CFES.Lower Shore
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Transcript of CFES.Lower Shore
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Recommendations for Increasing Graduation Rates
On the Lower Eastern Shore
October 2014
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TABLE OF CONTENTS
EXECUTIVE SUMMARY
Background ………………………………………………………………………………………. 3
Summary of Recommendations ……………………………………………………………… 3
INTRODUCTION
Graduate Maryland: What & Why ………………………………………...…………….... 4
The Need for a Regional Approach………………………………………...…………….... 4
Lower Shore Graduates: The Process………………………………………...…………….... 5
RECOMMENDATIONS
Improve Funding for Education and Community Programs ..…………………………. 6
Increase Access to Supportive Services …………………………………………………... 7
Establish Safe, Reliable, and Funded Transportation Systems ……………………… 7
Keep Education Connected to the Real World ………………………………….……… 8
Create Opportunities to Engage Parents and Families ………..………………………. 9
CONCLUSION
This project was generously funded by
The Community Foundation of the Eastern Shore.
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IMPROVE FUNDING FOR EDUCATION AND COMMUNITY PROGRAMS Establish more accessible and sustainable funding streams for community organizations;
ensure that the region’s needs are addressed in the adequacy study of the state’s
education funding formula.
INCREASE ACCESS TO SUPPORTIVE SERVICES Prioritize the expansion of mental health, substance abuse, and wraparound programming;
connect and educate the community to improve access to existing services.
ESTABLISH SAFE, RELIABLE, AND FUNDED TRANSPORTATION SYSTEMS
KEEP EDUCATION CONNECTED TO THE REAL WORLD Expand opportunities to receive high school credit for work or college experience; increase
out-of-school time and enrichment activities.
CREATE OPPRTUNITIES TO ENGAGE PARENTS & FAMILIES Make school events more accessible to working families; prioritize day care for young
mothers.
EXECUTIVE SUMMARY
BACKGROUND During the 2012 Legislative Session, the Maryland General Assembly passed Senate Bill 362 to
increase the compulsory school age from 16 to 18 years of age. While an important goal, it is
essential to also address the many non-academic factors that may lead to a student
dropping out. To support the implementation of SB 362, Advocates for Children and Youth
created the Graduate Maryland campaign. This statewide initiative brought together
stakeholders from across Maryland to discuss policies, identify best practices, and develop
recommendations for providing students the support they need to successfully reach
graduation.
The Graduate Maryland campaign was successful at galvanizing stakeholders at the state
level. However, Advocates for Children and Youth is committed to improving outcomes for all
of Maryland’s children and recognizes that the needs of students vary widely across the state.
Using the Graduate Maryland model, Advocates for Children and Youth developed the
Lower Shore Graduates project to identify the needs specific to students, schools, and
families living on the Lower Eastern Shore. This report is the culmination of the Lower Shore
Graduates project and includes recommendations rooted in data, research, and
conversations with the community.
SUMMARY OF RECOMMENDATIONS
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INTRODUCTION
GRADUATE MARYLAND: WHAT AND WHY
The outcomes for individuals without a high school diploma
are staggering: high school dropouts earn $9,486 less a year
than those with at least a high school degree and over $1
million less over their lifetime than those with a four-year
degree.2 In Maryland alone, the dropouts from the Class of
2011 contributed to an estimated $3 billion in lost earnings
across the state.3 Research also shows that high school
dropouts are two times more likely to lack health care
coverage than their peers with a high school diploma.4
Advocates for Children and Youth’s Graduate Maryland initiative was born out of the need to
help more students successfully graduate high school and move on to viable post-secondary
options. With input from community-based organizations, advocacy groups, and educators from
across the state, Advocates for Children& Youth developed recommendations to increase
graduation rates by better addressing student needs in four key areas: prevention and early
interventions, strong support services, GED preparation, and alternative programs and
approaches.
For a detailed description of the process and recommendations, see Advocates for Children
and Youth’s report titled Graduate Maryland: Recommendations to increase Graduation Rates
available at www.acy.org.
THE NEED FOR A REGIONAL APPROACH
The Lower Eastern Shore has the 4th and 5th highest dropout rates in Maryland, with rates as high
as 14.4% in in Wicomico County and 18.8% in Somerset County. The statewide average is just
over 9.3%.5 While the recommendations developed through the Graduate Maryland initiative
are critical for improving the educational outcomes of students anywhere in the state, it is
important to also take into account the regional differences in financial and community-based
resources that can impact a student’s success.
1 Daily dropout rate calculated by using the number of school days over four years divided by the number of dropouts
over the name period. Number of dropouts comes from the 2013 Maryland Report Card. www.mdreportcard.org. The
data for the Class of 2014 was not available at the time of this report. 2 U.S. Census Bureau. (2011).Median Earning in the Past 12 Months by Sex, By Educational Attainment for Population 25-
years and older, American Community Survey 1-year estimates. Retrieved September 2012. Northeastern University
Center for Labor Market Studies and Alternative schools Network in Chicago. (2009). “Left behind in America: The
nation’s dropout crisis.” Center for Labor Market Studies Publications. Paper 21. http://hdl.handle.net/2047/d20000598 3 Alliance for Excellent Education. (2011). “The high cost of high school dropouts: What the nation pays for inadequate
high schools”. 4 U.S. Census Bureau. (2011). Health Insurance Coverage by Age, by Educational Attainment. American Community
Survey 1-year Estimates. Retrieved September 2012. 5 All rates refer to the four-year adjusted cohort rate for the Class of 2013, which is the percentage of students that drop
out anytime between 9th and 12th grade. Maryland State Department of Education. (2013). “Maryland Report Card.”
http://mdreportcard.org.
Throughout the four years of
high school, nearly nine
Maryland students dropped
out each day from the Class
of 2013.
In total, 6,192 students did
not get to walk across the
stage with their peers. 1
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Research has shown that schools and students in more rural regions face specific, location-
related challenges such as limited education funding, declining student populations,
transportation barriers, and staffing shortages.6 We can see the effects of these unique
challenges in the high concentrations of poverty and students on Free and Reduced Meals
(FARMS), high rates of chronic absenteeism, and limited school-based resources in the Lower
Shore region.
LOWER SHORE GRADUATES: THE PROCESS In order to better address the unique needs of students in Wicomico, Worcester, and Somerset
counties, Advocates for Children and Youth developed the Lower Shore Graduates project with
the help of The Community Foundation of the Eastern Shore. This project used the Graduate
Maryland framework to engage local school districts and community stakeholders in a
collaborative process of researching existing programs, discussing resource needs, and
developing recommendations to help improve student outcomes in the Lower Eastern Shore.
With the help of our partners, Advocates for Children and Youth facilitated three, county-
specific town hall forums during which over 40 representatives from schools, community-based
programs, government agencies, and philanthropic partners discussed the perceived barriers to
graduation in their county. In order to get as broad of participation in the recommendation
process as possible, Advocates for Children and Youth distilled topics from the town halls into a
follow up survey that was shared among additional community members. The themes from our
conversations and survey findings echoed those of our initial research and laid the foundation
for the recommendations outlined within this report.
PARTNERS
The Community Foundation of the Eastern Shore Delmarva Education Foundation Girl
Scouts Association Head Start Horizons at Salisbury School It Takes A Village to Help
Our Children, Inc. Shore Up! Kids of Honor Maryland Choices Salisbury’s Promise
Somerset Co. Library Somerset Co. Local Management Board Somerset Co. Public
Schools University of Maryland –Somerset Extension/4H Wicomico Co. Public Schools
Wicomico Co. Health Department Worcester Co. Local Management Board Worcester
Co. Health Dept. Worcester Co. Public Schools Worcester Youth and Family Counseling
Services
6 Porowski, A. & Howley, C. (2013). “Dropout prevention: Challenges and Opportunities in Rural Settings”. ICF
International.
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RECOMMENDATIONS
The following recommendations lay the framework for ongoing advocacy at both the state and
county level. They cover a broad array of topics and are rooted in research and substantial
input from a variety of stakeholders across the region.
RECOMMENDATION 1: IMPROVE FUNDING FOR EDUCATION AND COMMUNITY
BASED PROGRAMS
Throughout our conversations with the community, stakeholders emphasized that schools and
community-based programs need adequate funding to meet the needs of students and families
in the region. In fact, 83.3% of respondents to the follow-up survey indicated that inadequate
funding for maintaining, expanding, or adding programs was the biggest barrier to providing
students with the services they need. Below are general recommendations for increasing the
funding for schools and community organizations.
Establish more accessible and sustainable funding streams for community-based programs for
youth and families.
A major challenge faced by communities on the Lower Eastern Shore is that funding for
community-based programs fluctuates, often because of the cycles inherent in charitable
giving. As a result, programs struggle with sustaining themselves and serving as viable resources
for students and families. While longer-term support from philanthropic partners can help
increase the sustainability of funding streams and programs, it is also important that state and
federal government funding becomes more accessible to the smaller, community-based
organizations that often make up the service array on the Lower Eastern Shore.
Ensure that the regional needs are represented in Maryland’s study on the adequacy of state
education formula.
Nearly ten years ago, the statewide Thornton School Funding Formula was established to ensure
that each school district had sufficient funding to provide an adequate education for its
students. Over the next several years, the Maryland State Department of Education will be
undergoing a process of reviewing the formula to ensure that it is appropriately wealth-
equalized and responsive to the needs of schools and students in different regions across the
state. This is a momentous opportunity to elevate the unique funding needs of the Lower Eastern
Shore on a state level and ensure that the region receives the state resources necessary for
schools to meet the needs of their students.
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RECOMMENDATION 2: INCREASE ACCESS TO SUPPORTIVE SERVICES
From both a statewide and a regional perspective, strong supportive services are critical for
ensuring that students can succeed in school. In addition to the steps outlined in the Graduate
Maryland report, the following are proactive steps that schools and communities on the Lower
Shore can take to help address the non-academic barriers most salient to their students.
Prioritize additional mental health, substance abuse, and wraparound programming.
If students’ mental health needs are not met, it becomes more challenging to focus and stay on
track academically. Though nearly one-third (32%) of survey respondents agreed that
unaddressed student mental health needs are a significant barrier impacting student success,
there continues to be a shortage of programs in the region. Additionally, existing programs have
limited access because they are largely school-based and/or are primarily on a fee-for-service
basis unless the student has Medicaid. A lack of substance abuse and wraparound
programming also was highlighted through the survey and community conversations, with 23%
and 26% of survey respondents saying that these programs do not exist in their schools or
communities despite the need for them.
Improve access to existing services by educating and connecting the community.
Even in the communities that have existing programs, there are barriers beyond transportation
that limit the ability of students and their families to access them. One way to overcome these
barriers, particularly as they relate to mental health, is to address and overcome any stigmas
associated with accessing mental health services. Additionally, it is also important to educate
both providers and the community at large regarding the supportive services available in the
region; this is especially in counties where services are spread out geographically. One way to
do this is to establish a central database and/or mailing list for all of the services and activities
occurring within the region.
RECOMMENDATION 3: ESTABLISH SAFE, RELIABLE, AND FUNDED TRANSPORTATION
SYSTEMS
Whether it is getting to and from school or accessing community programs, adequate
transportation is one of the most significant barriers on the Lower Eastern Shore that limits a
student’s ability to succeed in school. In fact, 80% of survey respondents cited it as the biggest
barrier to accessing existing services. While each county within the region should have its own
approach that responds to its unique geography and service locations, some creative
approaches to addressing the transportation needs of the region include:
Pooling existing nonprofit resources and requests for transportation within a region;
Establishing a state transportation funding stream for non-academic, enrichment, and/or
out of school time activities;
Employing different strategies to address both “in-town” and “out-of-town”
transportation needs;
And developing partnerships between schools, community organizations, and businesses
to transport students to and from school
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RECOMMENDATION 4: KEEP EDUCATION CONNECTED TO THE REAL WORLD
An effective way to keep young people engaged in their education is by connecting their
learning to viable post-secondary, career and college opportunities.
Expand opportunities for students to receive high school credit for work or college experience.
Forty-three (43%) percent of survey respondents agree that failing to connect school curriculum
and career opportunities will hinder a student’s ability to stay engaged in his or her schooling. To
ensure that students remain motivated to receive their degrees, it is important to create
additional opportunities for them to receive academic credit for work or college experience.
One approach is by establishing a Career Technology Education (CTE) program similar to the
one that exists through Wicomico County Public Schools. This competitive program pairs students
with job sites and allows their work hours to count towards not only high school credits, but a
certification in that career path as well. Unfortunately, many of these programs in Wicomico,
Worcester, and Somerset Counties, have ever-growing waiting lists. Three key suggestions for
increasing access to CTE and/or work-study opportunities include:
1. Increase state and local funding for CTE and work-study slots
2. Continue expanding partnerships between schools and businesses, non-profits, or state
agencies willing to work with students
3. Whenever possible, provide transportation to and from the work site
A second approach to keeping students engaged in high school curriculum is by providing
opportunities for them to enroll in college courses. While some schools have dual-enrollment
programs where students can receive high school and college credit for taking university-level
classes, it is important to both educate the student community about these options and also
increase access by providing transportation to and from the college campus.
Increase out of school time and/or enrichment activities, especially for the middle grades.
When asked what programs keep most students engaged in their education and best address
their needs, 61% of survey respondents credited after school and summer programs. These can
range from clubs and cultural excursions to tutoring and recreation centers. Although 71% of
community members reported that they had existing out of school time activities in their
communities, the need for additional opportunities was consistently raised during our town hall
forums and 36% of survey respondents reported that they were lacking in after school and
summer programming. As we work towards increasing out of school time activities, it is important
to ensure that there are no geographic and/or grade disparities in the programming available.
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RECOMMENDATION 5: CREATE OPPORTUNITIES TO ENGAGE PARENTS AND
FAMILIES IN THEIR CHILD’S EDUCATION
Seventy-seven (77) and sixty-six (66) percent of survey respondents cited a lack of parental
engagement and problems at home, respectively, as substantial barriers to a student’s
academic success. The need to support their family – whether that is through childcare or as a
wage earner – was also raised by 37% of survey participants as a significant barrier to
graduation.
Make school events and activities more accessible to working families.
In order to better engage both families and students with families of their own, local schools and
communities can employ the following strategies:
Host school events and activities at parents’ workplaces when possible and appropriate;
And hold school meetings at times when parents are more likely to be off of work
Prioritize daycare for young mothers by providing on-site, school-based child care.
For young mothers with children, daycare is a necessity for continuing their education and
pursuing their careers. However, it is often a challenge to get from home to daycare and then
to school or work efficiently because of the transportation challenges in the region. To help
young mothers persist in their education, it is important to ensure that they can access the
childcare they need so that they can attend class.
While one approach is to provide transportation to and from school, home, and the day care
site, another option is to provide onsite, school-based child care for parenting teens. In addition
to making their childcare – and ultimately their education – more accessible, this approach
would also create the opportunity to expand work-study opportunities for other students in the
community. The onsite, school-based day care center could become a partner with the school
and provide the real world work experience that would help students interested in early
childhood development graduate high school and pursue their careers.
CONCLUSION
Advocates for Children and Youth is committed to advancing the education of students in the
Lower Eastern Shore. In addition to serving as a tool to educate state agencies, elected officials,
and the public regarding the unique needs of the region, this report also lays the foundation for
future advocacy in the coming months and years. Advocates for Children and Youth looks
forward to continuing to work with our partners to identify next steps for acting on and
implementing these recommendations.