School Dropout :School Dropout Deanne GetreuPatricia MirelesCharlotte Uchiyama


Dropout Definition :Dropout Definition The Florida State Senate defines a “dropout” as a student that: Has withdrawn because of marriage, failure of statewide assessment tests, hardship, court action, expulsion, medical reasons, or pregnancy. Has been absent too many times or the student’s whereabouts are unknown. Is no longer eligible for exceptional student programs in the their district because they have reached the maximum age. (The Florida State Senate, 2008 State Statute)


How Can a Student Dropout? :According to the Florida Department of Education, when a student reaches 16 years old he or she is able to file a “formal declaration of intent to terminate their enrollment” with their school district. The declaration must: Be signed by a parent Acknowledge that the student and parent understand that by dropping out the student’s “earning potential” will likely be negatively effected. (Florida Department of Education, Frequently Asked Questions) How Can a Student Dropout?


2007-8 Florida Dropout Rates :2007-8 Florida Dropout Rates (Graph courtesy of Florida Education Information and Accountability Services, Dropout Demographics in Florida Public Schools and Dropout Rates) In 2007-8, Florida’s dropout rate decreased from 3.3% to 2.6%. Currently, Florida’s four year graduation rate is 72.1%, slightly above the national average four year graduation rate of 71%. Florida’s dropout rate compares the number of dropouts to the total students enrolled in grades 9-12 during a single year.


Dropout Rates by Race, 2006-07 and 2007-08 :Dropout Rates by Race, 2006-07 and 2007-08 For each racial group, dropout rates were lower in 2007-2008 Black students’ rates had the most dramatic change from 4.7% to 3.6% The dropout rates for Black and Hispanic students are greater than the state average (Chart courtesy of Florida Education Information and Accountability Services, Dropout Demographics in Florida Public Schools and Dropout Rates)


2007-08 Dropouts by Race, Gender :2007-08 Dropouts by Race, Gender (Graph courtesy of Florida Education Information and Accountability Services, Dropout Demographics in Florida Public Schools and Dropout Rates) Black students had the highest total of students and the highest dropout rate. Male students drop out at a greater rate (2.9%) than female students (2.3%). According to the Florida Dept. of Education’s Education Information and Accountability Services:


Predicting Risk: Social Constructivist Approach :Predicting Risk: Social Constructivist Approach The Social Constructivist Model: A student’s risk is determined by teachers from their interactions with students and expectations in the “cultural context of a particular classroom.” Approaches predicting students’ risk of dropping out as situational, “dependent on the environment in which children are expected to function.” Values teacher identification of students least and mostly likely to be “at risk” and were historically viewed as unstable because they tended to change over time as students changed and progressed, or as the classroom population shifted. (Placier, The Meaning of At-Risk, Whose Meanings Count, and Why: Experts, Reformers, Policymakers, and Teachers)


Predicting Risk: Epidemiological Approach :Predicting Risk: Epidemiological Approach Researchers often use an Epidemiological approach, termed for its methods borrowed from public health professionals to identify at-risk populations for disease. Information is collected from schools regarding student attendance records, standardized test scores, grades and retention decisions to identify characteristics of students that drop out in order to create checklists or profiles of these characteristics for preventative use by school districts. The highest correlations are thought to be the best indicator of the “condition” and were labeled risk factors. The Epidemiological approach is used most often as it is “more efficient and less costly.” (Placier, The Meaning of At-Risk, Whose Meanings Count, and Why: Experts, Reformers, Policymakers, and Teachers)


Identified Risk Factors: Individual Domain :Identified Risk Factors: Individual Domain SCHOOL PERFORMANCE Low achievement Left back or over-age for grade BACKGROUND CHARACTERISTICS Learning disability Emotional disturbance Limited English proficiency EARLY ADULT RESPONSIBILITIES Work long hours Have a child/pregnancy SOCIAL ATTITUDES, VALUES & BEHAVIOR High-risk peer group or social behavior Socially active outside of school SCHOOL BEHAVIOR Misbehavior Early aggression SCHOOL ENGAGEMENT Poor attendance Low educational expectations and commitment to school No extracurricular participation (Hammond et al., Dropout Risk Factors and Exemplary Programs)


Risk Factors Individual v. Institution :Risk Factors Individual v. Institution The Individual: Researchers originally looked to social and demographic characteristics of dropouts exclusively. Studies show that factors related to students’ social and family background can increase or decrease the risk of dropping out. The Institution: Researchers began to conduct surveys to determine why students leave school. Ten years later, students were citing the same reasons (“school is boring”, “I was failing”) for dropping out. Conclusion: Researchers discovered that “in each of the racial/ethnic as well as gender groups, school-related factors are the most cited reasons for dropping out.” (Achieve, Inc., Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System: A Dual Agenda of High Standards and High Graduation Rates)


Identified Risk Factors: Family Domain :(Hammond et al., Dropout Risk Factors and Exemplary Programs) Identified Risk Factors: Family Domain Family Background Characteristics Family moves frequently and/or family disruption Limited English proficiency Low socioeconomic status Low education level of parents Large number of siblings Not living with both natural parents Family Engagement/Commitment to Education Low educational expectations Lack of conversations about school Parents have little contact with school Sibling or Parent has dropped out


Risk Factors Based on Multiple Characteristics: : (Dyanarski and Gleason, Do We Know Whom to Serve: Issues in Using Risk Factors to Identify Dropouts; Hammond et al., Dropout Risk Factors and Exemplary Programs) Risk Factors Based on Multiple Characteristics: Risk Factors Based on Multiple Characteristics: A single risk factor can not determine whether a student will dropout or not. Most researchers use a composite risk factor where sample students have a minimum number of risk factors. According to Dropout Risk Factors and Exemplary Programs, of the single risk factors, four were found to be most reliable in predicting dropouts at all school levels: low achievement retention/over-age for grade poor attendance low socioeconomic status (SES) However, Dyanarski and Gleason have noted that the “average dropout prediction scale identifies only about one-third of actual dropouts.”


How do High School Drop Outs Affect our Community? :How do High School Drop Outs Affect our Community? The cost of dropping out of high school is very high for the whole community – for the student, for their families, for our work force, and for the nation. High school dropout is a silent epidemic. Seven thousand students become dropouts. Every year approximately one million students drop out of high school. Only about half of black, Hispanic, and Native American ninth graders graduate on time. Dropouts cost the nation more than $260 billion in lost wages, taxes, and productivity over the students’ lifetime.


How do High School Drop Outs Affect our Community? Cont’d :How do High School Drop Outs Affect our Community? Cont’d Dropouts are more likely than high school graduates to be unemployed, living in poverty, on public assistance, and single parents. Dropouts are more than 3.5 times more likely to be in prison as high school graduates. 75% of state prison inmates and 59% of federal inmates are high school dropouts. Dropouts are twice less likely to vote or participate in community projects. Highly skilled workers attract high-wage industries and new business investments; low skilled workers DO NOT. State economies suffer when they have less-educated workers. It becomes more difficult to attract new business investment. At the same time they need to spend more on social programs.


The High Cost of High School Dropouts :The High Cost of High School Dropouts High school dropouts must compete not only with graduates in their own community but also with workers around the world. In today’s global economy the American low skilled worker is less competitive than in prior generations. A persistently high dropout rate increases the threat to our country’s strength and prosperity. We have a looming recession and cutting the number of dropouts in half would generate $45 billion annually in new tax revenue. There are approximately 77 million people who will retire in the next dozen years. They are depending on educated American workers. Yet our next generation of workers is not prepared for the 21st century global economy.


What Is It Costing Us? :What Is It Costing Us? U.S Department of Labor data indicates that if even 33% of the current dropouts would graduate, the federal government would save $11 billion each year in welfare, temporary assistance for needy families, public health, food stamps, etc. Recent date from Alliance for Excellent Education finds that in the lifetimes of dropouts, it will cost the U.S. $260 billion in lost wages, taxes and productivity. Some estimates are as high as $325 billion. For example, in Florida in 2000, of the 238,161 high school freshmen only 53% graduated four years later. It is estimated that those 2004 dropouts will cost $29 billion when compared to those who graduated.


Students Who Learn More Earn More :Students Who Learn More Earn More A High school dropout is ill-equipped to enter today’s high-tech, globally competitive workforce They will earn approximately $9,600 less per year than a high school graduate (U.S. Bureau of Census, 2006). The difference between a high school dropout and a college graduate is even greater - $19,000. Mean earnings of Latinos who did finish high school are 43% higher than of Latinos who drop out (U.S. Bureau of Census, 2002).


Students Who Learn More Earn More cont’d :Students Who Learn More Earn More cont’d Over the course of a lifetime, the gap in earning potential between a high school dropout and a high school graduate is $260.000. More importantly, households headed by a high school graduate accrue TEN TIMES more wealth than households headed by a dropout. Families headed by even high school graduates have much better odds of weathering financial instabilities, such lay offs or medial emergencies than families headed by a high school dropout. Our nation needs a well-educated population.


Graduates Benefit the Nation :Graduates Benefit the Nation Economic and Social Benefits Live longer Less likely to be teen parents Raise healthier better educated children Less likely to commit crimes Less likely to depend on government assistance More likely to engage in civic activities More likely to volunteer More likely to vote


Improving High Schools :Improving High Schools Surveys indicate that some students feel alienated at school. No one notices if they fail to show up to class. Classes are uninteresting or do not reflect their world, real life situations and problems. Teachers and administrators in High Schools should organize teams to oversees students. Teachers should work across subject areas; English and math teachers for example and collaborate on lessons and discuss the students’ needs and try to learn as much about them as possible. Go knock on their door and ask them to come back to school if that is what it takes.


Improving our Schools :Improving our Schools Investments made in elementary and middle schools are starting to pay off, we see higher student reading scores. There is also some improvement in the achievement gap between white and minority students. Now our attention needs to turn to high schools. Adolescence is a difficult time for all children. They are beginning their journey to adulthood, yet they continue to need adult guidance. Teachers should provide a thread of stability in a student’s life. Students should have a strong school community with caring teachers and mentors. Teachers need to help students form lasting attachments to school to increase likelihood of graduating especially those entering the 9th grade with weak social and academic preparation.


Department of Education Institute of Educational Services Recommendations for Schools and Districts to Reduce Drop Out Rates :Department of Education Institute of Educational Services Recommendations for Schools and Districts to Reduce Drop Out Rates Invest in the development of an “early warning system” Utilize a diagnostic process to identify school wide drop out problems Have a school wide systemic program along with targeted interventions Institute school wide reforms designed to enhance engagement for all students


Broward Schools Child Development Services :Broward Schools Child Development Services Head Start School Readiness Program Preschool Exceptional Student Education Programs Florida First Start Program Early Head Start


Supplemental Academic Instruction (SAI) :Supplemental Academic Instruction (SAI) Are intensive academic and motivational programs Designed for unsuccessful or disinterested students Offered at traditional school sites in grades K-12


: Tutoring programs Full or part-time intensive skills classes Computer Assisted instruction Multi-age/grade groupings Saturday school programs Reading, math science camps After school academic program SAI Delivery Models


Alternative Centers for Behavior Change :Alternative Centers for Behavior Change Structured behavior environments Pine Ridge Alternative Center, Lanier James Educational Center Cypress Run Alternative Center Disciplinary programs Emphasize academics Curriculum includes problem solving and decision making skills Improve self esteem and personal success Anger management Resiliency training curriculum strategies


Alternative Academic Programs (Schools of Choice) :Alternative Academic Programs (Schools of Choice) Middle and high school students Non-traditional setting Hallendale Adult and Community Center, Whiddon-Rodgers Edu. Center, Dave Thomas Edu. Center-West Campus Performance-based instruction Earn credit towards a diploma Standard diploma Alternative Diploma- GED/FCAT exit option State of Florida GED diploma


Other Programs :Other Programs Teen and Parent Program Specialized curriculum for students who are pregnant and parenting Drop Back In For students who have left the system Access to programs to get a diploma


Create Environmental Systems :Create Environmental Systems Personalized learning environment Schedules and procedures Build rapport with students Assist students with relationship building with peers and adults Address feelings Alienation and isolation You care Listen and be concerned


Create Instructional Systems :Create Instructional Systems Core academic curriculum is based on high standards and expectations, multiple means of engagement, uses reinforcement and acknowledgement, and provides strategies for success. Encourage and remind students importance of academic success and ways to succeed academically Help students identify goals, provide support to ensure success


: High expectations for behavior Model and practice, classroom rules Make rules relevant, explicit, fair, and equitable Use Contingency Contracts Create Behavioral Systems


Behavioral Systems cont’d :Behavioral Systems cont’d Use Cognitive Behavior Interventions which teach anger control and self control. Reinforce replacement behaviors and teach social skills to enhance cooperative learning and project based learning. Support Check and Connect programs that monitor students level of engagement on a daily basis and checks on student attendance and academic performance.


References :References Alliance for Excellent Education. (2008). The high cost of high school dropouts: What the nation pays for inadequate high schools. Retrieved April 3, 2009, from http://www.all4ed.org/files/HighCost.pdf Bainbridge, William L. (2008). High school dropouts cost nations billions in lost wages and taxes. Retrieved April 3, 2009, from http://www.schoolmatch.com/articles/ftu2006apr15.cfm Bluestein, Jane, Ph.D. (2001) Creating Emotionally Safe Schools. Florida: Health Communications, Inc. Covington Smith, Sandra (2008). Addressing dropout related factors. Clemson, SC: National Dropout Prevention Center for Students with Disabilities, Retrieved April 3, 2009, from http://www.ndpc-sd.org/documents/LEA_Recommendations_for_Teachers.pdf Dropout Prevention/Alternative Education. (2008). Dropout Prevention Alternative Education. Retrieved April 15, 2009, from Broward County Public Schools Web site: http://www.broward.k12.fl.us/dropoutprevention/index.html Dryfoos, Joy G. (1998). Safe Passage: Making It Through Adolescence in a Risky Society. New York: Oxford University Press. Dynarski, Mark and Philip Gleason. (1998). Do we know whom to serve: Issues in using risk factors to identify dropouts. A Research Report from the School Dropout Demonstration Assistance Program Evaluation. Washington, DC: U. S. Department of Education.


References :References Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., and Smink, J. (2008). Dropout Prevention: A Practice Guide (NCEE 2008–4025). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved March 12, 2009 from http://ies.ed.gov/ncee/wwc. Education and Accountability Services. (2008). Data Report: Dropout Demographics in Florida’s Public Schools and Dropout Rates, Rep. no. Series 2009-04D. Florida Department of Education, Education and Accountability Services. Retrieved April 9, 2009 from http://www.fldoe.org/eias/eiaspubs/default.asp. Education World. No Educator Left Behind: Dropouts. Retrieved February 24, 2009, from http://www.educationworld.com/a_issues/NELB/NELB129.shtml Fields, Gary. (2008) The High School Dropout’s Economic Ripple Effect. Retrieved March 12, 2009, from http://online.wsj.com/article/SB122455013168452477.html Florida Department of Education. (2008). Frequently asked questions. Florida Department of Education. Retrieved on March 29, 2009 from http://www.fldoe.org/faq/default.asp?ALL=Y&dept=107. Florida Senate.(2008).The 2008 Florida State Statutes. Tallahassee: State of Florida. Retrieved on Mar 29, 2009 from http://www.flsenate.gov/statutes/. Hammond, C., Linton, D., Smink, J., & Drew, S. (2007). Dropout Risk Factors and Exemplary Programs. Clemson, SC: National Dropout Prevention Center, Communities In Schools, Inc. Hopkins, Gary. (1997) Who are today’s school dropouts? Retrieved February 24, 2009, from http://www.educationworld.com/a_admin/admin/admin026.shtml


References :References Lochman, John. Programs and Strategies for Positive Behavior: Early Intervention Programs & Strategies: Anger Coping Program. Washington, D.C.:Elementary and Middle Schools Technical Assistance Center. Retrieved on March 12, 2009 from http://www.emstac.org/registered/topics/posbehavior/early/anger.htm Orfield, Gary (Edited by). (2004) Dropouts in America: Confronting the Graduation Rate Crisis. Cambridge, Massachusetts: Harvard Education Press. Placier, Peggy (1991). The Meaning of At-Risk, Whose Meanings Count, and Why: Experts, Reformers, Policymakers, and Teachers. Chicago, Illinois: Annual Meeting of the American Educational Research, Retrieved April 3, 2009, from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/23/2c/0e.pdf United Way of Northeast Florida. (October 2008) Achievers For Life: Addressing the Dropout Crisis. Retrieved April 3, 2009 from http://www.uwnefl.org/Documents/UWAchieversForLife_OneYearProgress.pdf


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