1. A Multi-Faceted Approach to Dropout Prevention and Recovery NAEHCY Preconference: Soar to New Peaks. A Multi-Faceted Approach to Dropout Prevention and Recovery November 14, 2009 Colorado Department of Education Colorado Youth for A Change Dropout Prevention and Recovery, Jefferson County Public Schools

2. Agenda Introductions Issues, Trends and Data Dropout Prevention and Recovery at the Local Level Student Voices Panel World Café Conversations

3. Issues, Trends and Data Judith Martinez Office of Dropout Prevention and Student Engagement Colorado Department of Education

4. True or False? The percentage of dropouts among 16- to 24-year-olds has shown some decreases over the past 20 years.

5. True Between 1987 and 2007, the status dropout rate declined from 12.6 percent to 8.7 percent. Source: National Center for Education Statistics What is a status dropout rate?

6. Tracking Dropout Rates Status dropout rate - proportion of a population that dropped out of school, regardless of when they last attended school. Event dropout rate - proportion of students who leave school each year without completing a high school program. The national event dropout rate was 3.8 percent in 2006.

7. Tracking Dropout Rates Cohort dropout rate - proportion of students in a defined cohort who left school in a defined period of time. 20% of 8th graders dropped out at some point during their high school career (national study) Source: National Governor’s Association

8. Reporting Trends National Governor’s Association Compact - to track cohort rates based on adopted calculations. 48 states in 2011 will report rates Issues –GED –4 year rate –Federal reporting

9. Reporting Trends Cohort dropout rate does not equal graduation rate subtracted from 100 percent. Some students graduate five, six, or more Some students earn alternative high school credentials, GED… Other…

10. Multiple Choice Quiz Dropping out of high school is related to which of the following negative outcomes? a)Lower annual income b)Higher unemployment c)In adulthood, worse health than those who are not dropouts d)All of the Above

11. Multiple Choice Quiz D. All of the Above Source: National Center for Education Statistics and Alliance for Excellent Education Annually, dropouts cost the United States more than $300 billion in lost wages and increased public-sector expenses

12. Why do Students Drop Out? A lack of student engagement is predictive of dropping out, even after controlling for academic achievement and student background. -High School Dropout in America, Alliance for Excellent Education

13. Life events Forces outside of school cause students to drop out –Need to work –Pregnant/parenting –Serious illness –Death of a loved one Source; Johns Hopkins University www.every1graduates.org/

14. Fade Outs Students do okay in school but stop seeing a reason for staying –Classes not interesting –Alienated –Not motivated –School doesn’t feel safe

15. Push Outs Students who are or perceived to be detrimental to others in the school –Students who are disenrolled after truancy –Students who are given a choice to withdraw or be expelled –Failing students based on unexcused absences

16. Failing in school Schools failing students –Held back a grade –Not prepared academically –No recourse for remediation –Miss too many days of school Failing even one or two semester courses in 9 th grade dramatically reduces probability of on-time graduation

17. What Can Be Done Parent Engagement Refers to parent education, two-way communication, volunteering, decision- making and community collaborations. Examples: –Parenting classes –Parents “on the team and at the table” in the ICAP

18. What Can Be Done Academic Press Focus is on achievement in core courses and opportunities for remediation. Examples: -Content recovery courses -Tracking of 9 th graders with 1 or more failing grades

19. What Can Be Done Teacher Support Refers to professional development, peer learning and coaching. Examples: –“Professional learning communities” for staff –Counselor outreach at staff meetings –Professional development days, for strategies such as Response to Intervention and Positive Behavior Support

20. What Can Be Done Relevance Refers to linking instruction to student goals and interests. Examples: –Career and college awareness –Ninth grade transition programs –Service learning

21. What Can Be Done Intrinsic issues Refers to civic engagement, belonging, competence, and autonomy. Examples: –Social skill-building, such as goal-setting and decision-making –Community advocates support developmental needs –Support for students with disabilities outside of school Source: Johns Hopkins University www.every1graduates.org

22. Contact Information Judith Martinez 303.866.6127 Martinez_j@cde.state.co.us www.cde.state.co.us