Promoting School Completion: A Tool to Guide Development and Implementation of Effective Approaches

Camilla (Cammy) Lehr, Ph.D.

National Center on Secondary Education and Transition (NCSET)

University Center for Excellence in Developmental Disabilities (UCEDD)

University of Minnesota

November 4, 2004

National Special Education Forum

Dropout: The Magnitude of the Problem

Approximately 1 in 8 children in the United States never graduate from high school (Children’s Defense Fund, 2001)

Based on calculations per school day, one high school student drops out every nine seconds (Children’s Defense Fund, 2001)

Recent statistics representing the percentage of eighth grade students who graduate five years later range from a low of 55% in Florida to a high of 87% in New Jersey (Greene, 2002)

Data on Exit for Students with Disabilities

34% of students with disabilities dropped out of school in 1995-96

This rate compares with 29% for the 1999-2000 school year

Overall, 56% of students with disabilities age 14 and older graduated with a standard diploma in 1999-2000.

(OSEP, 2002; 24th Annual Report to Congress)

Data on Exit for Students with Disabilities

Dropout Rate for Students Served Under IDEA, for school year 1998-1999 (OSEP, 2001)

Highest rate of dropout was for students with EBD (51%)

28% of students with LD dropped out Highest rate of dropout for students with disabilities by state is 70%

(Hawaii)

Highest rate of dropout by race/ethnicity for students with disabilities is 44% for American Indian/Alaska Native

Importance of Addressing Dropout

Significant costs to individuals who do not complete school (e.g., more likely to be unemployed, underemployed, incarcerated)

Significant costs to society (e.g., lost revenues, welfare, unemployment, crime prevention and prosecution)

Students with diploma or GED earn $29,200 on average compared to $22,500 for students who leave school without a diploma (U.S. Census Bureau)

High school graduates earn about $270,000 more over work life than high school dropouts (U.S. Census Bureau)

Federal Legislation

No Child Left Behind holds schools accountable for student progress using indicators of adequate yearly progress including measures of academic performance and rates of school completion

All students are required to participate in standards based reform and accountability systems

More than 25 states require students to pass tests to receive a standard diploma

The Question

What do we know that is research based and how can that information be used to inform practice

and improve graduation rates?

Increasing Rates of School Completion: Moving from Research and Policy to Practice

NCSET Essential Tool (2004) Intended for SEA personnel, district

superintendents, special education directors and their staff, principals

Addresses five key questions Includes examples of evidence based practice Includes references, resources, reproducible

handouts

How are Dropout Rates Measured and What are Associated Issues

Calculation varies according to definition Formulas vary

Annual Status Cohort

Comparisons are difficult to make Be aware of how numbers are derived

Who Drops out and Why?

School Related (problems getting along with teachers, getting suspended or expelled, unfair discipline practices, bad grades, didn’t like school)

Peer Related (friends dropping out)

External Stressors (pregnancy/teenage parenthood, need to support family)

Individual (attitude toward school, relevance of education)

Understanding Why Students Drop Out

Push effects – situations or experiences within the school environment that aggravate feelings of alienation, failure and dropout (e.g., raising standards without providing supports, suspension, negative school climate)

Pull effects – factors external to the school environment that weaken or distract from the importance of school completion (e.g., pregnancy)

Variables Placing Students at Risk

Status Variables Socioeconomic

Background Ethnicity Metro Status and Region Gender Family Structure Disability Mobility Ability

Alterable Variables Attendance Academic Performance Behavior School Policies School Climate Educational Support in

the Home Sense of Belonging Attitude and Motivation

For Students with Disabilities

Alterable variables associated with dropout

high rates of absenteeism history of course failure low participation in extracurricular activities negative attitudes toward school retained in grade

Address Alterable Variables

School level alterable variables associated with school completion for students with disabilities (Wagner, Blackorby & Hebeler, 1993)

Providing direct, individualized tutoring and support to complete homework assignments

Support to attend class, and stay focused on school Participation in vocational education classes Participation in community based work experience

programs and training for competitive employment

Why Do Students Stay in School?

Supportive family and home environment Interaction with and involvement of committed,

concerned educators and other adults Development of perseverance and optimism Improved attitude toward school and increased

motivation to obtain a diploma Positive respectful relationships between staff and

students Satisfaction with the learning experience Relevance of curriculum Fair discipline policies

Key Concepts in Understanding Dropout

Dropping out of school is a process of disengagement that begins early

School completion encompasses a broader view than simply preventing dropout.

Engaging students in school and learning is a key ingredient in preventing dropout and keeping kids in school (participation, identification, social bonding, personal investment in learning)

A focus on enhancing students connection with school and facilitating successful school performance is a promising approach for improving school completion.

Student Engagement in School and Learning

Engagement is a multi-dimensional construct involving associated indicators and facilitators (Christenson, 2002)

Academic (homework completion, on-task)

Behavioral (attendance, participation)

Cognitive (relevance of education to future)

Psychological (sense of belonging)

Student Engagement: The Bottom Line in Effective School Completion Programs

McPartland (1994) Provide opportunities for success in school

work Communicate the relevance of education to

future endeavors Create a caring and supportive environment Help students with personal problems

Examples: Intervention Programs/ Strategies

There is not one best program

Selection based on rigorous parameters Broad-based search Focus on dropout prevention/intervention Measured outcome variable tied to enrollment status Evidence of effectiveness using statistical analysis Published in professional journal or government

report

Abstracts and Summary Chart

Intervention Program or Strategy Background Intervention Description Outcome Variables Population and Setting Evidence of Effectiveness Implementation Considerations Contact Information References

Dropout Interventions Occur at Different Levels

Universal – primary prevention, includes all youth, low cost per individual (systemic positive discipline program)

Selected – prevention/intervention, includes about 15% who are identified as being at risk of dropout, moderate cost (programs that work to build specific skills)

Indicated – intervention, includes 5% of youth exhibiting clear signs of early school leaving, high need, high cost (intensive wrap-around services)

Dropout Prevention Interventions Vary

Personal/affective focus (counseling, interpersonal relations class)

Academic (special classes, tutoring)

Family Outreach (increase communication between home and school, home visits)

School Structure (reduce class size, small learning communities, role of homeroom teacher)

Work Related (vocational training, volunteer or service program)

Identifying Interventions that Show Evidence of Effectiveness

“It is unlikely that a program developed elsewhere can be duplicated exactly in another site, because local talents and priorities for school reform, the particular needs and interests of the students to be served, resources available, and the conditions of the school to be changed will differ.” (McPartland, 1995)

Consider examples in relation to the needs, demographics, resources and other circumstances of local schools or districts

Claims of effectiveness must be supported by adequate research and/or evaluation

Some Additional Resources

www.ncset.org (National Center on Secondary Education and Transition)

www.ici.umn.edu/alternativeschools/ (Alternative Schools Research Project)

www.dropoutprevention.org/ (National Dropout Prevention Center) Increasing Rates of School Completion: Moving from Policy and

Research to Practice: A Manual for Policymakers, Administrators and Educators, (contact NCSET: ncset@umn.edu or 612-624-2097)

Lehr, C.A., Hansen, A., Sinclair, M., Christenson, S.L. (2003). Moving beyond dropout towards school completion: An Integrative Review of Data Based Interventions,School Psychology Review, 32(3).

Increasing Rates of School CompletionMoving from Policy and Research to Practice: A Manual for Policymakers, Administrators, and Educators

For Copies Contact

ICI Publications Office

109 Pattee Hall, 150 Pillsbury Drive SE

Minneapolis, MN 55455

612 624-4512

or

www.ncset.org

http://www.ncset.org/publications/relatedpubs.asp