brought to you by the the wyoming state board of education the wyoming department of education
TRANSCRIPT
Brought to you by the The Wyoming State Board of Education The Wyoming Department of Education
Developing School-Community Partnerships in Dropout Prevention and
Increasing Graduation Rates
Welcome Safety Check Cell phones… Breaks…as needed and lunch Personal Needs… Participation… Restrooms… Questions…
Today’s Topics Information detailing the significance of the dropout rate at
this time◦ Statistics describing the social, financial, and individual impacts
of the state’s dropout rate Descriptors of current Wy dropouts with disaggregated data Developing school-community partnerships Suggestions on using media to enhance your partnership An understanding of how to access the Toolkit as a resource
Takeaways… The beginning of a strategic plan to design and create your
initial steering committee Some experience in using the on-line resources Available agencies and state resources that can help
Did You Know? 7 minute video Created by Karl Fisch, Scott McLeod, and Jeff Brenman 5 million + viewers 3 years old and most facts are out-dated, but the new ones
are just as mind-blowing (note from one of the creators)
Introductions Name Town/District Occupation Brief response to video
Alliance for Excellent Education 1201 Connecticut Avenue, NW · Suite 901 Washington, DC 20036 T 202 828-0828 F 202 828-0821 · www.all4ed.org
Why be concerned about the dropout rate?$250 million Lost lifetime earnings for those 1000 dropouts in the
class of 2009
$22.8 million What Wyoming would save in health care costs over the lifetimes of each class of dropouts had they earned their diplomas
$83 million + Wyoming households would have more than $83 million more in accumulated wealth if all heads of households had graduated from high school.
$105 million + would be added to Wyoming’s economy by 2020 if students of color graduated at the same rate as white students.
Alliance for Excellent Education 1201 Connecticut Avenue, NW · Suite 901 Washington, DC 20036 T 202 828-0828 F 202 828-0821 · www.all4ed.org
Why be concerned about the dropout rate?$9.5 million crime-related savings and additional revenue of
each year if the male graduation rate increased by only 5%.
$22.8 million What Wyoming would save in health care costs over the lifetimes of each class of dropouts had they earned their diplomas
80% Percent of dropouts who depend on the government for health care assistance.
$158 billion Estimated lost revenue to the federal government each year due to lower annual earnings of dropouts
$1.7-2.3 million
Cost to the nation for each youth who drops out and enters a life of drugs and crime between dollars in crime control and health expenditures.
“Does Education Reduce Participation in Criminal Activities?” and Muenning, 2005http://www.tc.columbia.edu/centers/EquitySymposium/symposium/resourceDetails.asp?PresId=4
America’s Promise Alliance
Why be concerned about the dropout rate?Effects on your communityDropouts rarely move awayThey have little money and nowhere to go
Unemployed dropouts have lots of idle time on their hands
The increased presence of high school dropouts in your community increases the appearance of dropping out as an “acceptable” option to potential dropouts.
http://www.tc.columbia.edu/centers/EquitySymposium/symposium/resourceDetails.asp?PresId=7
Why be concerned about the dropout rate?Costs to the individualHigh school dropouts live a decade less than graduates as they are disproportionately affected by
Heart disease, diabetes, and obesityOccupational hazardsLess access to health insurance
The average dropout makes 27% less income per year than the average high school graduate.
Over a lifetime, this adds up to over a quarter-million dollars in reduced personal capital.
Children of high school dropouts have a higher incidence of health problems and are more likely to drop out of high school themselves.
http://www.tc.columbia.edu/centers/EquitySymposium/symposium/resourceDetails.asp?PresId=7
Why be concerned about the dropout rate?What’s different now from even ten years ago?
Decreased employment opportunities
Increase of the requirement of diploma to open doors to career and education pathways
MilitaryCertification programs
80% of new jobs require some sort of post-secondary training
Unemployment changes in ten years
August, 2000 August, 2010
Over 25 years old, less than high school diploma
6.2% 14%
Over 25 years old, high school diploma, no college
3.7% 10.3%
16-19 years, education not determined
14% 26.3%
Labor Force Statistics from the Current Population SurveyOriginal Data Value Series Id: LNS14027659http://data.bls.gov/cgi-bin/srgate
Wyoming Graduation Rate 08-09
Wyoming’s Goal 85%
Native American 46%
Asian 88%
White 84%
African-American 76%
Hispanic 72%
Female 84%
Male 79%
Free & Reduced 68%
Students with IEP 59%
All Students 81%
Series Report 3, Wyoming Dept. of Ed.
WY Dropout Numbers
20082009
Numbers of dropouts by grade level
Grades7-12
7th 13
8th 31
9th 131
10th 312
11th 284
12th 273
Total 1044
Series Report 3, Wyoming Dept. of Ed.
Wyoming Dropout Numbers
20082009
Breakout by ethnicity and gender
9-12
Native American 70
Asian 4
African-American 16
Hispanic 137
White 765
Male 599
Female 401
Total 1000
From The Silent Epidemic…
The Silent Epidemic: Perspectives of High School DropoutsA report by Civic Enterprises in association with Peter D. Hart
Research Associates for the Bill & Melinda Gates Foundation, Marcy 2006
What more than 500 dropouts, from metropolitan, suburban, and rural schools districts responded when interviewed…
88% had passing grades, with 62% having C’s and above
70% were confident they could have graduated from high school
81% recognized that graduating from high school was vital to their success
74% would have stayed in school if they had it to do over again
51% took personal responsibility for dropping out
58% dropped out with just 2 years or less to complete
66% would have worked harder if expectations were higher
75% would have returned to a school with other students the same age
11% returned to school and received a high school diploma
The Silent Epidemic: Perspectives of High School DropoutsA report by Civic Enterprises in association with Peter D. Hart
Research Associates for the Bill & Melinda Gates Foundation, Marcy 2006
Take a look at resources available on the toolkit
www.wyomingdropoutprevention.org
Is all you have to remember
The Silent Epidemic: Perspectives of High School DropoutsA report by Civic Enterprises in association with Peter D. Hart
Research Associates for the Bill & Melinda Gates Foundation, Marcy 2006
Identifying potential dropouts
All students are potential dropouts
All students, who at any time, encounter or are subject to any barrier that keeps them from being successful in any aspect of school which ultimately prevents them from receiving a diploma or encourages them to drop out of school, can be considered potential dropouts.
What’s critical is that supports are in place before it happens.
The Silent Epidemic: Perspectives of High School DropoutsA report by Civic Enterprises in association with Peter D. Hart
Research Associates for the Bill & Melinda Gates Foundation, Marcy 2006
Identifying potential dropouts
Dropping out is almost NEVER a one-time event
Youngsters begin “dimming” out in early grades
Transition periods will have a great impact
Lack of supports to counter negative experiences over-time wear away a student’s resolve to complete
80% have decided their future by 9th grade
Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System A Dual Agenda of High Standards and High Graduation Rates
A white paper prepared for Staying the Course: High Standards and Improved Graduation Rates, a joint project of Achieve and Jobs for the Future, funded by
Carnegie Corp. of New York June 2006
Early Identification Checklist
Social Background SES, Minority, Male, Hi-Mobility, Over-age for grade, ELL
Single parent family, mother who dropped out, low parental support for learning
Teenagers with adult responsibilities
Educational Experiences
Students who fall behind academically: Low grades and test scores, Fs in English/math, behind in course credits, held back once or more
Educational Engagement
High absenteeism, poor classroom behavior, less participation in extra-curricular, poor relationships with school adults and peers
Use with caution: Checklists can be very dangerous because of their simplistic nature, but they can provide a place to begin your research.
Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System A Dual Agenda of High Standards and High Graduation Rates
A white paper prepared for Staying the Course: High Standards and Improved Graduation Rates, a joint project of Achieve and Jobs for the Future, funded by
Carnegie Corp. of New York June 2006
Community characteristics that support all students’ successHealth Services
Accessibility, affordability, knowledge of
Social Services
Wrap-around, effectiveness, available
Work & Career
Job coaching, entry-level opportunities, school-to-career programs, internships, certification programs, adult ed programs
Enrichment/Recreation
Decreases idle time, provides leadership opportunity, opportunities for career exploration
Juvenile Justice
Preventive vs Punitive, attempts to keep students in the community, works closely with other agencies and schools
Neighborhood Community Improvement
Opportunities for service learning, addressing pockets of poverty, empowers young people to believe they can make a difference
1,155
2011 data gathered by Children’s Defense
25 E Street, NW Washington, DC 20001 (202)628‐8787 1(800)233‐1200
www.childrensdefense.org
Finding the numbers in your own community that correspond to these Wyoming numbers may be helpful in your beginning work
Number of children who are victims of abuse & neglect 727
Number of children in foster care 1,155
% of children living in poverty 12.6%
% of children living in extreme poverty 3.3%
Number of grandparents raising grandchildren 4,573
WHY SHOULD THE COMMUNITY GET INVOLVED IN DROPOUT PREVENTION?
National Dropout Prevention CenterClemsen University
Dr. Jay Smink and Dr. William Schargelhttp://www.dropoutprevention.org/
Fifteen Strategies for Dropout Prevention
(research-based best practices)
Community? School?
Basic Core Strategies
Mentoring/tutoring
Service Learning
Alternative Schooling
After-school opportunities
Early Inter-ventions
Early childhood education
Family engagement
Early literacy development
National Dropout Prevention CenterClemsen University
Dr. Jay Smink and Dr. William Schargelhttp://www.dropoutprevention.org/
Fifteen Strategies for Dropout Prevention
(research-based best practices)
Community? School?
Making the most of instruction
Professional Development
Active Learning
Educational Technology
Individualized Instruction
Making the most of the wider community
Systemic Renewal
School-community Collaboration
Career and Technical Education
Safe Schools
WHY SHOULD THE COMMUNITY GET INVOLVED IN DROPOUT PREVENTION?
ProjectGraduatio
n
STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES
Assemble an Organizing CommitteeInclude a cross-section of the community
Ex. Members of the health community
?
?
?
ProjectGraduatio
n
STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES
Assemble an Organizing CommitteeInclude a cross-section of the communityEx. Members of the health community
Mayor’s & County Office School Reps
Business & Chamber reps Local parent organizations
Youth Serving organizations Faith community
Human services Juvenile justice
Major employer reps 2 and 4 year colleges
ProjectGraduatio
n
STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES
Assemble an Organizing CommitteeDon’t overlook members of state and county agencies and boards who may live in your community…
P-16 Council Wyoming State Board of Ed.
Workforce Services Wyoming Kids First
After School Alliance Parent Education Network
ProjectGraduatio
n
STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES
Assemble an Organizing Committee
Keep the size to between 8-11 You can add others later
Select one entity to act as facilitator
Example:
Set time and date Include food
Have current and reliable statistics ready
Both school and community data
Begin to write your charter Mission, Goals, Objectives, Future members, Norms, Timeline
Let’s walk through a planning guide that is available through America’s Promise Alliance. Link to their site is on
www.wyomingdropoutprevention.org
An example is in your folder, “Louisiana’s Action Planning Worksheet”
(You can download a blank one from the website for your work when you assemble your organizing committee)
STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES
ProjectGraduatio
n
Ernie Over, Wyoming, Inc.◦ How to use the media to enhance your school-
community partnership efforts
ProjectGraduatio
n
STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES
Communities that work together start with a shared
responsibility for doing something about it.
Teachers and educational officials can deal with this
more effectively if the schools and the community
work in tandem.
We know that…
“It’s our problem and it deserves to be a priority concern.”
Communities that work together have a shared
awareness of the seriousness of this issue, a
conviction that it is their problem, and that it is a
serious matter both for individuals who drop out
and for the community as a whole.
LEARNING TO FINISH: The School Dropout Crisis www.learningtofinish.org
Thank you