RESEARCH Among developed countries the US ranks: – 17 th in high school graduation – 14 th in college graduation – Each year 1/3 of public school students fail to graduate 1 million per year 7 thousand per day 1 every 9 seconds

RESEARCH High School dropouts are: – In poorer health – More likely to use Medicaid and other forms of public assistance – Nine times more likely to be single mothers – Likely to have a shorter life span

RESEARCH: PREDICTORS Demographics include: – Gender – Race/Ethnicity – ESOL – Family Structure – Mobility

RESEARCH: MORE PREDICTORS Other Factors – Poverty – Low Academic Achievement – Urban Location – Gender – Retention – Family Involvement – Social Emotional Disabilities

RESEARCH: WHAT THE STUDENTS SAY Reasons students give for truancy and why they drop out: – Lack of engagement – Lack of motivation – Boredom – Unchallenging atmosphere

RESEARCH: WHAT THE STUDENTS SAY What dropouts claim would have kept them in school: – Opportunities for “real world learning” – Better teachers – More interesting classes – Smaller classes with more individual instruction

RESEARCH: WHAT THE STUDENTS SAY : Students fail to attend or dropout of school for two types of reasons – Push - Factors related to school environment – Pull - Factors related to circumstances outside of school

RESEARCH: USE OF DATA Use data to track early warning signs in individual students over time and to assess: – Risk factors by individual student – Aggregate risk factors by school – Rates of decline in academic achievement and engagement – School level outcomes – Analysis of student characteristics, risk factors, outcomes, and impact of interventions

RESEARCH: USE OF DATA First Steps: – Start in elementary school to track attendance, grades, promotion, and behavior – Establish criteria for students who are off track and develop a continuum of interventions – Track ninth grade students missing ten or more of the first thirty days of school – Track first quarter grades for ninth grade students for failure in core academic subjects

RESEARCH: USE OF DATA First Steps continued: – Develop interventions for students with failing first quarter grades – Monitor year end grades – Monitor ninth grade retentions

RESEARCH: EARLY GRADES Foundation for success in school starts in early grades Potential dropouts can be identified by the sixth grade Single most important factor for success in school for high risk and impoverished students is parent involvement

RESEARCH: ALL GRADES What high risk students need: – More class time – Better trained teachers – Opportunities for family involvement – Individual attention from adults/mentoring – Access to mental health care – Curriculum that emphasizes critical language skills, social skills, and work habits

BCPS DATA Graduation rate/attendance has shown a decline since the school year All racial groups improved from the school years with the highest improvement in Hispanic students English language learners showed the most improvement over the last five years

More BCPS Data Special Education students have shown a steady decline over the last five years FARMS students have improved in the last five years

EXISTING BCPS PROGRAMS Programs and interventions developed to help students become college, military, or workforce ready: - Rigorous and relevant instruction - Highly qualified administrators and teachers - Character education programs - AVID - Maryland’s Tomorrow - Advance Path - Small learning communities - Magnet Programs - PBIS

EXISTING BCPS PROGRAMS Bridge Center Alternative high/middle schools Evening high schools Afternoon group learning centers Home and Hospital

EXISTING PROGRAMS FOR STUDENTS WHO WITHDRAW PRIOR TO GRADUATION GED Challenge Program Job Corps

RESEARCH: RECOMMENDATIONS Increase personal contact between administrators, counselors, teachers, and students Assign an advisor to at risk students Develop small learning communities Provide academic assistance Monitor class work Review disciplinary records Demonstrate real world connection to material

RESEARCH: RECOMMENDATIONS Implement career and technical programs Develop clear and consistent discipline programs Implement skills development for behavior and academics Programs that work implement multiple strategies

BCPS WORKGROUP: RECOMMENDATIONS Implement a Truancy Court Program Develop magnet programs that are available to at risk students Establish a standard four or seven period day throughout Baltimore County Schools Institute advisory groups Create centers for in school suspension where students complete class work Relate attendance to afterschool activities

BCPS WORKGROUP: RECOMMENDATIONS Host career days Utilize data to identify subgroups and individual students in need of intervention Partner with elementary and middle feeder schools to identify students at risk for truancy/dropout Assign mentors to at risk students

BCPS WORKGROUP: RECOMMENDATIONS Provide remedial assistance in core subjects Develop a program for credit recovery Utilize evidence based programs Personalize the learning environment Orient parents to the importance of good attendance Establish a welcoming environment

BCPS WORKGROUP: RECOMMENDATIONS Plan parent involvement initiatives Train teachers to communicate with parents Incorporate attendance committees in School Improvement Plans Utilize student support teams to address attendance Develop a risk factor tool to identify at risk students Develop measures to track student progress

Any Questions? Contact: Sharon Ochs Coordinator Pupil Personnel Services