profile - Class of 2007
By Gender and Race & Ethnicity
PERCENT
MALE
American Indian / Alaska Naive
±
Asian / Pacific Islander
±
Hispanic
49.9
Black (not Hispanic)
61.5
White (not Hispanic)
68.2
FEMALE
American Indian / Alaska Naive
±
Asian / Pacific Islander
±
Hispanic
44.6
Black (not Hispanic)
63.6
White (not Hispanic)
75.0
± Value not reported because of insufficient data for reliable estimate.
Source: EPE Research Center (2010). Graduation by the Numbers.
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
20
Understanding Disproportionality:
The over or under-representation of a target
subgroup in a program, in outcomes, or on other
educational indicators
Number of graduating students
in a racial subgroup
divided by
Total number of enrolled students
in that racial subgroup
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
21
Does disproportionality matter
in my school?
Number of graduating students
in a racial subgroup
divided by
Total number of enrolled students
in that racial subgroup
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
22
On-time Graduation Rates: Class of 2008
First Time 9th Grade Cohort 2004-05
State
Cameron
High School
Davis Village
High School
Parsons Valley
High School
All students
82.1
62.6
84.4
63.7
Female
85.0
63.3
86.4
73.6
Male
79.2
61.8
82.6
54.
Black
73.9
59.8
<
57.3
Hispanic
71.5
25.
<
60.
White
85.9
71.1
83.3
77.9
SWD*
81.8
66.7
<
50.
Low SES
70.6
57.7
76.9
59.7
LEP
69.2
<
<
<
Migrant
Homeless
75.4
60.2
<
<
<
<
<
<
< indicates fewer than 10 students in the reporting category
*SWD = students with disabilities
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
23
Graduation Data by School
Disaggregated by Racial Subgroup
CAMERON
Number of
enrolled
students by
subgroup
All
students
210
Percent of
enrolled
students by
subgroup
100%
PARSONS VALLEY
Number of
on-time
graduates in
each
subgroup
Percent
of on-time
graduates
by subgroup
Number of
enrolled
students
Percent of
enrolled
students by
subgroup
Number
of on-time
graduates
Percent
of on-time
graduates
by
subgroup
139
66%
244
100%
156
64%
112
50.7%
67
60%
157
64.3%
90
57%
12
5.4%
3
25%
10
4.1%
6
60%
86
43.9%
69
80%
77
31.6%
60
78%
Black
Hispanic
White
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
24
How will you explain disproportionality to your
colleagues. . .
so that it isn’t just another term?
so that it helps clarify the dropout problem?
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
25
Steps in Keeping Students on Track
Understand dropout
situation, influences on
student success, &
student disengagement
Evaluate
effectiveness
Develop Early
Warning System
Apply interventions
for each dropout
indicator at multiple
levels
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
26
Have we as
school leaders
encouraged
students to stay
on track to
graduation? Are
we engineers of
success?
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
27
We’ve tried programs.
A patchwork of separate, non-integrated
programs is generally not an effective approach.
All issues need to be addressed simultaneously
in a systematic, integrated way.
Integration is key!
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
28
Student Disengagement
➲ Individual
Factors
The ABCs for Disengagement
➲ Institutional
Factors
Organizations, Relationships, and
Practices
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
29
How do we know if a
student is disengaging
from school?
In the classroom?
From the school?
With individuals?
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
30
What reasons do students later give
for having dropped out of school?
Rank them 1 – 5, 5 being most
important reason.
Friends not interested in school
Missed too many days, couldn’t catch
up
Too much freedom, not enough rules in
life
Uninteresting classes
Was failing school
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
31
What reasons do students later give for
having dropped out of school?
35%
Was failing school
Too much freedom, not
enough rules in life
38%
42%
Friends not interested in
school
43%
Missed too many days
Uninteresting classes
47%
0%
10%
20%
30%
40%
50%
Source: Silent Epidemic Report (2006)
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
32
Indicators of Student
Engagement
B
Mid-Atlantic Equity Center
C
http://maec.ceee.gwu.edu
33

Highly predictive – more so than socioeconomic
and demographic data

Helps school staff focus on what they CAN
influence

Uses data already collected by schools

Alerts educators early, allowing time for
intervention

Indicates not only the presence of dropout risk
for students, but also the level of their risk

Encourages support from stakeholders
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
34
CCSR - What Matters for Staying on Track, July 2007
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
35
Graduation Outcomes for Students With
One or More Suspensions in 6th Grade
Philadelphia
16%
4%
Graduates on time
81%
Mid-Atlantic Equity Center
Graduates after one
extra year
Does not Graduate
http://maec.ceee.gwu.edu
36
Course Failures
Chicago Public Schools
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
37
Course Failures
Percentage students graduating on time
Colorado Schools
100
90
80
70
60
50
40
30
20
10
0
District
Chicago1
District 2
District 3
District 54
0
1
2
3
4
Number of Failing Semester Grades in 9th Grade
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
38
Page 13
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
39
Getting off the Track to Graduation
Internal/External Influences
Disengagement from School
Poor Attendance, Behavior,
and Course Performance
Dropping Out of School
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
40
An early warning system:
Tracks longitudinal data for each student
Systematically identifies students who show
signs they are at risk of dropping out
Matches students to interventions
Builds in data entry points at key times
during the school year
Monitors student progress
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
41

Longitudinal data for each student

Threshold levels

Predictor accuracy
http://every1graduates.org/ToolsAndModels/EarlyWarningSystems.html
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
42
Early Warning Indicator
Attendance
Behavior
Course Failure
Mid-Atlantic Equity Center
Grade Level
Middle School
High School
Less than 80 percent attendance is a strong predictor of dropping out and requires
intensive intervention
Missing more than two days of school per month (less than 90 percent attendance)
should prompt targeted intervention (even though many students with this level of
attendance manage to graduate in urban districts)
An unsatisfactory behavior grade or
Suspension in ninth grade
suspension
Failing mathematics
Any two semester course failures in
ninth grade (particularly in core
academic courses required for
graduation)
Failing reading or language arts
Any one semester failure probably
should prompt intervention and,
ideally, a pattern of course
performance likely to lead to a failing
report card grade would prompt
intervention from the classroom
teacher to prevent failure and offtrack credit status
http://maec.ceee.gwu.edu
43
National High School Center Early
Warning Tool v. 2.0
State-designed tool
District-designed early warning system
using Excel/Access/other databases
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
44
National High School Center
Early Warning Tool v.2.0



Systematically identify students who are
showing signs they are at risk of
dropping out
Match students to interventions and
monitor students’ progress in those
interventions
Build in data entry points at key times
during the school year
www.betterhighschools.org
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
45
How will you explain the ABCs of an Early
Warning System?
At which grade level should an Early Warning
System be implemented?
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
46
Based on the Early
Warning Indicators
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
47
Steps in Keeping Students on Track
Understand dropout
situation, influences on
student success, &
student disengagement
Evaluate
effectiveness
Develop Early
Warning System
Apply interventions
for each dropout
indicator at multiple
levels
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
48
Putting Data to Work
“The power of early-warning indicators lies
in the willingness and capacity of school
leaders and educators to transform
actionable data into strategic decision
making that leads to improved student
outcomes.”
Lyndsay Pinkus (2008). Using early warning data to
improve graduation rates: Closing cracks in the education system,
Alliance for Excellent Education
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
49
THREE-TIERED PREVENTION MODEL FOR SCHOOLS
Intensive
interventions
Targeted interventions
for struggling students
Comprehensive School Reform
(preventing problem behaviors for
majority of students)
Early Warning System
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
50
Tiered Intervention
Model
SCHOOL-WIDE
- Comprehensive
access to rigorous
courses
- Clear and enforced
policies
-Culture of high
expectations
Intensive
- Parent/community
involvement
Targeted
- Ninth-grade transition
strategies
Comprehensive
70 - 80%
- Access to counseling
services
- Personalized
graduation planning and
frequent monitoring
- Career planning and
development
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
51
SMALL GROUP
- Extra-help courses
- Daily attendance check-ins
Intensive
- Behavior checklists
- Transition programs
Targeted
10 - 20%
Comprehensive
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
52
Intensive
INDIVIDUALS
Specialized internal
or external services
5 - 10%
Targeted
Comprehensive
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
53
3.
Intensive
2. Targeted
1. Comprehensive
Prevention for All Students
Type of
Intervention
School-wide
(all students)
Attendance
Course
Performance
• Respond to
• Teach, model,
• Use research-
every absence
• Create culture
which says
attending every
day matters
• Establish
incentives for
good attendance
• Track data at
teacher team
level
expect good
behavior
based
instructional
programs
Keeping Middle Grade Students on the Graduation Track
Mid-Atlantic Equity Center
Behavior
• Establish
positive social
incentives and
give recognition
for good behavior
• Have an
• Provide
classroom
implementation
support to enable
engaging
pedagogies
advisory period
Balfanz, Herzog, & Mac Iver 2007
http://maec.ceee.gwu.edu
54
3.
Intensive
2. Targeted
1. Comprehensive
Interventions for Targeted Group
Type of
Intervention
Targeted
(10% - 20%
of students)
Attendance
Course
Performance
• Require quick
• Involve behavior • Create extra
daily check by
adult if 2 or more
unexcused
absences in a
month
team if 2 or more
office referrals
occur
• Have an
attendance team
investigate and
problem-solve
Mid-Atlantic Equity Center
Behavior
• Have students
carry a behavior
checklist from
class to class
daily
• Assign a mentor
help courses (in
place of electives)
which link tightly
to core curriculum
and fill in
knowledge gaps
• Assign students
to smaller classes
if failure is rooted
in socio-emotional
issues
http://maec.ceee.gwu.edu
55
3.
Intensive
2. Targeted
1. Comprehensive
Interventions for Targeted Students
Attendance
Behavior
Type of
Intervention
Performance
• Provide sustained
Intensive
(5% -10%
of students)
Course
• Conduct an in-
one-on-one attention
and problem solving
depth behavioral
assessment – why is
the student
• Bring in appropriate misbehaving?
social service and/or
community supports • Require behavior
contracts with family
involvement
• Provide one-on-one
tutoring
• Bring in appropriate
social service and/or
community supports
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
56
How much staff time and
commitment?
Team Meetings






When Early warning data are first available
To verify student information, new students
After 20 or 30 days
After each grading period
More often as needed
End of school year
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
57
Implementing an Early Warning System
(EWS)
7-Step Process
1
Establish
roles and
responsibilities
7
Evaluate
and refine
EWS
process
2
Use EWS to
identify “off
-track”
students
6
Monitor
students and
interventions
Source: National High School Center (2010), Early
Warning System Implementation Guide
.
Mid-Atlantic Equity Center
3
Analyze
EWS data
5
Assign and
provide
intervention
s
4
Review
EWS data
http://maec.ceee.gwu.edu
58
The District Role

Communicate the importance of the EWS.

Support the full implementation of the EWS, including
technology and data entry.

Engage with school teams.

Provide professional development to team members for
using the tool and working with their colleagues and
external team members throughout the EWS process.

Monitor school efforts to use EWS throughout the school
year and over the course of multiple school years. This
includes identifying promising practices and areas of
need in schools and the district.
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
59
Steps in Keeping Students on Track
Understand dropout
situation, influences on
student success, &
student disengagement
Evaluate
effectiveness
Develop Early
Warning System
Apply interventions
for each dropout
indicator at multiple
levels
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
60
Evaluation
• What aspects of your intervention system do
you want to evaluate?
• How will you evaluate them?
• How often will you need to evaluate?
• What will you do with the resulting data?
• How will these data translate into changes?
• How can evaluation results be used to leverage
resources?
• Are there benefits to both an internal and external
lens for our evaluation?
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
61
Middle School Improvement
Early Warning
Indicator*
Number of students
off-path
Number of these
students still offpath in March 2009
Percent reduction
in the number of
students off-path
Failed math
65
25
62 percent
Failed literacy
Less than 80
percent
attendance rate
Three or more
negative behavior
comments on
report card
86
22
74 percent
38
23
39 percent
409
225
38 percent
Beyond the Indicators, pg.29
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
62
Cameron High School
Graduation Plan Factors
1.
2.
3.
4.
5.
6.
7.
8.
9.
Assist students who enter high school (middle school)
with poor academic skills
Improve instructional content and practice
Create a personalized and orderly learning environment
Provide work-based learning opportunities and prepare
students for college and the workplace
Stimulate change in high schools
Create a personalized and orderly learning environment
Improve reading comprehension levels, especially for
previously underperforming subgroups
Increase the pass rate for geometry on the state test
Increase graduation rates for all students and decrease
equity gaps
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
63
Franklin City High School
Graduation Improvement Plan





Rigorous and Relevant Instruction
Personalized Learning Environment and
Instructional Process
Data Systems
Adult Advocates
Programs to Improve Students’ Classroom
Behavior and Social Skills
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
64

We know who drops
out and why.

We know what helps
kids stay on track to
graduation.

We implement proven
interventions and
reforms and we are
accountable for
results.
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
65
The BIG Questions:
We care about the dropout rate.
We care about disproportionality.
We are willing to be held accountable for
doing all we can do to keep all students
track to graduate.
We create a shared understanding of Early
Warning Systems and help build support in
our division and school.
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
66
Resources

Everyone Graduates Center
The Everyone Graduates Center at the Johns Hopkins University works to develop and
disseminate strategies for ensuring that all students graduate from high school prepared for
college, career, and civic life.
http://www.every1graduates.org/

MAEC Beyond the Indicators
This webinar and paper provides an integrated framework that schools and districts can use to
build a foundation to prevent students from dropping out.
http://maec.ceee.gwu.edu/node/330

California Dropout Research Project
The California Dropout Research Project (CDRP) synthesizes existing research and produces
new research to inform policymakers, educators and the general public about the nature of the
dropout crisis in California and helps the state develop a meaningful policy agenda to address the
problem.
http://cdrp.ucsb.edu/

Consortium on Chicago School Research
The Consortium on Chicago School Research (CCSR) at the University of Chicago is a leader in
conducting research on dropout indicators.
http://ccsr.uchicago.edu/content/index.php

IES Dropout Practice Guide
Geared toward educators, administrators, and policymakers, this guide provides
recommendations that focus on reducing high school dropout rates.
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/dp_pg_090308.pdf
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
67
Resources for State, District, and
School Data
State, district, and school websites
Graduation rate by state and district:
www.edweek.org/apps/maps
Educational levels by state:
http://www.census.gov/compendia/statab/cats
/education/educational_attainment.html
State, district, and school databases
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
68
Mid-Atlantic Equity Center
http://maec.ceee.gwu.edu
69
Sources
















GRAD NATION: http://www.americaspromise.org/gradnation
NATIONAL HIGH SCHOOL CENTER EARLY WARNING TOOL v2.0, Technical Manual, www.betterhighschools.org
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AMERICA’S PROMISE: www.americaspromise.org
EVERYONE GRADUATES CENTER: www.every1graduates.org
Alliance for Education: http://www.all4ed.org/aboutthecrisis
CIVIC ENTERPRISES: www.civicenterprises.net
{M. Janosz, I. Archambault, J. Morizot, and L. S. Pagani, “School Engagement Trajectories and Their Differential Predictive
Relations to Dropout,” Journal of Social Issues 64, no. 1 (2008): 21–40, http://www.blackwellsynergy.com/doi/pdf/10.1111/j.1540-4560.2008.00546.x (accessed on March 3, 2008). Quoted in: Pinkus, L. (2008). Using
Early Warning Data to Improve Graduation Rates: Closing cracks in the education system. Alliance for Excellent Education
Policy Brief, August 2008.
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Graduation Promise Act of 2007
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Ruth Curran Neild and Robert Balfanz. (2006). Philadelphia: The Philadelphia Youth Network. At
http://every1graduates.org/ToolsAndModels/EarlyWarningSystems.html
Photo source: http://upload.wikimedia.org/wikipedia/commons/f/f1/Train_coupling.jpg
Photo source:
http://www.translationdirectory.com/images_articles/wikipedia/railroads/An_AAR_Type_E_railroad_car_coupler.jpg
-- M. Janosz, I. Archambault, J. Morizot, and L. S. Pagani, “School Engagement Trajectories and Their Differential Predictive
Relations to Dropout,” Journal of Social Issues 64, no. 1 (2008) quoted in Using Early Warning Data…
http://www.centerforpubliceducation.org/site/c.lvIXIiN0JwE/b.5057379/k.8752/Dropouts_Myths_v_Realities.html
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