1. Riverside County Class of 2009 Dropout and Graduation Rates Shannon Wells, PhD

2. Terminology Lost Transfer – District indicated student moving to another CA public school, but the state did not find a matching SSID in another school/district Considered a Dropout Dropout Re-Enrolled – District indicated student left with a dropout code but state found the same SSID in another school/district Reduces dropout count

3. Grade 9-12 Lost Transfers 20082009Difference Lost Transfers % Change Lost Transfers Alvord Unified128775 625% Banning Unified2619-7 -27% Beaumont Unified451 25% Coachella Valley Unified3610468 189% Corona-Norco Unified113874761 673% Desert Sands Unified7014474 106% Hemet Unified1510893 620% Jurupa Unified6024-36 -60% Lake Elsinore Unified227048 218% Moreno Valley Unified143274131 92% Murrieta Valley Unified8154146 1825% Nuview Union20-2 -100% Palm Springs Unified667812 18% Palo Verde Unified61913 217% Perris Union High328957 178% Riverside Unified27522495 1833% San Jacinto Unified84335 438% Temecula Valley Unified94940 444% Val Verde Unified8612438 44% County Total:1,6813,8012,120 126% Statewide23,57645,65222,076 94%

4. 9-12 Dropouts Reenroll 20082009Difference Reenroll Alvord Unified012 Banning Unified011 Beaumont Unified154 Coachella Valley Unified088 Corona-Norco Unified234522 Desert Sands Unified022 Hemet Unified2273271 Jurupa Unified176 Lake Elsinore Unified033 Moreno Valley Unified8152144 Murrieta Valley Unified63 0 Nuview Union000 Palm Springs Unified014 Palo Verde Unified41915 Perris Union High034 Riverside Unified1106105 San Jacinto Unified017 Temecula Valley Unified099 Val Verde Unified58277 County Total:94905811 Statewide3,52520,72117,196

5. Dropout Data Riverside County increased Lost Transfers by 126% Statewide Lost Transfers increased by 94% Above suggests possible data issue – Possible miscoding/misunderstanding by districts – CALPADS incorrect interpretation of data

6. 6 Exit Codes: Graduates, Completers, Non-Dropouts Graduate 100: Graduated from HS 120: Special Ed Certificate of completion Completer 250: Adult Ed HS Diploma 320: GED 330: Passed CHSPE Non-Dropout E125: Exited SPED receiving certificate of completion E130: Died T160: Transferred to CA public school* T165: Transferred to CA public school discipline* T167: Transferred to CA Alt Ed Program – non discipline* T180: Transferred to private school T200: Transferred to school outside CA T240: Moved to another country T260: Left to enroll in adult ed program T280: Left, enrolled in college T310: Left entered health care facility T370: Entered institution not primarily academic (military, job corps, justice system, etc.) working towards diploma E410: Withdrew medical reasons N470: Pre-enrolled, never attended 480 Promoted (matriculated) E490: Exited summer school or intersession, but will return *Can turn into Lost Transfers

7. Exit Codes: Dropouts 104: Completed all graduation requirements, but did not pass CAHSEE; and does not have an IEP or 504 Plan E140: Withdrew and no evidence student is in an academic program T270: Student left to enroll in Adult Ed, then dropped out E300: Expelled and referred to another ed service, but did not show up 360: Completed grade 12 without completing graduation requirement T380:Entered institution not primarily academic (military, job corps, justice system, etc.) and not working towards high school diploma E400: Reason unknown N420: Student completed an academic year and did not return to school T460: Withdrew to enter home school setting, not affiliated with a school system Dropout codes should be verified by site and district administration before used 7

9. 9 2008 and 2009 Graduation Rates and 2010 AYP Target AYP Targets: 90% or 2010 90-Grad09/10 2011 90-Grad10/9 2012 90-Grad11/8

11. Important Dates: 2010 Graduation/Dropout* 11 February 4: Certify CALPADS – March 11: Preview counts of enrollment, dropout, and graduates February 14-April 22: Amendment window – Make corrections to CALPADS data – Certify by April 22 May 19: Preview new graduation/dropout rates May 23: Public release of graduation/dropout *Used for 2011 AYP

12. Red Flags to Research Lost Transfers: Especially if increases in 2009 were noticed Obtain list of Lost Transfer students – CALPADS Available in State View reports Research at site and district level to locate student or determine if student left California or the U.S. Visit Neighbors Talk to teachers and friends If moved to another CA public school, verify SSID If moved out of the country, state, or to private school, use appropriate exit codes 12

13. Red Flags to Research Cont. Students marked as dropouts Obtain a list of all students with dropout exit codes – CALPADS – District IT department (submitted to CALPADS) Things to look for – SWD not passing CAHSEE, marked as not passing CAHSEE (dropout) rather than completed – Students enrolled in Adult Ed programs, but reported to CALPADS as a dropout – Students with inconsistent exit codes from SIS to CALPADS Students graduated, yet marked as a dropout – Students left the country, state, or entered private school

14. DROPOUT RESEARCH Who drops out and how can it be prevented? 14

15. Who is At-Risk of Dropping Out? Demographics Family/Personal Background Parental Involvement Academic History Behavioral Indicators Teacher Perceptions

16. 16 Dropout Risk Factors Socio-economic status and per-pupil spending – Socio-economic status is the best predictor – Lower ADA results in higher drop-out rates Grade retention Low grade point average, attendance, and credit deficiencies Negative school climate and school size

17. Grade Retention and Dropout Retaining students is often done without schools understanding the potential long-term effects of such practices Retention as a remediation strategy does not improve school performance – Negatively related to almost all academic and social/behavioral indicators 2nd greatest predictor of dropout – 70% retained students dropout (27% not retained) – Retention one grade level increased dropout risk by 40-50% 2 grades increases by 90% – Retention in later grade levels increases risk even higher Researchers suggest that it would be difficult to find another educational practice in which all the evidence is indisputably negative 17

18. Protective Factors Relationships with teachers Relevant/important coursework Participation in extracurricular activities – Especially pronounced for at-risk students – More extracurricular activities increased likelihood of graduating – Provide a gateway into school social networks and promote individual interests, achievements, and goals 18

19. Dropout Risk Factors that Schools Can Control/Monitor Grade retention policies and practices Grades and courses – Poor grades – Course-taking patterns – Course offerings Rate of attendance School climate – Negative attitudes and beliefs about school Policies that encourage dropout – Raising academic standards without providing supports, tracking students, and frequent use of suspension – Fair and consistent discipline policies School connectedness – Caring/supportive adult – Alienation and participation in school/extracurricular activities 19

20. Questions? Shannon@KeyDataSys.com 20