Diplomas Count - Issue 34, 2013 - (Page 14)

EDUCATION WEEK JUNE 6, 2013 Diplomas Count > www.edweek.org/go/dc13 n 14 | Second-Chance Challenge: Keeping Students in School Many dropouts try at least once to return I t takes time, patience, effort, and luck to find students who leave school and return them to the classroom. But getting them back is the easy part: Keeping them long enough to get a diploma is another thing entirely. Jennifer Harris, the program evaluator for the high school graduation initiative in Washoe County, Nev., found that out the hard way. Back in 2008, the 63,000-student Reno-area district had a nasty shock when new federal graduation calculations showed it graduated a little more than half its incoming freshmen four years later. Eighteen of its high schools were dubbed “dropout factories” by a national research and advocacy group. In response, the district launched a massive graduation initiative: early-warning data systems to alert principals to at-risk students, graduation advisers to keep students from leaving, and intense outreach to bring back the students who had already left. Two years later, as the initiative was building momentum, Harris noticed a problem: “We found about 17 percent of the students who had come back dropped out again within the year,” she says. “We’ve gotten pretty good at finding and recovering students through our re-engagement centers, but we still find it a big challenge to keep them from redropping out once we’ve found them. Many of the reasons that led students to disengage in the first place are still there when the students come back.” Washoe County is not alone in that struggle. There are no national figures on the number of dropouts who re-enroll, but studies of cities and districts find one-third to one-half of out-of-school youths do try at least once again to complete high school before aging out of the K-12 system. Students often return more motivated to succeed—but then are “expected to navigate a complex maze of systems, services, and programs as they complete their education and prepare for a career,” researchers from the nonprofit international consulting group fsg found. “The greater the number of challenges youths face, the harder and more confusing this navigation becomes,” they wrote in a report. Cycle of Frustration So students drop out again. And again. And again, while their schools take financial and accountability hits every time they leave. Most state accountability systems give schools and districts little credit for re-enrolling students who have little chance of graduating within four years, or even six years for an extended graduation rate, says Andrew O. Moore, a senior fellow at the National League of Cities’ Institute for Youth, Education, and Families in Washington. As a result, once a returning student leaves a dropout-recovery program, “the kid’s in double jeopardy; there’s no great incentive for school districts to seek these kids out,” says Mark Claypool, a former social worker and the president and chief executive officer of Educational Services of America Inc., a Nashville, Tenn., for-profit that provides dropout-recovery programs in 24 states. In one of the most comprehensive studies of returning students, BethAnn Berliner, a research associate for the federal regional educational lab at WestEd, in San Francisco, followed the 1,352 stu- dents who dropped out of San Bernadino, Calif., public schools between 2001 and 2006. More than 30 percent returned to school at least once—a handful of dogged souls came back three times— but in the end, only one in 20 actually made it to graduation. The rest struggled a while longer, earning a few credits before giving up on high school for good. “There’s the reality that these kids, the first time they dropped out, had probably been noteworthy in their behavior, and when they come back, they’re not always welcome; they have a reputation,” Claypool says. “That’s a strong headwind for these kids to move against.” Boston policymakers have found that, particularly in the first year, students’ return can be tenuous: “If there’s a returning dropout and someone says to them, ‘You’re too old, why are you here?’ even if you’ve just negotiated to have them back in the schools, the next day they’re gone, that’s it,” says Kathy Hamilton, the youth-transitions director for the Boston Private Industry Council, a local community and workforce investment group that paired with the Boston schools to create one of the nation’s first “re-engagement centers” to identify, recruit, and place out-of-school youths. It has worked with Boston schools to create rolling lists of chronically absent students for outreach every month, rather than at the end of each year, to find students in the critical first weeks after dropping out, figure out what went wrong, and help them find a way to continue high school. This year, the center is also testing the use of graduation coaches for former dropouts in two schools with high rates of multiple dropouts. 81.2% Percentage of dropouts REVOLVING DOOR Of the 1,352 students who dropped out of the San Bernadino, Calif., public schools from 2001-02 to 2005-06, most left for good, WestEd researchers found. Fewer than a third of dropouts returned to their home schools—sometimes trying several times— and only 77 students ultimately graduated. 16% SOURCE: WestEd, “The Reenrollment of High School Dropouts in One Large, Urban School District” 2.4% One Two 0.4% Three Four Number of times student left “Many of the reasons that led students to disengage in the first place are still there when the students come back.” Jennifer Harris Washoe County, Nev. http://www.edweek.org/go/dc13

Table of Contents for the Digital Edition of Diplomas Count - Issue 34, 2013

Diplomas Count - Issue 34, 2013
Contents
A ‘Neglected’ Population Goes Back to School
Age Can Determine Access To Free Education, Diploma Pathways
State Statistics and Strategies
High School Equivalency Test Gets a Makeover
Reasons to Stay: Tailored Interventions
Online Providers Find a Market In Returning Dropouts
Second-Chance Challenge: Keeping Students in School
A Chicago Charter Network Stanches The Flow of Dropouts
Sound-Engineering Class Hooks Reluctant Student
Teenage Father Makes Journey From Dropout to Top Student
Honor Student Disconnects, Re-engages at CCA
Graduation Rate Approaching Milestone
TABLE: Graduation in the United States
DATA: Detailed Analytic Portrait
TABLE: Graduation Policies For the Class of 2013
Sources and Notes

Diplomas Count - Issue 34, 2013

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