Dropout Prevention in WV - West Virginia Department of Education
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Dropout Prevention in WV Shelly DeBerry Student Success Advocate Coordinator West Virginia Department of Education sdeberry@access.k12.wv.us WV Dropout Data 2008-09 124, 388 total enrolled grades 7 – 12 3,527 students dropped out grades 7 – 12 2.8 % statewide dropout rate 4 counties had 4% and above dropout rate 19 counties had 3% - 3.9% dropout rate 3 counties had 0 – 1% dropout rate 83.3% graduation rate using Leaver rate calculation (slightly above the national average) Dropout Prevention Plan National Governor’s Association Grant to establish a state-wide dropout prevention plan. Policy and program audit House Bill 4593 – All counties are to develop a dropout prevention plan that includes: increasing the graduation rate for the county, identifying at the earliest age students who are at risk of dropping out and provide additional options to at risk students. Who Are Students At Risk? A student at risk is “someone who is unlikely to graduate on schedule with both the skills and the selfesteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships.” (Bailey & Stegelin, 2003) 4 National Dropout Prevention Center/Network Dropout Prevention: A National Issue Students With Disabilities 5 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. National Dropout Prevention Center/Network Teen Pregnancy Statistics Teen girls in the bottom 20% of basic reading and math skills are five times more likely to become mothers over a two-year high school period than teen girls in the top 20%. Male and female students with low academic achievement are twice as likely to become parents by their senior year of high school compared to students with high academic achievement. (Alliance for Excellent Education, 2003) 6 National Dropout Prevention Center/Network 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) 7 National Dropout Prevention Center/Network Characteristics of Dropouts 8 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 National Dropout Prevention Center/Network (Huffman, K.L., WVU Dissertation, 1999) Reasons for Leaving School Classes were not interesting Misses too many days and 43% could not catch up Spent time with people who were not interested in school Had too much freedom and not 38% enough rules in my life Was failing in school (The Silent Epidemic: Perspective of High School Dropouts, 2006) 9 National Dropout Prevention Center/Network 47% 42% 35% 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) 10 National Dropout Prevention Center/Network Attendance and Truancy: The Impact on Dropout Truancy (excessive absenteeism) has been identified as one of the top ten major problems in our schools. (DeKalb, J., 1999) 11 National Dropout Prevention Center/Network Compulsory School Age House Bill 4593 Raised to age 17 years old beginning with the Freshmen class of 2011-12. Variables Associated With Dropouts Status Variables Age, gender Socioeconomic background Ethnicity Native language Mobility Family structure (Lehr et al., Essential Tools, 2004) 13 National Dropout Prevention Center/Network 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 et al., Essential Tools, 2004) 14 National Dropout Prevention Center/Network Categories of Factors Contributing To Students Dropping Out Individual factors Family factors School factors Community factors 15 National Dropout Prevention Center/Network Individual Factors 16 Lack of future orientation Inadequate peer relationships Drug abuse Pregnancy Special learning needs Depression National Dropout Prevention Center/Network Family Factors 17 Poverty Low expectations Abuse Mobility of family Parent level of education Language and literacy levels National Dropout Prevention Center/Network 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 18 National Dropout Prevention Center/Network Community Factors 19 Lack of involvement with schools Lack of support for schools Non-caring environment Low expectations Violence Few recreational facilities National Dropout Prevention Center/Network While no one factor or even several factors put students at risk, combinations of factors can help identify potential dropouts. 20 National Dropout Prevention Center/Network The Bad News About Dropout Prevention Awareness is lacking by most people Apathy is common and the issue is seen as someone else’s problem Applied knowledge is not always used by decision makers Acquisition of information about success is inadequate 21 National Dropout Prevention Center/Network The Good News About Dropout Prevention 22 Identifiable Independent Interrelated Irrefutable National Dropout Prevention Center/Network Sixth Grade Predictors of “Falling Off Track” Attending school 80% or less of the time Receiving a poor final behavior mark Failing math Failing English (Balfanz and Herzog, 2006) 23 National Dropout Prevention Center/Network Dropout Prevention Is Not Rocket Science but it is Brain Surgery Behavior Modification 24 National Dropout Prevention Center/Network Academic Achievement Civic Responsibility Effective Strategies for Increasing Graduation Rates Dr. Jay Smink, Executive Director National Dropout Prevention Center/Network Clemson University A School and Community Perspective Systemic renewal School and community collaboration Safe learning environments 26 National Dropout Prevention Center/Network Systemic Renewal 27 Policies Populations Personnel Programs Practices Partners Pennies National Dropout Prevention Center/Network 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) 28 National Dropout Prevention Center/Network 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 29 positive, responsible character National Dropout Prevention Center/Network Early Interventions Family Engagement Early Childhood Education Early Literacy Development 30 National Dropout Prevention Center/Network Family Engagement When families are engaged in children’s learning, students are more likely to: Attend school regularly Display more positive attitudes about school Graduate from high school and enroll in postsecondary programs Refrain from destructive activities such as alcohol use and violence (Henderson & Mapp, 2003) 31 National Dropout Prevention Center/Network Early Childhood Education Impact of Early Childhood Education . . . Perry Preschool Study – High-quality Head Start programs Decreased level of school dropouts Lowered truancy Reduced teen pregnancy Lessened need to be in Special Education (Barnett, 1995) 32 National Dropout Prevention Center/Network 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). 33 National Dropout Prevention Center/Network Basic Core Strategies Mentoring Service-Learning Alternative Schooling After-School Program Experiences 34 National Dropout Prevention Center/Network 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: 35 One adult with one youth using the Internet National Dropout Prevention Center/Network Service-Learning Essential Elements of Good Service-Learning Programs 36 Integrated into the curriculum Active learning Interesting and exciting Connected to community National Dropout Prevention Center/Network Alternative Schooling Innovative Approaches Self-contained classrooms Magnet schools Separate alternative schools School-within-a-school Residential programs Middle College/Early College 37 National Dropout Prevention Center/Network Afterschool Program Experiences Components of Successful Programs 38 Academic focus Enrichment and accelerated learning Supervised recreation Community service Collaboration and partnerships Active family involvement National Dropout Prevention Center/Network Making the Most of Instruction Professional development Active learning Educational technology Individualized instruction Career and technical education 39 National Dropout Prevention Center/Network 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) 40 National Dropout Prevention Center/Network Active Learning Teaching Strategies Include 41 Cooperative learning Multiple intelligences/learning styles theory Project-based learning National Dropout Prevention Center/Network 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) 42 National Dropout Prevention Center/Network Individualized Instruction Encourages the learner to be the producer of knowledge with... 43 Problem-based learning & reciprocal teaching Peer tutoring Cooperative learning Journaling Hands-on projects Role play and simulation National Dropout Prevention Center/Network Career and Technical Education Career Technical Education (CTE) includes a wide array of career-based instruction 44 K-12 career education A comprehensive guidance program School- and work-based experiences National Dropout Prevention Center/Network Career and Technical Education Impact of CTE 45 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) National Dropout Prevention Center/Network GRADUATION RATES Is it GOOD enough? Can we do BETTER? What can we do to be the BEST? DROPOUT PREVENTION PLAN Does it reflect the BEST research available? How can we do it even BETTER? Will it be GOOD enough for your children? 46 National Dropout Prevention Center/Network Contact Information National Dropout Prevention Center/Network Clemson University 209 Martin Street Clemson, SC 29631-1555 Phone: 864-656-2599 Fax: 864-656-0136 E-mail: ndpc@clemson.edu www.dropoutprevention.org 47 National Dropout Prevention Center/Network “Every school-day in America, 171 school buses loaded with children leave school never to return. That is our daily dropout rate.” Quoted by Franklin Schargel in his book: "Helping Students Graduate, published by: Eye on Education.
