California adopts more accurate ways to measure student attrition—now must address realities of dropout rate. In the past, California, like many states, relied on estimates and self-reports to keep track of students’ whereabouts. This resulted in substantial undercounts. For instance, before California recently beefed up its tracking system, the state reported dropout rates of about 10 to 13 percent. Today, the California Department of Education reports that almost double that rate (20-24 percent) of students does not graduate. And independent research suggests that dropout rates may be closer to 30 percent. California State Superintendent Jack O'Connell has said that he considers the need to address the dropout crisis a moral, social and economic imperative.
To find out more about how communities, schools and the state are taking up the issue, visit:
California High School Dropout Rate, a conversation hosted by KQED’s Forum with state superintendent O’Connell and California school, university and community leaders. From Forum: “If we could in our schools…put in place programs and pathways that build on the language and cultural resources that our students bring…we would see that huge potential and we would be able to realize it.” - Francisca Sanchez, associate superintendent of the San Francisco Unified School District.
Solving California’s Dropout Crisis – recommendations for state, district and school-level action from the California Dropout Research Project Policy Committee. At the district level, among other recommendations, the CDRP committee calls for: mobilizing the community to address the dropout issue, adopting proven strategies that incorporate clear benchmarks and data, and partnering with outside support organizations to support and monitor changes. At the school level CDRP calls for: creating a personalized learning environment for both students and teachers; providing academic and social supports for students; providing rigorous and meaningful instruction; and creating academic connections to the real world.
It’s a problem when we think it’s not a problem. According to “On the Front Lines of Schools: Perspectives of Teachers and Principals on the High School Dropout Problem,” a new report by Civic Enterprises (June, 2009) 35 percent of teachers and 24 percent of principals view dropouts as “a minor problem or no problem at all”. The report, based on surveys and focus groups, further finds that only a third of teachers believe that schools should “expect all students to meet high academic standards and provide extra support to struggling students to help them meet those standards.” Remarks a teacher from Cleveland: “There are some students…that will never get algebra. It’s just a given.”
But teachers and administrators in schools that graduate most or all students take a different tack. A study of six such schools, achieving graduation rates of 85 to 100 percent (“California High Schools That Beat the Odds in High School Graduation
”), suggests that a clear vision, high expectations for all students, and being accountable for results are key. As one school principal put it: “We need to have a belief that all kids can achieve and that expectations shouldn’t waver…they need to have opportunities and choices.” Along with high expectations, the study found that while these schools do not adopt a single formula for success, all six promote graduation and college for every student (three, for example, enroll all students in college preparatory courses); consciously establish strong connections with students that engage students in learning and life at school; engage parents and community members as partners in school efforts; and provide interventions to students at risk of dropping out.
To hear more from teachers and administrators who are leading change at their schools and learn more about how you can take action…
- Listen In! to “Leading a Diverse Campus to Success.” In this IDRA Classnotes podcast, elementary school principal Sandy Doland shares how she has transformed her campus to succeed during a time of dramatic demographic change.
- Listen In! to “School Change Strategies,” a podcast interview with IDRA president and CEO María “Cuca” Robledo Montecel, Ph.D. on strategies for building school and community capacity to graduate all students.
- See “Defying Conventions for Policies and Programs Intending to Strengthen School Dropout Prevention,” an article by Abelardo Villarreal, Ph.D., director of IDRA’s Field Services, and Rosana G. Rodríguez, Ph.D., IDRA development director, on the key features of schools that achieve strong "holding power."
- See “Teachers Pressing for Quality Teaching,” an article by Jack Dieckmann, M.A., a former senior math education specialist at IDRA and current doctoral student at Stanford, that traces ways that teachers strengthened their practice through the course of ExCELS, a five-year IDRA professional development project for teachers of English language learners.
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Change (v.) To make different, to cause a transformation.
Philosophers have long debated whether change begins with thought or action. Depending on your point of view and what you think is needed most at your school, here are several resources you can use to initiate change in perspective or practice at your school.
“Engaging Ourselves to Engage Our Students,” an article by Josie Danini Cortez, M.A., IDRA senior education associate, describes new research in student engagement, what is at stake, and why engagement is always, at heart, about the quality of relationships.
In “Busting Myths About Children of Poverty,” you will find a conversation with Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity, and Aurelio Montemayor, M.Ed., director of IDRA’s Texas Parent Information and Resource Center, on school expectations for low-income students and why a
"savior mentality" does a disservice to both children and teachers.
In “Transformational Teaching in Math,” mathematics specialist and former IDRA education associate Kathryn Brown debunks myths about mathematics teaching and learning. Kathy describes how teachers are building on what they know to transform their teaching and promote student mathematical thinking and success.
In Family and Community Engagement Survey/Encuesta de Participación de la Familia y la Comunidad, you’ll find resources to help you assess how well your school is engaging families of all backgrounds and steps you can take to strengthen family engagement.
Quick Summer Science Picks to Keep Your Classroom Buzzing
“The Ocean: Our Global Connector” by National Geographic, with lesson plans for grades 6-8.
(Takes time to download but worth the wait.)
Cockatoo can dance. See how neuroscientists tested whether Snowball, a now-famous sulphur-crested cockatoo, can keep a beat on NPR’s Science Friday.
Iron Science Teacher– this week science teachers square off over experiments and impromptu lessons on bolts and peanuts. (From the Exploratorium.)
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“The site visits made me realize that high expectations do matter because they give students a clear sense of what we can achieve.” - AJ Alequin, junior, North Grande High School, quoted in “Student-Led Solutions to the Nation’s Dropout Crisis,” a report by Voices of Youth in Chicago Education (VOYCE). VOYCE used participatory action research and student site visits to successful schools to engage youth in examining the dropout issue and recommending changes in policy and practice that improve the quality of education for all students.
We want to hear from you! You have received this e-letter either because you expressed interest in the topic or somebody who likes you forwarded it to you. Have a story of school-community partnership that's raising graduation rates? Let us hear from you. To submit questions or comments, send e-mail to gradforall@idra.org.
Tell a friend: Feel free to forward Grad4All to anyone who shares a passion for every student’s success.
The Intercultural Development Research Association (IDRA) is an independent, private non-profit organization whose mission is to create schools that work for all children. You are receiving this e-letter from IDRA’s Texas Parent Information Resource Center (TEXAS IDRA PIRC) to support your efforts to strengthen accountability in Texas and to make sure all students graduate and achieve success.
Thanks for reading!
Laurie Posner
Graduation for All Coordinator
Intercultural Development Research Association
5815 Callaghan Road, Suite 101
San Antonio, Texas 78228
210.444.1710
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