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Strategies for ImprovingStrategies for ImprovingGraduation RatesGraduation Rates

Presented

Katerina Sorrell

March 13, 2014 - Chapman University

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Goal: Dropout Reduction

Current 1 Yr 5 YrsGeneral 47% 45% 27%Minority 55% 53% 35%1 year: 2% improvement5 years: 20% improvement

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Overview

I. Identifying High Risk Students

II. Strategies That Work

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Definition of an At-Risk Student?

“Someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships.”

(Bailey & Stegelin, 2003)

The Education Alliance, 2009

Who Drops Out: Early Warning Signs

Poor academic performance (lowest 2 quartiles)

Low reading performance

Excessive absences

Grade retention

Emotional/behavioral disabilities

Classroom disengagement

Lowest 20% SES

The Education Alliance, 2009

Grade Level Predictors for Dropping Out

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Characteristics of Dropouts

Absent 10+ days Received more counseling Disliked school Failed 3-5 classes Received 5-9 discipline referrals Participated in no school activities Were identified in middle school

(Huffman, K.L., WVU Dissertation, 1999)

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Reasons for Dropping Out:Student Perspective

Poor grades / failing school ...............31.4% Dislike for school ............................ 30.0% Conflict with teachers ....................... 15.4% Suspended/expelled from school ....... 10.7% Conflict with students ....................... 6.4%

(Dropout Rates in the United States. NCES, U.S. Department of Education)

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Reasons for Dropping Out:Student Perspective

Find classes boring / irrelevant / waste of time

No positive relationships with teachers No positive relationships with students Frequent suspensions Feeling unsafe at school Poor grades Dislike the work (Railsback, J., Increasing Student Attendance, 2004)

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Reasons Students Stay in School

Supportive family Involvement w/committed adult Persevering attitude Respectful relationship w/teachers Satisfaction w/learning experiences Relevant curriculum Fair discipline policies

(Christenson, et al, 2000)

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Factors Contributing to Dropout

Individual Factors

Family Factors

School Factors

Community Factors

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Individual Factors

Lack of future orientation Inadequate peer

relationships Drug abuse Pregnancy Special learning needs Depression

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Family Factors

Poverty Low expectations Abuse Mobility of family Parent level of education Language and literacy levels

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School Factors

Lack of program for challenged students

No significant, interested adult Lack of active learning instruction No individual learning plans Behavior & discipline issues

Matthew Hall 18

Strategies That Help Prevent Students

From Dropping Out

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Ways to increase protective factors:

Protective Factors Family Factors

As Counselors What Can We Do?

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Encourage School Connectedness

Engage Student Academically

Ways to increase protective factors:

As Counselors What Can We Do?

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Prevention Strategy #1: Connectedness in School

Significant adult (formal + informal) Strategies/activities: Learn & use first names,

greet students before class outside classroom (neutral territory), smile, point out small victories, small gestures (cupcake story)

Fellow students Clubs, councils, peer mentoring (both sides)

School Teams

Rita Pierson

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MentoringMany formats …

Traditional: One adult + one student

Peer: One older + younger youth

Group/Team: 1/more adults + several youth

Telementoring:1 adult + 1 youth via Internet

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Mentoring

Impact of Mentoring 66% improved reading & math grades

(Waits, 2003)

80% improved study skills (Waits, 2003)

89% improved attitude toward life (AmeriCorp, 2000)

93% parents favorable comments(Youthfriends, 2001)

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Prevention Strategy #2: Relevance of School

Life Success Study skills, time management,

organization, goal achievement Career Success

Skills & aptitude identification,occupational exploration

Future Education Admission, scholarships

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Prevention Strategy #3: Safety Net

Tutoring (academics) Assignment flexibility,

incentive point system Credit Recovery Classes

(academics) Second chance opportunity

Group Counseling (personal-social) Identify & engage

The Education Alliance, 2009

Additional Strategies

Seminars: study skills & time management

“Service learning” – 40 community hours requirement

Part-time employment opportunities

Support for struggling students (e.g. tutors, summer programs, etc.)

Competency-based credit options

Formalize transition from middle to high school

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IES – What Works Clearinghouse & U.S. Department of Education

Check in Connect ALAS (Wings)

Twelve Together

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Strategies for ImprovingStrategies for ImprovingGraduation RatesGraduation Rates

Presented by

Katerina Sorrell

March 13, 2014 - Chapman University