1. In partnership with NCSHP Andrew Behnke, PhD & Laura Gonzalez, PhD In partnership with NCSHP

2. Dropouts = Annual cost of $7.5 Billion in lost earnings Annual cost of $7.5 Billion in lost earnings Aggregate of $712 Million in tax revenue Aggregate of $712 Million in tax revenue Lost State Income Tax Revenue $995 Incarceration Costs $1,946 Medicaid Costs $1,496 Annual Public Cost per Dropout $4,437 (Gottlob, 2007) (Gottlob, 2007) How Dropouts Hurt North Carolina

3. Dropouts in the US (National Center for Education Statistics, 2002. Dropout Rates in the United States: 2000) (Manhattan Institute for Policy Research. Civic Report 31 Public School Graduation Rates 2000) Race & Ethnic Characteristics Race/Ethnicity Dropout Rate White, non-Hispanic 7.3% Black, non-Hispanic10.9% Hispanic27.0% Hispanic, immigrant 44.2% Asian/Pacific Islander 3.8% Native American 57.0%

4. 1990 =56,667=1.1% 2000 =378,963 = 4.7% 2007 =643,333 =7.1% 2009 = ????=??? Births to Latinos increased by 1208% from 1990 to 2006. Births to Latinos increased by 1208% from 1990 to 2006. The number went from 1,754 in 1990 to 21,202 in 2006 or 17% of births. The number went from 1,754 in 1990 to 21,202 in 2006 or 17% of births. NC Latino Population (NC Vital Statistics, 2008; Census; 2007)

5. Potential Hispanic HS Students in NC (Western Interstate Commission for Higher Education [WICHE], 2003) 4500 56000

6. In 2006, 44% - 52% of all H.S. Latinos did not graduate in 4 years in NC In 2006, 44% - 52% of all H.S. Latinos did not graduate in 4 years in NC Latino dropout rate is improving Latino dropout rate is improving still the highest large ethnic group still the highest large ethnic group Currently, only about 3% of NC university students are Latino Currently, only about 3% of NC university students are Latino Academic Achievement and Dropout Issues (Laird, DeBell, & Chapman, 2006; NCDPI, 2009; WICHE, 2003)

7. Grades and Attendance Issues Grades and Attendance Issues Working / Family Obligations Working / Family Obligations Generational Poverty Generational Poverty Marry Young / Childbirth Marry Young / Childbirth Gangs / Delinquency / Drugs Gangs / Delinquency / Drugs Limited Higher Education Opportunities Limited Higher Education Opportunities Why Do Latino Students Leave School? (NCDPI, 2009; Perriera, 2007)

8. An initiative of the NC Society of Hispanic Professionals to: An initiative of the NC Society of Hispanic Professionals to: understand the issues that Latino students are facing in North Carolina schools and the reasons why they might drop out of high school understand the issues that Latino students are facing in North Carolina schools and the reasons why they might drop out of high school outline recommendations for educational authorities, advocates, and policymakers to respond to the needs of Hispanic/Latino students in North Carolina outline recommendations for educational authorities, advocates, and policymakers to respond to the needs of Hispanic/Latino students in North Carolina Distribution and administration of the student surveytook place at the NCSHP’s 2008 Hispanic Educational Summit. Distribution and administration of the student surveytook place at the NCSHP’s 2008 Hispanic Educational Summit. The Current Study

9. 501 Latino 6 th -12 th Graders 501 Latino 6 th -12 th Graders Mean age = 15.6 and 56% were female Mean age = 15.6 and 56% were female 73% in the 9 th -12 th grades 73% in the 9 th -12 th grades 83% report speaking primarily Spanish at home 83% report speaking primarily Spanish at home 90% born outside the US 90% born outside the US 50% lived in the US for less than 6 years 50% lived in the US for less than 6 years 73% were originally from Mexico 73% were originally from Mexico The Sample

10. 50 closed-ended questions and 11 open-ended questions. 50 closed-ended questions and 11 open-ended questions. Why are their peers dropping out of school? And what can be done to help them stay in school? Why are their peers dropping out of school? And what can be done to help them stay in school? Structural Equation Modeling was used to understand the factors that support academic success: Structural Equation Modeling was used to understand the factors that support academic success: Peers, mothers, fathers, regular teachers, ESLteachers, counselors, principals, and school climate. Peers, mothers, fathers, regular teachers, ESLiteachers, counselors, principals, and school climate. Methods

11. What are the main reasons that you know of or believe to be the cause of students dropping out of school? 75% Personal Reasons (pregnancy, problems at home) 54% Academic Struggles 50% Wanted to Work 48% Help their Family Economically 47% Peers or Friend Influences 32% Not Feeling Like a Part of the School

12. What makes it hard for your peers to stay in school?

13. What are the problem/ dangers that you face at school? 51% 51% Discrimination 42% 42% Violence / Drugs / Gangs 34% 34% Lack of English 29% 29% Peer Pressure

14. Personal Reasons (pregnancy, problems at home) highest teen pregnancy / birth rate Family Economic Issues “need to pay bills, we need to make money to help are families” Struggle with English “have trouble with English, can’t understand, the teachers go to fast”

15. Peer Influences “not cool to be considered smart” “why go [to school] when your other friends are skipping” a competition to be the most distracting student Discrimination still huge… safe school climate especially important for girls

16. What kind of services and / or classes would help prevent students from dropping out of school?

17. What do you think could be done to keep youth in school?

18. Academic support tutoring, mentoring, afterschool programs knowing options for after high school, getting into college More Spanish-speaking staff high touch- personalismo understanding their culture Improved ESL classes

19. Peers Dads Moms ESL Teachers Regular Teachers Academics Principals School Climate Counselors

20. Peers Dads Moms ESL Teachers Regular Teachers Homework Completion Principals School Climate Counselors.19 -.31.32.19.21

21. Peers Dads Moms ESL Teachers Regular Teachers Grades Principals School Climate Counselors.15.25

22. Peers Dads Moms ESL Teachers Regular Teachers Homework Completion Principals School Climate Counselors.25 -.30 -.58 -.32.23

23. Peers Dads Moms ESL Teachers Regular Teachers Grades Principals School Climate Counselors.15.80.45.29 -.74 -.41 -.33

24. Fathers play a larger role in the academic success of youth boys especially Negative relationship for mother’s influence in the model the “Nagging” Factor Peers also had a strong negative influence on grades and homework completion

25. Our Recommendations:

26. 1) Increase involvement of fathers in their youth's education

27. Action Inspiration Motivation AIM Clubs 2) Develop programs to supplement English learning in multiple settings (e.g., afterschool programs/supplements, classes, clubs) classes, clubs)

28. 3) Provide trusted counseling relationships for Latino youth who are dealing with personal issues

29. 4) Enact policy to reduce employment options for youth during school hours

30. 5) Foster positive peer-to-peer relationships in programs

31. Our Recommendations: 6) Provide cultural sensitivity training to school teachers, staff, and administrators 7) Improve support and resource allocation for ESL teachers and bilingual resource persons in schools 8) Increase support and evaluation for programs targeting Latino youth via tutoring, mentoring, or afterschool programs

32. What will you do?

33. Feel free to email us for more information or a copy of these slides: aobehnke@ncsu.edu OR mailbox@thencshp.org A copy of the publication “Understanding What Affects Latino Dropout Rate in North Carolina” is available online at the NCSHP website at: www.thencshp.org. Any Questions? ¡ Gracias y Buena Suerte!