Recouping Our Losses: Strategies for Dropout Recovery Matthew Klare 2009 Clemson University

Scary Stats!  In 2006, an estimated 3.8 million youth ages were neither employed nor in school. This represented 15% of all young adults. (It’s now up to 4.4 million…)  From 2000 to 2004, the ranks of these disconnected young adults grew by 700,000.  In 2006, an estimated 3.8 million youth ages were neither employed nor in school. This represented 15% of all young adults. (It’s now up to 4.4 million…)  From 2000 to 2004, the ranks of these disconnected young adults grew by 700,000. Annie E. Casey Foundation. Kids Count Data Book. Baltimore, MD )

National Costs of Dropout  A dropout contributes  $60,000 less in taxes than a graduate (Rouse, 2005)  Each dropout costs the nation $260,000 over a lifetime (Rouse, 2005)  At present rates,  12 million youth will drop out over the next decade... A loss of $3 trillion to the US (Alliance for Education, 2007)

What’s an Education Worth? Mean Annual Incomes in 2007, by Education  Less than HS education: $22,662  HS diploma – no college: $33,609  Some college: $39,106  Associate’s degree: $41,447  Bachelor’s degree: $59,365  Master’s degree: $70,559  Professional degree: $121,340  Doctorate degree: $95,785  Less than HS education: $22,662  HS diploma – no college: $33,609  Some college: $39,106  Associate’s degree: $41,447  Bachelor’s degree: $59,365  Master’s degree: $70,559  Professional degree: $121,340  Doctorate degree: $95,785 (U.S. Census Bureau, 2007) …and then there are the 4.4 million unemployed youth from the last slide!

General Outcomes for Dropouts  Low projected earnings  Lessened access to services  Poor health  High rates of crime and incarceration  75% of inmates in state prisons are dropouts; 59% of federal inmates (Harlow, 2003)  Dropouts are 3½ x more likely to serve time than grads! (Catterall, 2004)

Getting these youth back into an educational program is critical!

Whatever It Takes: How Twelve Communities are Reconnecting Out-of-School Youth American Youth Policy Forum 2006

Characteristics of Effective Prevention/Recovery Programs

 Open entry/open exit  Flexible scheduling and year-round learning  Teachers also act as coaches, facilitators, crew leaders  Real-world curriculum – often career oriented  Opportunities to work for pay  Clear behavioral expectations  Extensive support services and caring adults  Wide range of opportunities to reconnect (Whatever It Takes, 2006) Characteristics of Effective Programs

 Small personal learning environments (e.g., freshman academies, school within a school, career academies, etc.)  Structured environment with clear behavioral expectations  Personal support from caring adults Critical Factors – from the Research (Hayward, et al., 1995)

 Vocational ed that integrates academic education and that will lead to a good entry-level job or post secondary training program  A formal counseling component that includes career counseling, employability skills and life skills (Hayward, et al., 1995) Critical Factors – from the Research

 Most programs were in, or included an urban area (e.g., Baltimore, Philadelphia, Louisville, Dayton, Salt Lake City)  Some were county-based (e.g., Tucson/Pima County)  Some were district and community or agency partnerships (e.g., Portland, Austin, Camden)  Some were school-based (e.g., Trenton)  Program size varied from small to large-scale Some of the Contexts

Issues Around Reentry/Recovery Efforts  Reentry versus Recovery  Limited research has been done on what works in recovery programs. We need more…  Consequently, there aren’t enough programs to meet the nation’s the needs. Again—We need more!

Jefferson County, Kentucky Public Schools Marty Bell Deputy to Superintendent