Dropout recovery: We've got the beat — and we want to share it with you

We’ve been beating this drum for so long that our hands are raw and our ears are ringing.

But darn it, it seems like all that pounding just might be working. All of the sudden a lot of people are dancing to our beat. And we couldn’t be more excited.

Friday’s much-anticipated release of the National Conference of State Legislatures report, “A Path to Graduation for Every Child” came as music to our ears. Among the report’s nine key recommendations: “Develop dropout recovery programs to reengage out-of-school youth.”

Yes!

Don’t get us wrong: We were but a few percussionists in a fledgling rhythm ensemble. We certainly weren’t the only ones playing this song. But we’re proud to say this band has gotten a lot bigger since we started bang-bang-banging away.

Back in 2006, a team of researchers writing for Civic Enterprises released a study showing that 88 percent of high school dropouts actually had passing grades when they left school — and that a nearly equal number expressed a regretful recognition that a high school diploma is important to success in life, saying that they would come back to school if there were a program that met their needs.

Need any more argument that there is a real need for dropout recovery programs in this nation? We didn’t. That one study helped launch The American Academy in 2007, and it drives our mission with equal power today.

Today, The American Academy works with school districts across the United States to re-enroll former students into our innovative online learning programs. We recognize that the issues that push students out of school don’t usually go away over time — in fact, those issues often become even more daunting. That’s why our teachers and mentors work hard to support students with the flexibility and accessibility they need to continue their educations — without sacrificing the accountability for learning outcomes and standards that are rightfully demanded by the schools and students we serve.

We were thrilled to see the NCSL’s report reflect that reality. And we’re excited to help provide guidance to school officials and political leaders who want to take the next step.

When they do, they’ll learn — as we have — that simply instituting dropout recovery programs is not enough. Policies drafted in a world in which brick-and-mortar schools were the only option — and sky-high dropout rates were a shameful standard — are today keeping worthy and hard-working individuals from returning to school. For dropout recovery programs to thrive, states need to:

• Provide greater flexibility in the time students are required to spend directly engaged in their educations. Many dropouts work full-time and are supporting families, so they cannot make a full-time commitment to their studies. Waivers from seat-time requirements are essential to making education possible for this population.

• Raise the maximum age at which the state will fund a student’s high school education. In most states, funding for secondary education is cut-off at age 19, 20 or 21 — and this arbitrary limit is keeping tens of thousands of individuals who might otherwise desire to continue their educations from doing so. In the past, funding ages were a way to keep classrooms orderly and make sure we were protecting our youth by separating them from adult peers. Today, we can educate teens and adults alike without classroom disruptions and altered social dynamics. There is no longer any excuse for putting an expiration date on the opportunity to earn a high school diploma. Kansas leads the way with laws that allocate funds to provide a high school education for any resident who needs it, whether the student is 17 or 97. 

• Allow credit for demonstrated proficiency in end-of-course exams or other state assessments. What else should we ask of a student who has mastered the learning standards?

• Hold districts who adopt innovative dropout recovery solutions harmless from penalties imposed by No Child Left Behind for returning dropouts. Current NCLB rules create a disincentive for district administrators to work to bring dropouts back to school because they come from historically high-risk populations. Administrators should not have to choose between keeping their jobs and doing the right thing for kids, but at the moment, that’s exactly what is happening. Too many administrators are not willing to take a chance on programs that can help many of those students return to school and earn their diplomas.

• Improve per-student funding formulas. When schools receive funding based on the number of students attending class on one or two days a year, administrators are less likely to engage in programs that will bring “unfunded” former dropouts into their schools at any time after “count day.” The answer is to hold regular count periods. Many states already do this — and those that do not should follow.

We don’t have all the answers; no one does. But we’re proud of what we and our partners have been doing to offer these youth another chance to build a foundation for a successful life and we’re excited that the movement is growing.

Come beat the drum with us — and dance as though it will change the world.

Because it probably will.

Rebekah Richards and Gregg Rosann are principal and president, respectively, of The American Academy, which works with schools districts nationwide to re-enroll dropouts. For more information on The American Academy and its services, visit NoDropouts.com.