The United States spends $180 million each year to educate neglected and delinquent children — and a big chunk of that sum goes to juvenile detention facilities across the nation.
What do we get for that investment?
Not much, according to Marketplace’s Adrienne Hill.
The ostensible goal of these centers, after all, is helping re-orient young men and women who have had tough breaks, made bad choices or both. Yet when it comes to education, research shows, instead of making up lost ground, many juveniles lose ground while inside.
That’s at least in part because, as Hill tweeted on Monday, “a typical school day is 6-7 hours long but less than half students in juvenile justice facilities spend 6+ hours a day in school.”
This is shameful.
Speckled throughout an article from Wyoming’s Cody Enterprise newspaper this week were a few pieces of information that speak volumes about the state of the fight to help every American earn a high school diploma.
First: Per pupil expenditures in Wyoming now top $14,000 per student — making the Cowboy State the top education spender in the American west (and meaning Wyoming spends about twice as much as one of its neighbors — the stack-them-deep-and-teach-them-cheap state of Utah.)
Second: Cody High School’s graduation rate has fallen. At one point, it was as high as 90 percent, according to Superintendent Ray Schulte, “but recently it dropped as low as 79 percent.” This fall comes against a broad national trend in rising graduation rates.
As the U.S. economy has rebounded — and perhaps as a bit of its luster has waned —Teach for America is experiencing a significant drop in applicants.
Applications are down by about 10 percent from a year ago — and last year’s applications were down, too. The program has warned its partnering school districts that its teaching corps could be down by as much as 25 percent in coming years, according to a recent article in The New York Times.
There’s no single factor for this recent trend, but there is one big takeaway: Teach for America is experiencing the same problem schools have faced for decades…
… and maybe even centuries …
… there simply aren’t enough incentives for the best and brightest Americans to go into — and remain in — the teaching field.
Let’s be very clear: This doesn’t mean there are no great teachers out there. There are — lots of them. We’ll gladly put the general dedication, intelligence and work ethic of America’s teachers up against any group of professionals in the country. Teachers are amazing.
But for far too long, our nation has been relying on teachers to teach for the good of our society. We’ve been relying on them to feel called to this profession. We’ve been relying on them to stick with it for the children.
For the fifth straight year, Colorado’s graduation rates are up.
That’s the good news. But here’s the reality check: the extent of that growth hasn’t been tremendous. Between 2013 and 2014 the grad rate jumped by less than half a percent. And from 2009 to 2014, it rose all of 2.7 percent.
In a statewide school system with more than 850,000 students, even small rises are indicative of incredible individual successes. Each percentage point represents hundreds of students who might not have graduated on time in years past but are now.
But in terms of meeting the long-held national goal to reach 90 percent on-time graduation by 2020, Colorado’s chances don’t look good. If Colorado continued to raise its grad rates at the same pace it has, on average, over the past five years, it will take another quarter-century to hit the 90 percent mark.
Put another way: Colorado won’t reach that waypoint until some of the children of the class of 2015 are graduating from high school themselves.
Over the past few years, we’ve seen a tremendous change in public perception about individuals who leave high school before graduation.
Dropouts, it was once widely viewed (sometimes even among those who work closely with students) were lazy, unmotivated, unintelligent and unappreciative of the opportunities they have been given.
Today a far more nuanced and far more accurate view prevails, and that has a lot to do with a developing national consciousness about who dropouts are — tied at least in part to the examples we see in the social and traditional media.
No wiggle room.
That's what Mississippi's Board of Education left itself — and everyone else in the Magnolia State — when it abandoned incremental goals toward improving academic outcomes in favor of a bold vision for the future.
Here's how The Associated Press' Jeff Amy put it:
The previous goal of raising the state's graduation rate to 83 percent? Now officials want every student to graduate high school.
Forget trying to boost test scores to where 60 percent of all students score proficient or higher by 2016. Now, the aim is that all students will score at a proficient or higher level on every single state test.
And while Superintendent Carey Wright and others have been trying to round up enough money to incrementally expand Mississippi's recently created state preschool program, now the goal is to provide high quality preschool to every child.
And it’s about time — not just for Mississippi but for all of us.
Early warning data is vital to getting more students to graduation, but caution must be taken to avoid collateral damage
There are roughly 70,000 sixth graders in the state of Wisconsin — and every one of them has been assigned a number.
Falling between 0 and 100 — and based on algorithms that take into account attributes like on-time academic performance and attendance — these numbers represent each child’s expected chances of finishing high school on time. Any student whose score comes in under 78.5 is flagged as “high risk.” When that happens, their names are highlighted in red in a database administered by the Wisconsin Department of Public Instruction, according to a recent report from Marketplace’s Learning Curve.
Here at NoDropouts, we’re big fans of data. Numbers aren’t a panacea, of course, but it’s not often that we find an educational problem that can’t at least be better understood with a hard look at the numbers. And better understanding often leads to better solutions.
Naira Burke is 17. Tamon Hatchin is 20. Tierra Crosby is 20, too.
These three students are among those featured in an article about Passport Academy Charter School in Pittsburg, which recently was featured in an article by The Post-Gazette.
Like Naira, Tamon and Tierra, the students at Passport — which specializes in dropout recovery — are different in many ways. But they’re alike in one key way: They’ve all been deemed capable of finishing the requirements for a diploma before the age of 21.
That might seem like a commonsense requirement for students entering a dropout recovery program — especially if you know that in most states public funding for K-12 education expires at the age of 22. We can’t expect Passport to educate its students without funding, after all — and why would it accept a student who has no reasonable chance of graduating?
But there’s a real problem here — and it’s not a problem with Passport or schools like it, but rather a problem with the way we view the idea of a free public education.
Michael Brown’s chance to take a cap-and-gown photo came three months before graduation. That’s because Normandy High School only had two graduation gowns, which needed to be shared by the entire senior class.
The paucity of opportunity reflected in the scarcity of caps and gowns also mirrored life after graduation — and does so for students from many high-poverty schools across the nation.
Were Brown’s opportunities widened by his graduation from high school? Certainly.
But was that enough? Clearly not.
Tonight’s grand jury decision not to indict the officer who fatally shot Brown came after an exhaustive review of the evidence at hand. While many will disagree with the decision, perhaps we all can concur it is time to have a similarly exhaustive review of the conditions that have resulted in a dismal 53 percent graduation rate at Brown’s former high school — and which even lead graduates to feel desperate, hopeless and angry.
There was a time, said Riverside County Office of Education superintendent Ken Young, that some teachers and administrators openly acknowledged being happy when certain students would drop out of school.
Speaking as part of a panel of educators at the Alternative Accountability Policy Forum today, Young said such educators would brag about having “one less student to worry about” and even those educators who were interested in recovering dropped out students would only do so “if we get around to it.”
But culture is changing, Young said — and not only are many administrators increasingly dedicated to keeping students in school, but they’re working hard to provide as many paths as possible for students who need help getting to graduation day or re-enrolling in school.
“We should never discount the possibility of what a student can do when given an opportunity,” Young said. “Where we used to see five or six alternative programs for high school students, now we’re seeing 30 or 35.”