1. The Call to Action National research indicates that: – High school dropouts are 72% more likely to be unemployed compared to high school graduates – Graduating from high school has a huge impact on future earning potential. In 2012, the median wages for young adults age 25-24 were: $24,544/year for high school dropout $33,852/year for high school graduates 40,404/year for an Associate’s degree $57,616/year for 4 year college graduates $69,108/year for masters degree or higher – Dropouts are also more likely to apply for and receive public assistance than graduates of high school; – Dropouts comprise a disproportionate percentage of the nation's prison and death row inmates. About 75% of America's State prison inmates, almost 59% of Federal inmates, and 69% of local jail inmates did not complete high school.

2. ASD 4 Year Graduation Rates

4. Who Graduates in Anchorage?

5. How many students dropout? Not graduating does not automatically mean a student has dropped out. There are also two ways to calculate dropouts.

6. What factors lead to dropping out in ASD? How do they differ among student groups? Key: Dark Grey Significance at.00 Level Light Grey = Significance at the.05 level Caucasian Af.Am./Bl ack Hispanic Asian NH/OPI AN/AI 2 or more races Female Male EDS non-EDS Less than five credits freshman year Attendance of less than 90% freshman year Failing a class freshman year Expulsion Suspension, more than four times in an academic year Having received ELL services (at any time, even if no longer receiving direct services) Receiving special education services Failure to pass the HSGQE Less than 2.0 GPA Proficient on Math SBA in 9 th grade Proficient on Writing SBA in 9 th grade No certificate received in WorkKeys Readiness Assessment.

7. When does dropping out happen? Dropping out is a process, not an event, with factors that build over time. The process of disengagement is lengthy and may begin even before children enter school.

8. What protective factors help Anchorage youth? The protective factors that had the strongest effect on decreasing the odds of youth engaging in risk behaviors (drinking/drugs) were: Having caring and encouraging teachers. Having parents that talk to them about school every day. Volunteering or helping three or more hours per week in school or the community. Being involved in organized after school activities two or more days per week. The protective factors that had the strongest impact on decreasing the likelihood of missing classes or school without permission were: Having parents that talk to them about school every day. Having caring and encouraging teachers. Feeling like they are not alone. Having a school that has clear rules and consequences for their behavior. The protective factors that had the strongest effect on increasing the likelihood of getting A’s and B’s in school were: Being involved in organized after school activities two or more times per week. Spending three hours or more a week volunteering or helping in school or the community. Having parents that talk to them about school every day.

9. Next steps? 1. Data Team to Finish Scoping Process (early September)  Final Data Team Scoping Report produced 2. Initial Request for Engagement for Collaborative Action Network (Sept/Oct)  Who needs to be involved?  Set dates for chartering & action planning 3. Charter & Action Planning Process with Network (October)  Set long and short-term goals & objectives  Review what projects partners are already involved with  Select action projects  Elect network chairs & action team leads 4. Begin Projects (November)