1. The National Dropout Prevention Center/Network Leading Graduation Rate Improvement In Your School & Community Dr. Sandy Addis Director 864-656-0957 haddis@clemson.edu

2. 2 As a Dropout Prevention Spokesperson, You Help Determine:  Local understanding of the issue.  Level of educator and community focus on the issue.  Selection and funding of local strategies.  Local policies relative to at-risk issues.

4. 4

6. 6 Steps for Leading Graduation Rate Improvement Address the data Highlight the cost Develop understanding of the problem Highlight the causes Focus on solutions

7. Address the Data

8. U.S. Graduation Rates (1990-2013) Public high school Averaged Freshman Graduation Rate (AFGR) data from http://nces.ed.gov/programs/coe/indicator_coi.asp Public 4-Year Adjusted Cohort Graduation Rate (ACGR) data from https://nces.ed.gov/ccd/tables/ACGR_2010-11_to_2012-13.asp

9. Types of Dropout and Graduation Rates According to NCES, its indicators of school dropout and school completion include the following:  Event dropout rate  Status dropout rate  Status completion rate  Averaged freshman graduation rate (Non-regulatory cohort rate) 9 (National Center for Education Statistics, 2010. Trends in High School Dropout and Completion Rates in the United States: 1972-2008)

10. Regulatory Four-Year Adjusted Cohort Graduation Rate 10

11. High School Graduation Rates—Nationwide Class of 2013 Butrymowicz, S. (July 2, 2015). ”The Graduation Rates From Every School District in One Map.” The Hechinger Report. http://hechingerreport.org/the-gradation-rates-from-every- school-district-in-one-map/ (Data from State Departments of Education.

12. National Averaged Freshman Graduation Rate (AFGR) for Public High School Students, by Race/Ethnicity: School Year 2011-12 12 Source: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "NCES Common Core of Data State Dropout and Graduation Rate Data File," School Year 2011–12, Preliminary Version 1a. See CCD table at http://nces.ed.gov/ccd/tables/AFGR0812.asp

13. Public High School Event Dropout Rates for Grades 9-12, by Race/Ethnicity: School Year 2009-2010 13 Source: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "NCES Common Core of Data State Dropout and Completion Data File," School Year 2009-2010, Version 1a.

14. High School Graduation Rates—Mississippi Class of 2013 State and District Butrymowicz, S. (July 2, 2015). ”The Graduation Rates From Every School District in One Map.” The Hechinger Report. http://hechingerreport.org/the-gradation-rates-from-every- school-district-in-one-map/ (Data from State Departments of Education.

16. 10-Year Graduation Rate Trends Group03-0404-0505-0606-0707-0808-0909-1010-1111-1212-13 All GA65.4%69.4%70.8%72.3%75.4%78.9%80.8%67.5%69.7%71.8% All Dist. 58.1%64.0%69.7%70.4%76.3%70.0%77.3%71.4%72.5%71.8% Black50.9%58.1%62.6%61.5%68.5%64.8%70.0%68.5%67.3%62.6% White62.6%72.0%75.9%81.0%85.4%76.1%84.5%76.3%79.5%82.4% Hisp.80.0%41.7%66.7%61.5%TF80.0%81.0%61.3%77.8%85.2% ED61.2%58.8%64.4%66.1%69.4%67.6%71.4%67.3%71.4%68.4% SWD13.9%13.0%13.2%17.9%21.4%20.5%23.8%29.3%33.3%15.8%

17. Source: The Governor's Office of Student Achievement. Retrieved from http://gosa.georgia.gov/downloadable-data

18. Note: Only 41 students in Clayton County Schools were classified as “Not Economically Disadvantaged” for this year, compared to 2464 “Economically Disadvantaged.” In earlier years, these two groups had more similar rates in the district. Source: The Governor's Office of Student Achievement. Retrieved from http://gosa.georgia.gov/downloadable-data

19. Highlight the Costs

20. Focus: Preventing Dropouts

21. 21 Economics of High School Dropouts  Earn less  Pay less in taxes  Rely more on public health  More involved in criminal justice system  More likely to use welfare services (Rotermund, California Dropout Research Project, Statistical Brief 5, September 2007)

22. 22 Unemployment Rate by Educational Attainment 2012  Doctoral degree...................... 2.5%  Professional degree............... 2.1%  Master’s degree..................... 3.5%  Bachelor’s degree..................4.5%  Associate’s degree.................6.2%  Some college.........................7.7%  High school degree.................8.3%  Less than high school............ 12.4% (Bureau of Labor Statistics, May 2013, http://www.bls.gov/emp/ep_chart_001.htm ) http://www.bls.gov/emp/ep_chart_001.htm

23. Workers per Social Security Beneficiary 1970 3.7 1990 3.4 Currently 2.9 2030 2:1 ratio Mercatus Center George Mason University

24. 24 If Georgia Had a 90% Graduation Rate in 2012, There Would Be: $244 Million annual earnings increase in Georgia $186 Million annual spending increase in Georgia $442 Million increased home sales in Georgia $23 Million increased auto sales in Georgia 2,300 new jobs added in Georgia $20 Million annual increase in local tax revenue Alliance for Excellence in Education, 2013

25. http://impact.all4ed.org

26. Develop Understanding of the Problem

27. 27 Drop Out of School Stay in School 27

28. National Dropout Prevention Center/Network PATHWAY TO DROPPING OUT Dropping out of school is the result of a long process of disengagement that may begin even before a child enters school.

29. Dropout Risk Factors and Exemplary Programs: A Technical Report by C. Hammond, J. Smink, and S. Drew, NDPC and D. Linton, Communities In Schools, Inc. May 2007 Risk Factor Domains

30. Dropout Risk Factors and Exemplary Programs: A Technical Report by C. Hammond, J. Smink, and S. Drew, NDPC and D. Linton, Communities In Schools, Inc. May 2007 Risk Factor Domains 33% Are School Factors

31. 31 Reasons for Dropping Out of School Students who considered dropping out of high school gave these reasons for considering this option:  I didn’t like the school…………………………………………..73%  I didn’t like the teachers ……………………………………….61%  I didn’t see value in the work I was being asked to do……..60%  I had family issues ……………………………………………..42%  I needed to work for money…………………………………… 35%  I was picked on or bullied……………………………………… 28%  No adults in the school cared about me……………………...24%  The work was too easy…………………………………………19% (Yazzie-Mintz, “Voices of Students on Engagement: A Report on the 2006 High School Survey of Student Engagement”)

32. What Students Say Top Five Reasons Reported by Students for Leaving School 1980 Didn’t like school (33%) Poor grades (33%) Chose to work (19%) Getting married (18%) Couldn’t get along with teachers (15%)

33. What Students Say Top Five Reasons Reported by Students for Leaving School 19801988 Didn’t like school (33%)Didn’t like school (51%) Poor grades (33%)Were failing school (44%) Chose to work (19%)Couldn’t get along with teachers (34%) Getting married (18%)Couldn’t keep up with school work (31%) Couldn’t get along with teachers (15%) Feel like they don’t belong at school (25%)

34. What Students Say Top Five Reasons Reported by Students for Leaving School 198019882005 Didn’t like school (33%)Didn’t like school (51%)Classes were not interesting (47%) Poor grades (33%)Were failing school (44%)Missed too many days and could not catch up (43%) Chose to work (19%)Couldn’t get along with teachers (34%) Spent time with people not interested in school (42%) Getting married (18%)Couldn’t keep up with school work (31%) Too much freedom and not enough rules in my life (38%) Couldn’t get along with teachers (15%) Feel like they don’t belong at school (25%) Was failing in school (35%)

35. Highlight the Causes

36.  Retention of one grade – increases risk by 40%  Retention of two grades – increases risk by 90% (Roderick, M. PDK Research Bulletin, No. 15, 1995)

37. % Graduated in Four Years Days Absent Per Semester Course cutting counted as partial days (The Consortium on Chicago School Research at the University of Chicago, 2007) 37

38. % Graduated in Four Years Average Freshman Grades Rounded to the nearest 0.5 (The Consortium on Chicago School Research at the University of Chicago) 38

39. Offer Solutions

41. Board Graduation Rate Considerations Boards establish the point at which we cut students off from school. Boards set the guidelines for “rule implementation”. Boards define how professional educators make decisions for wounded and traumatized students. Boards must balance popular perception against best interests of individual students. Boards determine the utilization of alternative discipline options.

42. What Role Does the Board Play? Is the Board well informed about dropout prevention efforts of the schools? Are there policies that contribute to dropping out? Do discipline policies and practices allow continued enrollment and academic success whenever possible? Are at-risk-related metrics such as attendance, discipline, and graduation rates considered in employee evaluation and rewards? Does the Board encourage staff to learn more about dropout prevention?

43. Consider Graduation Rate Impact When Dealing With Big Issues Retention Attendance Grades

44. What Is the Impact of Leadership? Are leaders aware of graduation rates? Do leaders know their most at-risk students? How do leaders interact with at-risk youth? Do leaders model positive behaviors toward at- risk youth? Do leaders want troublesome students to remain enrolled? Do leaders establish physical and emotional safety of all students?

45. What is the School Climate? Does the school feel safe and inviting? Do students and parents feel good about their school? How are parent participation rates at school events? Do parents, teachers, and leaders communicate often? Is there an ongoing focus on graduation as an end goal?

46. How Does Instruction Impact Graduation Rates? Are all courses interesting to students? Do students see relevance in instruction? Are students active rather than passive learners? Is technology used to make instruction interesting? Are instructional methods and speeds varied for different students? Are numerous career pathways and career-related courses offered?

47. How Do Teachers Prevent Dropouts? Are teachers trained in at-risk factors and dropout prevention strategies? Do teachers make students feel valued and welcome? Are all students personally known by teachers? Do teachers initiate positive communications with parents and students? Do early-grade teachers own the dropout problem?

48. We Know There Are 15 Effective Dropout Prevention Strategies Systemic Approach School – Community Collaboration Safe Learning Environment Family Engagement Early Childhood Education Early Literacy Development Mentoring/Tutoring Service Learning Alternative Schooling After & Out-of-School Instruction Individualized Instruction Educational Technology Active Learning Career & Technical Education Professional Development

49. A Research-Based Dropout Prevention Program Systemic Approach School – Community Collaboration Safe Learning Environment Family Engagement Early Childhood Education Early Literacy Development Mentoring/Tutoring Service Learning Alternative Schooling After & Out-of-School Instruction Individualized Instruction Educational Technology Active Learning Career & Technical Education Professional Development

50. A Research-Based Dropout Prevention Program Systemic Approach School – Community Collaboration Safe Learning Environment Family Engagement Early Childhood Education Early Literacy Development Mentoring/Tutoring Service Learning Alternative Schooling After & Out-of-School Instruction Individualized Instruction Educational Technology Active Learning Career & Technical Education Professional Development

51. A Research-Based Dropout Prevention Program Systemic Approach School – Community Collaboration Safe Learning Environment Family Engagement Early Childhood Education Early Literacy Development Mentoring/Tutoring Service Learning Alternative Schooling After & Out-of-School Instruction Individualized Instruction Educational Technology Active Learning Career & Technical Education Professional Development

52. Effect Sizes on Dropout Rate (2015 Meta-Regression Analysis) Chappell, S. L., O’Connor, P., Withington, C., & Stegelin, D. A. (2015, April). A meta-analysis of dropout prevention outcomes and strategies. Retrieved from www.dropoutprevention.org/ major-research-reports/meta-analysis

53. A Research-Based Dropout Prevention Program That Addresses All Levels of Intervention and Considers Effect Size of Interventions Systemic Approach School – Community Collaboration.18 Safe Learning Environment.46 /.25 Family Engagement.67 Early Childhood Education.11 Early Literacy Development.42 Mentoring/Tutoring.63 /.11 Service Learning.21 Alternative Schooling.46 After & Out-of-School Instruction.11 Individualized Instruction.11 Educational Technology.11 Active Learning.25 Career & Technical Education.81 /.26 Professional Development

54. How Do Communities Prevent Dropouts? Is the community aware of the problem? Does the community understand the nature and local causes of the problem? Is there community leadership to address the problem? What is the community message about the importance of school completion?

55. Georgia schools use competition to motivate students, community. Graduation Cup helps boost rates in Hart, Franklin counties CARNESVILLE - It was a typical scene at the Oct. 12 football game between Franklin County and Hart County. Representatives from each school marched shoulder to shoulder onto the midfield, in the next chapter of the intense rivalry between the two high schools. What was unusual: The scene was during half-time, and the school representatives on the field were not the football team captains. Instead, they were school superintendents, graduation coaches, mascots and students from each school …………. 55

56. http://www.hart.k12.ga.us

57. 57 Hello, I'm Grad Dog, and I'm here to help all of our young Hart County Bulldogs to earn a high school diploma. Whether you are in Kindergarten or a Senior at HCHS, I am cheering you on with the Grad Dog Motto: Finish what you start! You can do it!