1. SOLVING THE DROPOUT PUZZLE Prevention, Detection, Intervention, Recovery

2. THE DROPOUT PROBLEM “Social Dynamite” A GROWING PRISON POPULATION 75 percent of state prison inmates and 59 percent of federal inmates are high-school dropouts. INCREASING WELFARE COSTS A LIMITED LABOR SUPPLY FOR AN ECONOMY WITH AN INCREASING APPETITE FOR EDUCATED WORKERS A GROWING PRISON POPULATION 75 percent of state prison inmates and 59 percent of federal inmates are high-school dropouts. INCREASING WELFARE COSTS A LIMITED LABOR SUPPLY FOR AN ECONOMY WITH AN INCREASING APPETITE FOR EDUCATED WORKERS

3. THE COST OF DROPPING OUT For society, the annual cost of providing for youth who fail to complete high school and their families is $76 billion – or approximately $800 for each taxpayer in states and localities across the country For society, the annual cost of providing for youth who fail to complete high school and their families is $76 billion – or approximately $800 for each taxpayer in states and localities across the country

4. DROPOUT DATA About 14,000 students drop out of Louisiana public schools each year Nationally, 9 th grade retention is the single most powerful indicator of dropouts A majority of Louisiana students that fail 9 th grade English do not graduate Louisiana dropouts span the spectrum of academic achievement 45% of young adult dropouts are unemployed About 14,000 students drop out of Louisiana public schools each year Nationally, 9 th grade retention is the single most powerful indicator of dropouts A majority of Louisiana students that fail 9 th grade English do not graduate Louisiana dropouts span the spectrum of academic achievement 45% of young adult dropouts are unemployed

5. THE STACKED DECK Early Dropout Predictors Socioeconomic Factors * Low income * Limited education of parent(s) * Adult(s) in household in non-managerial or non-professional jobs * Single parent household Early Life Experiences * Low birth weight * Poor nutrition * Not read to by adults * Inappropriate TV viewing habits Socioeconomic Factors * Low income * Limited education of parent(s) * Adult(s) in household in non-managerial or non-professional jobs * Single parent household Early Life Experiences * Low birth weight * Poor nutrition * Not read to by adults * Inappropriate TV viewing habits SOURCE: One-third of a Nation: Rising Dropout Rates and Declining Opportunities, ETS, February 2006

6. WHY STUDENTS DROPOUT Top 5 Reasons Classes not interesting47% Missed too many days to catch-up43% Friends not interested in school42% Too much freedom; not enough rules38% Failing in school35% Source: The Silent Epidemic, Civic Enterprises, 2006

7. DROPOUT PREVENTION THE 4E CULTURE Efficacy Expectations Equity Engagement Efficacy Expectations Equity Engagement Source: From Failure to Success, HSTW, SREB, 2006

8. MONITORING THE 4E CULTURE 1. TEACHER QUALITY * Teacher education * Teacher experience * Teacher mobility * Teacher assignment/placement 1. TEACHER QUALITY * Teacher education * Teacher experience * Teacher mobility * Teacher assignment/placement Source: From Failure to Success, HSTW, SREB, 2006

9. MONITORING THE 4E CULTURE 2. PROGRAM PARTCIPATION (OVERASSIGNMENT) * Special Education * Gifted/Talented * Bilingual Education * Student Discipline 2. PROGRAM PARTCIPATION (OVERASSIGNMENT) * Special Education * Gifted/Talented * Bilingual Education * Student Discipline Source: From Failure to Success, HSTW, SREB, 2006

10. MONITORING THE 4E CULTURE 3. ACHIEVEMENT * State achievement test results * Dropout rates * Graduation rates * ACT/AP results 3. ACHIEVEMENT * State achievement test results * Dropout rates * Graduation rates * ACT/AP results Source: From Failure to Success, HSTW, SREB, 2006

11. EARLY DETECTION Identify high yield early indicators of dropout risk Develop an Early Warning System Implement program of appropriate interventions Identify high yield early indicators of dropout risk Develop an Early Warning System Implement program of appropriate interventions

12. EARLY DROPOUT INDICATORS THE 4 P’s

13. EARLY DROPOUT INDICATORS THE 4 P’s Failing to * Daily Attendance * Class Attendance * Tardiness * Mobility or enrollment tenure Failing to * Daily Attendance * Class Attendance * Tardiness * Mobility or enrollment tenure Source: From Failure to Success, HSTW, SREB, 2006

14. EARLY DROPOUT INDICATORS THE 4 P’s Failing to * Assignment/homework completion * Tests and assessments * Class participation * Extracurricular activities/Athletics * Counseling interventions * Discipline & behavioral management * Volunteer activities Failing to * Assignment/homework completion * Tests and assessments * Class participation * Extracurricular activities/Athletics * Counseling interventions * Discipline & behavioral management * Volunteer activities Source: From Failure to Success, HSTW, SREB, 2006

15. EARLY DROPOUT INDICATORS THE 4 P’s Failing to * Time management * Schedule management * Course-taking * Diploma path * Career path Failing to * Time management * Schedule management * Course-taking * Diploma path * Career path Source: From Failure to Success, HSTW, SREB, 2006

16. EARLY DROPOUT INDICATORS THE 4 P’s Failing to * Course completion * Grade transitions * Grade promotions * Diploma path completion * College readiness * Work readiness Failing to * Course completion * Grade transitions * Grade promotions * Diploma path completion * College readiness * Work readiness Source: From Failure to Success, HSTW, SREB, 2006

17. DROPOUT PREVENTION STRATEGIES

18. EARLY INTERVENTIONS * Family Involvement * Early Childhood Education * Reading/Writing Programs Source: National Center for Dropout Prevention EARLY INTERVENTIONS * Family Involvement * Early Childhood Education * Reading/Writing Programs Source: National Center for Dropout Prevention

19. DROPOUT PREVENTION STRATEGIES BASIC CORE STRATEGIES * Mentoring/Tutoring * Service Learning * Alternative Schooling * Out-of-School Experiences Source: National Center for Dropout Prevention BASIC CORE STRATEGIES * Mentoring/Tutoring * Service Learning * Alternative Schooling * Out-of-School Experiences Source: National Center for Dropout Prevention

20. DROPOUT PREVENTION STRATEGIES MAKING THE MOST OF INSTRUCTION * Professional Development * Learning Styles/ Multiple Intelligences * Instructional Technologies * Individualized Instruction Source: National Center for Dropout Prevention MAKING THE MOST OF INSTRUCTION * Professional Development * Learning Styles/ Multiple Intelligences * Instructional Technologies * Individualized Instruction Source: National Center for Dropout Prevention

21. DROPOUT PREVENTION STRATEGIES USING THE WIDER COMMUNITY * Community Collaboration * Career Education/ Workforce Relations * Violence Prevention/ Conflict Resolution Source: National Center for Dropout Prevention USING THE WIDER COMMUNITY * Community Collaboration * Career Education/ Workforce Relations * Violence Prevention/ Conflict Resolution Source: National Center for Dropout Prevention

22. DROPOUT RECOVERY A Missed Opportunity In hindsight, dropouts are almost universally remorseful for having left school. About ¾ of dropouts indicate they would have remained in school if they could relive the experience. 74% of dropouts would re-enter school if they could attend in alternative settings with age-level peers. In hindsight, dropouts are almost universally remorseful for having left school. About ¾ of dropouts indicate they would have remained in school if they could relive the experience. 74% of dropouts would re-enter school if they could attend in alternative settings with age-level peers. SOURCE: The Silent Epidemic, Civic Enterprises, March 2006

23. CHARACTERISTICS OF SUCCESSFUL DROPOUT RECOVERY PROGRAMS Open entry and exit Flexible scheduling and year-round learning Self-paced learning with alternatives to seat- time requirements Teachers as coaches and mentors Real-world, career-oriented curricula Opportunities for employment Clear codes of conduct Extensive support services, particularly those related to health A portfolio of recovery options Open entry and exit Flexible scheduling and year-round learning Self-paced learning with alternatives to seat- time requirements Teachers as coaches and mentors Real-world, career-oriented curricula Opportunities for employment Clear codes of conduct Extensive support services, particularly those related to health A portfolio of recovery options SOURCE: NGA Center for Best Practices, 2006