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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.”
Alcoholism, drug abuse, depression, obesity, heart disease, cancer, liver disease and skeletal fractures.
Studies show that childhood experiences are related to increases in all of these conditions.
Now add to that list post-traumatic stress disorder — a condition conventionally associated with combat experiences by soldiers. And while the triggering mechanisms for that trauma is often very different than that faced by combat survivors, the symptoms can be similar.
“These kids have difficultly regulating their emotions, and their motivation, if in fact it is there at all, is variable,” said Amy Lansing, the director of Cognitive and Neurobehavioral Studies at the U.C. San Diego School of Medicine. “The idea that you can just pull yourself up by the bootstraps is a myth.”
It’s tough enough being a new teacher.
Being a new teacher in a school dedicated to serving at-risk students? That’s tougher still.
But new teachers shouldn’t be afraid of such challenging assignments — and administrators at such schools shouldn’t be afraid of new teachers. With the right preparation, in fact, it can be a perfect fit.
That was the message from a panel of educators, administrators and experts at the 2014 Alternative Accountability Policy Forum in San Diego, where more than 150 people gathered to discuss how to improve outcomes for students who organizers of the conference describe as “at-promise youth.”
As the name implies, the conference is also focused on how to ensure programs and schools that serve these students are held accountable for outcomes — while acknowledging the challenges these students face are quite different from the majority of their peers at traditional schools.
Among the most important ways to achieve these goals is comprehensive teacher training with the specific intended outcome of preparing educators for the trials they’ll face serving students facing significant social, educational, mental, physical or behavioral challenges.
Teen mothers are too often caught between conflicting messages that their situation is hopeless and the expectation that they should be handle every obstacle with grace and ease.
The reality, of course, is somewhere deep between.
Meeting before an audience of teachers, administrators and counselors from across the country in a webinar held on Oct. 27, two experts said teen parents who do battle with those expectations need a lot of support to do so.
“These young women have to live through the same 24-hour period that the rest of us do, but they have substantially less in terms of time and money to do so,” said Graduation Alliance principal Deborah O’Brien, who oversees dropout recovery and at-risk student service programs across the United States.
And yet, O’Brien said, society too often tells young mothers that “you can do it all.”
Julian Mangino, the author of Voices of Teen Mothers and ABCs for Mommy, said it is important to tell young parents they can handle all the challenges and pressure associated with their circumstances — but they need to be given short-term goals toward a broader vision of success.