1. www.mdrc.org Persistence in High School and College: What Does the Research Have to Say? Future of Children Conference Princeton University April 30, 2010 Tom Brock Director, Young Adults and Postsecondary Education

2. Why a high school and college education matters Professional degree Master’s degree Bachelor’s degree Associate degree Some college, no degree High school graduate Less than a high school diploma Unemployment rate in 2008 Median weekly earnings in 2008 Source: Bureau of Labor Statistics 2

3. Public high school graduation rates (2006) 3

4. Why do students drop out of high school? Did not find classes interesting (47 percent) Failed classes (37 percent) Needed to get a job (32 percent) Needed to care for family member (22 percent) Became a parent (26 percent) 4

5. Within 8 years of scheduled graduation, most high school dropouts resume schooling… Two-thirds earn a high school diploma or GED 43 percent attend postsecondary education 5

6. …But patterns differ by family background 100 8 th graders in 1988 62 earned a high school credential 22 no high school diploma or GED by 2000 38 dropped out of high school at least once 16 late high school diploma (3) or GED (13) by 2000 100 8 th graders in 1988 92 earned a high school credential 1 no high school diploma or GED by 2000 8 dropped out of high school at least once 7 late high school diploma (1) or GED (6) by 2000 Lowest socioeconomic status Highest socioeconomic status Source: Bloom, Dan. 2010. “Programs and Policies to Assist High School Dropouts in the Transition to Adulthood.” The Future of Children: 20, 1: 89-108. 6

7. What are effective strategies to re-engage high school dropouts? Best results have been found in comprehensive programs that include: –GED and high school completion –Employment and training –Community service or leadership activities –Residential components Programs that emphasize only GED attainment are generally not effective. 7

8. National Guard ChalleNGE Targets high school dropouts, ages 16-18, who are drug- free and not involved with criminal justice Goal: prepare for future education, employment, or military service Includes 20 week residential phase, followed by a year- long mentoring phase. Activities include: –GED/high school completion –Leadership/followership –Community service –Health and hygiene, physical fitness 8

9. Impacts of ChalleNGe after 21 months OutcomeProgram GroupControl GroupDifference Education High School Diploma22.016.35.7*** GED48.321.926.5*** Any College24.89.615.1*** Current Activities Attending HS/GED program 16.126.0-9.9*** Taking college courses11.67.04.6*** Working for pay55.050.14.9* Serving in military45.523.122.4*** Sample size: 1,200 youth from 10 sites 9

10. Other effective programs for dropouts Program DescriptionSample Size (Sites) Educational Impacts? Employment Impacts? Youth Incentive Pilot Projects: Part-time and summer jobs conditioned on school attendance 82,000 youth (17 sites) NoYes American Youth Service Corps: Paid work, education and training, support services 1,009 youth (4 sites) NoYes Job Corps: Education, employment and training in a residential setting 15,386 youth (Nationwide) Yes 10

11. Promising programs (not yet rigorously evaluated) Gateway to College –Youth attend high school and college simultaneously –Relies on K-12 “Average Daily Attendance” funding Youthbuild –Youth work toward high school diploma or GED while building or rehabilitating housing –Includes leadership development 11

12. College-going rates of high school graduates (2006) 12

13. Fall Enrollment in Two- and Four-Year Degree- Granting Institutions (1963-2005) SOURCE: Snyder, T.D., Dillow, S.A., and Hoffman, C.M. (2008). Digest of Education Statistics 2007 (NCES 2008-022). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Table 180. 13

14. Community colleges play an increasingly important role in higher education The nation’s 1200 community colleges enroll… –Close to 40 percent of all college students –Disproportionate numbers of female, black, and Hispanic students –Disproportionate numbers of nontraditional students 14

15. Persistence and completion in college after 5 years from entry Completion RatesPersistence Rates 15

16. At both two- and four-year colleges, success differs among subgroups Black and Hispanic students are less likely to persist and complete college than whites, Asians. Nontraditional students are less likely to persist and complete college than traditional students. Best predictors of college completion: –Entering college within 1 year of high school graduation –High school curriculum that emphasizes reading and math beyond basic algebra 16

17. What can be done to increase college success? While college access is a concern in some parts of the country and among some groups, college success is the greater challenge Community colleges and non-selective four- year institutions should be the main focus for improvement 17