1 Strategies for Improving Graduation Rates Presented Katerina Sorrell March 13, Chapman University

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4 Goal: Dropout Reduction Current 1 Yr 5 Yrs General 47%  45%  27% Minority 55%  53%  35% 1 year: 2% improvement 5 years: 20% improvement

5 Overview I. Identifying High Risk Students II. Strategies That Work

6 Definition of an At-Risk Student? “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)

The Education Alliance, 2009 Who Drops Out: Early Warning Signs  Poor academic performance (lowest 2 quartiles)  Low reading performance  Excessive absences  Grade retention  Emotional/behavioral disabilities  Classroom disengagement  Lowest 20% SES

The Education Alliance, 2009 Grade Level Predictors for Dropping Out Sixth Grade  Failing grades in Math/English  Absenteeism > 20%  Poor behavior marks Eighth Grade  Failing Math/English  Absent 5+ weeks Ninth Grade  Absenteeism > 30%  Not promoted to 10th  Earning 2 credits

9 Characteristics of Dropouts Absent 10+ days Received more counseling Disliked school Failed 3-5 classes Received 5-9 discipline referrals Participated in no school activities Were identified in middle school (Huffman, K.L., WVU Dissertation, 1999)

10 Reasons for Dropping Out: Student Perspective Poor grades / failing school % Dislike for school % Conflict with teachers % Suspended/expelled from school % Conflict with students % (Dropout Rates in the United States. NCES, U.S. Department of Education)

11 Reasons for Dropping Out: Student Perspective Find classes boring / irrelevant / waste of time No positive relationships with teachers No positive relationships with students Frequent suspensions Feeling unsafe at school Poor grades Dislike the work ( Railsback, J., Increasing Student Attendance, 2004)

12 Reasons Students Stay in School Supportive family Involvement w/committed adult Persevering attitude Respectful relationship w/teachers Satisfaction w/learning experiences Relevant curriculum Fair discipline policies (Christenson, et al, 2000)

13 Factors Contributing to Dropout Individual Factors Family Factors School Factors Community Factors

14 Individual Factors Lack of future orientation Inadequate peer relationships Drug abuse Pregnancy Special learning needs Depression

15 Family Factors Poverty Low expectations Abuse Mobility of family Parent level of education Language and literacy levels

16 School Factors Lack of program for challenged students No significant, interested adult Lack of active learning instruction No individual learning plans Behavior & discipline issues

17 Community Factors Lack of involvement w/schools Lack of support for schools Non-caring environment Low expectations Violence Few recreational facilities

Matthew Hall18 Strategies That Help Prevent Students From Dropping Out

19 Smaller Enrollment Caring Teachers High Expectations Opportunities for meaningful participation Connectedness with school, family & community Ways to increase protective factors: Parental Support Monitoring & Supervision High regard for education Positive expectation for school performance Protective FactorsFamily Factors As Counselors What Can We Do?

20 Enhance students’ interest & enthusiasm in school Invite student to participate Create “belonging” atmosphere Encourage positive relationships w/peers & at least 1 on-campus adult Collaborate w/teachers to improve relationship w/student Monitor Attendance Monitor school-performance Ensure awareness of requirements Limit remedial or non-academic courses Limit suspensions School personnel focus on strengths vs. deficits Encourage School Connectedness Engage Student Academically Ways to increase protective factors: As Counselors What Can We Do?

21 Prevention Strategy #1: Connectedness in School Significant adult (formal + informal) Strategies/activities: Learn & use first names, greet students before class outside classroom (neutral territory), smile, point out small victories, small gestures (cupcake story) Fellow students Clubs, councils, peer mentoring (both sides) School Teams

Rita Pierson

23 Mentoring Many formats … Traditional:One adult + one student Peer:One older + younger youth Group/Team:1/more adults + several youth Telementoring:1 adult + 1 youth via Internet

24 Mentoring Impact of Mentoring 66% improved reading & math grades (Waits, 2003) 80% improved study skills (Waits, 2003) 89% improved attitude toward life (AmeriCorp, 2000) 93% parents favorable comments (Youthfriends, 2001)

25 Prevention Strategy #2: Relevance of School Life Success Study skills, time management, organization, goal achievement Career Success Skills & aptitude identification, occupational exploration Future Education Admission, scholarships

26 Prevention Strategy #3: Safety Net Tutoring (academics) Assignment flexibility, incentive point system Credit Recovery Classes (academics) Second chance opportunity Group Counseling (personal-social) Identify & engage

The Education Alliance, 2009 Additional Strategies  Seminars: study skills & time management  “Service learning” – 40 community hours requirement  Part-time employment opportunities  Support for struggling students (e.g. tutors, summer programs, etc.)  Competency-based credit options  Formalize transition from middle to high school

28 IES – What Works Clearinghouse & U.S. Department of Education  Check in Connect  ALAS (Wings)  Twelve Together

29 Strategies for Improving Graduation Rates Presented by Katerina Sorrell March 13, Chapman University

N30 CLIP ART ARCHIVE