Monson High School Dropout Data Analysis

1. Monson High School Dropout Data Analysis Massachusetts School Counselor Association April 12, 2010 Presented by : Karen Esempio, School Counseling Intern Robert Bardwell, Guidance Director Elizabeth Reed, School Counselor

2. National Statistics on Dropouts • In 2006 the national graduation rate was 74%, substantially below NCLB goals of 90% (Balfanz & West 2009). • On average, students from low-income families are at increased risk of not completing school (10% for low-income; 5.2% middle-income; 1.6% high income) (NCES, 2002). • On average, students with disabilities are at greatest risk of dropping out of school (in 2000 only 57% of youth with disabilities graduated with regular diplomas) (U.S. Department of Education, 2001). • The dropout rate for students with emotional/behavioral disabilities is approximately twice that of general education students ( Wagner, 1995). • Students with learning disabilities (32%) and students with emotional/behavioral disabilities (50%) drop out at the highest rates of youth with disabilities (Wagner, 1995).

3. Costs Associated with Dropping Out • Dropping out is linked to substantially lower lifetime earning power, with a spiraling effect on the U.S. economy in addition to the dropouts themselves (Balfanz and West 2009; Swanson 2009). • Increasing the high school graduation rate by 1% would reduce costs in the criminal justice system by 1.4 billion a year (American Youth Policy Forum, 2006). • Arrest rates of youth with disabilities who dropped out were significantly higher than those who graduated • 80% of individuals in prison do not have a high school diploma

4. Salary Comparisons Grad vs. Non-Gradwww.postsecondary.org

5. Unemployment Comparisons Grad vs. Non Gradwww.postsecondary.org

6. Global Comparison • The United States ranks 17th in high school graduation rates and 14th in college graduation rates among developed nations (Organization for Economic Co-Operation and Development, 2006). • Concurrently 90% of the fastest growing jobs will require some post-secondary education (Alliance for Excellent Education, 2007).

7. State vs. Monson Drop-Out Rates (MASS DOE)

8. 26 Comparison Students Academic Years 2005/06 through 2008-09 Randomly selected from graduating class lists Ranging 6-8 per year Overview of Data Population • 26 Dropout Students • Academic Years 2005/06 through 2008/09 • Ranging 4 to 10 students per year

9. Who is Most Likely to Drop Out? Key indicators: • Poor grades in core subjects; lack of credits • Low attendance • Failure to be promoted to the next grade • Disengagement in classroom, including behavioral problems • Students with Learning and/or Emotional-Behavioral disabilities

10. Failing/Poor Grades(2 or more F’s or D’s)

11. Students with Discipline Records

12. IEP or 504 Status

13. Mental Illness Status

14. Dropout Students & Graduating Students Receiving W or NI on MCAS

15. Overall Rates of Absenteeism for Dropout Students

16. Grade Nine Absenteeism(6 or more absences)

17. Students Retained at Least One Year in High School

18. 15 of the dropout students lived in single-parent households 6 of the graduating students lived in single-parent households Single-Parent Families

19. Grade Students Drop Out In

20. Reasons for Dropping Out • Push effects: • Situations or experiences within the school environment that aggravate feelings of alienation and failure and lead to dropping out • Not getting along with teachers • Suspension & expulsion • Low grades • Retention • Irrelevant curriculum *Students most often cite push factors as reasons for dropping out of school (Kortering & Braziel, 1999).

21. Reasons for Dropping Out • Pull effects: • Include factors that are external to the school environment that weaken and distract from the importance of completing school • Financial responsibilities • Caretaking responsibilities • Employment • Social group • Pregnancy

22. Disengagement Over Time Dropping out is “more of a process not an event” (Rumberger & Lim, 2008) • Most researchers believe that dropout is not an instantaneous event, but rather a long process of disengagement over time involving multiple factors. • Engagement involves active participation in learning and school work as well as in the social life of school.

23. Reasons for Staying in School • Supportive nurturing home environment • Positive School Climate • Involvement with committed and concerned educators & other adults • Development of perseverance and optimism • Improved attitude toward school • Motivation to obtain diploma • Positive respectful relationship between staff and students • Relevance of curriculum • Fair discipline policies

24. Early Identification - Retention • Retention in Elementary and Middle grades is closely associated with eventual dropout: • 64% of students who repeat a grade in elementary school & • 63% of students held back in middle school fail to leave school with a diploma (Alexander, et. al., 1997)

25. Early Identification - 6th & 8th Grade In one study, 50% of 6th graders who met the following three criteria eventually left school: • Attend school less than 80% of the time • Receive a low final grade from their teachers in behavior • Fail either math or English Eighth-graders who miss five weeks of school or fail math or English have at least a 75% chance of dropping out (Neild & Balfanz, 2006).

26. Retention and Failure in Ninth Grade • Research has shown that students with prior behavior problems are more likely to fail during transition years and eventually drop out. • Receiving more than one F in core academic subjects in 9th grade, together with failing to be promoted to 10th grade, is 85% successful in determining who will not graduate on time. (Balfanz & Herzog, 2005)

27. Early Warning System • “Identifying students at risk of dropping out by using an early warning system is the only first step in addressing the dropout challenge” (Heppen & Theriault, 2008). • National High School Center provides an online Early Warning System Tool (www.betterhighschools.org).

28. Building an Early Warning System • Track attendance, grades, promotion status, and engagement indicators (behavior grades) as early as 4th grade and throughout middle school • Track ninth grade students who miss 10 or more days of school in the first 30 days • Monitor first quarter freshman grades (failures) in core academic subjects (grades become a better predictor than attendance) • Monitor end-of -year grades (grades are better predictors than test scores) • Track students who will be retained, being held back trumps all dropout indicators • Pay special attention during transition years

29. Students Identified as At-Risk • Provide intervention strategies for students most at- risk with strategies tailored to meet the needs of the individual (helping pass a specific class) • Monitor at risk students to gauge the impact of interventions (is what your doing enough?) • Monitor students at less critical level of risk who may need special attention (teacher monitoring) • Identify and address school-wide areas of concern (transitions, suspension policies, climate)

30. Evidence-Based Practice • Interventions that may be appropriate for Monson School District • Career Academies – Employs a combination of career and academic training for students considered at risk. • Check & Connect – Promotes student engagement via a monitor/mentor who maintains regular contact with the student, family, and teachers. • Coca Cola Valued Youth Program – Helps to build the self-esteem and self-concept of at-risk youth by giving them the responsibility of being tutors to younger children.

31. Evidence-Based Practice • Sample Interventions with Evidence of Effectiveness • Achievement for Latinos through Academic Success* (ALAS) - A collaborative approach (student, family, school & community) promoting problem-solving; counseling; attendance monitoring; increased communication. • Ninth-Grade Dropout Prevention Program (NGP) – Utilizes strategies such as an orientation program, peer tutoring, small class size and builds relationships between home and school. • Project COFFEE – Offers individualized instruction through an alternative occupational education program. Addresses the academic, social, emotional, and occupational needs of students at high risk for dropout.

32. What is Monson Doing? We used the research and data to identify at-risk students: Grade 9 records (for current 10th graders) Retention/Credits Grades Absences Discipline records IEP or 504 status Reduced or Free-lunch

33. What is Monson Doing? Without a budget – we identified strategies from evidence-based programs that we could implement in a group setting: Relationship building (check and connect) Team building (trust in us and each other) Self-awareness: reflection on goals (why is graduating important?) Value in the school community through community service (I am valued and can make positive contributions) Career awareness (goals) Social awareness (how to give and gain respect)

34. What is Monson Doing? 11 – week group program – rotated blocks every Wednesday Weeks ½- Team building with Springfield College Week 3 - Drug & alcohol awareness speaker & establishing group norms and rules Week 4 – Business plan – could we develop a project to raise money? Week 5 - Building relevance to school and academic work- revisit rules – and team building. Week 6 - Launch community service program-Principal buy-in and outdoor work Week 7 - Community service: hands-on building project Week 8 - Stress Management with School Social Worker Week 9 - Community Service Week 10 - Field Trip – Universal Technical Institute Week 11 - Closure – End with Springfield College return

35. Is it Working So Far? We started with 8 Members 1 was expelled; 1 dropped out of school; 1 left the group Data for the 5 remaining members 4/5 have improved attendance 4/5 have improved discipline records* most significant 1/5 have improved grades* (1/2 semester to go)

36. Is it Working So Far? Attendance: Semester 1 total for group = 14 absences Semester 2 total for group = 6 absences 57.2% improvement Conduct: Semester 1 total for group = 20 incidents Semester 2 total for group = 5 incidents 75% improvement

37. Is it Working So Far? Grades: 1 out of 5 have improved grades (passed all classes) 4 out of 5 remain stagnant – no significant statistical difference for passing or failing classes

38. What do the Students Think? Areas for improvement: More consistent groups times Talking about grades and academics earlier and more/tutoring More outdoor and hands-on project time Making sure all members of the group are 100% committed What went well: Being able to talk without being judged Community service; especially outdoor activities Activities and games; time with male influence Relating group to school community

39. Evidence-Based Resource Guides National Dropout Prevention Center at Clemson University and Communities in Schools, Inc. www.dropoutprevention.org National Center on Secondary Education and Transition www.ncset.org National High School Center www.betterhighschools.org U.S. Department of Education; What Works Clearinghouse www.whatworks.ed.gov