Dropout Prevention in West Virginia A Guide for Community Dialogue

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1 Moving from Dialogue to Action: One out of every four ninth-grade students in West Virginia does not complete high school within four years. In partnership with: Produced with funds from the NGA Center s State Strategies to Achieve Graduation for All grant.

2 Acknowledgments The Education Alliance would like to thank the West Virginia Center for Civic Life for their assistance producing this guide and for their work with The Education Alliance s dropout prevention counties - Calhoun, Mason, Monongalia and Putnam. The West Virginia Center for Civic Life is a nonprofit, nonpartisan organization working to involve West Virginians in public discussions about issues that affect the quality of life in the state. For more information, contact Betty Knighton at [email protected] or Website: A Guide for Community DiALOGUE Table of Contents 2 Acknowledgments 3 Introduction 5 The ABCs: A Framework for Dropout Prevention 6 The First Abc: Attendance 8 The Second abc: Behavior 10 The Third abc: Course Performance 12 Reclaiming West Virginia Youth: Engaging Dropouts 14 Summary of Student Retention and Dropout Prevention Policy Recommendations 15 Resources Stan Bumgardner and Patricia S. Kusimo, Ph.D. Edited by: Jessica Wintz January 2011 Charleston, West Virginia This guide was made possible by grant funding from the West Virginia Higher Education Policy Commission, West Virginia GEAR UP, and the National Governors Association. 803 Quarrier Street, Suite 500 Charleston, WV P: KIDS F: [email protected] All material in this guide is, unless otherwise stated, the property of The Education Alliance. Copyright and other intellectual property laws protect these materials. Reproduction or retransmission of the materials, in whole or in part, in any manner, without the prior written consent of the copyright holder, is a violation of copyright law. The Education Alliance is a 501(c)(3) organization whose vision is to ensure every West Virginia public school student will graduate from high school college or career ready.

3 Introduction According to the Alliance for Excellent Education, in 2008, more than 6,500 West Virginia students failed to graduate from high school. Where Are We Now? Counting the Costs 3 The Education Alliance s mission ensuring every The costs of West Virginia students dropping out public school student completes high school college of high school are devastating and long lasting. or career ready is both timely and important. According to The Alliance for Excellent Education: It s a fact every West Virginia student needs to complete high school and at least one year of education beyond high school for the best paying jobs. Gone are the days when a strong back and a good work ethic could guarantee employment. A study by The Georgetown University Center on Education and the Workforce forecasts some striking statistics for West Virginia by 2018: New jobs requiring postsecondary education and training will grow by 20,000. Jobs for high school graduates and dropouts will grow by only 13,000. An estimated 234,000 job vacancies will be created through new jobs and retirements. Of these, 115,000 will require postsecondary credentials, 95,000 will call for a high school diploma, and only 23,000 will be open to dropouts. West Virginia will rank last among all states and the District of Columbia in terms of jobs that require a bachelor s degree; however, 49 percent of all jobs will require some postsecondary training beyond high school notably, this is 14 percent behind the national average. West Virginia s 2008 high school completion rate was 75.2%. 1 This means one in four students from the class of 2008 did not receive their high school diplomas within four years. Of the 18,222 students who graduated in 2008, 58.8% went on to pursue two- or fouryear degrees in fall Of the 18,418 students who graduated from public or private high schools in West Virginia in 2009, 11,328 (61.5%) enrolled in higher education institutions in the fall 2009 semester, a nearly 3% increase from the previous year. 3 West Virginia s six-year graduation rates for first-time, full-time bachelor s degreeseeking freshmen in West Virginia public colleges range from 12.8% to 55.6%. 4 To change these statistics, all West Virginians the business community, policymakers, students, educators, state and local agencies, parents, and community groups must know and understand what s at stake. And that s why The Education Alliance is working with the West Virginia School Board Association, the Higher Education Policy Commission, and the West Virginia Center for Civic Life to mobilize and inform communities about high school completion and postsecondary education issues. Each class of dropouts costs West Virginians more than $55 million in lifetime health care costs. Over their lifetimes, high school dropouts earn roughly $200,000 less than high school graduates and about $1.4 million less than college graduates. By 2020, West Virginia s economy would grow by more than $12 million if all students of color graduated high school. Dropouts cost West Virginia nearly $4 million in community college remediation costs and lost earnings each year. If the state s male high school graduation rate would increase by just 5%, West Virginia s economy would receive nearly $36 million in reduced crime spending and increased earnings annually. For the class of 2009, more than 6,900 West Virginia students failed to graduate from high school; this will translate into lost potential lifetime earnings of nearly $1.8 billion. 1 This percentage is based on the number of ninth grade students who completed high school. 2 West Virginia Higher Education Policy Commission, West Virginia college going rates by county and high school: Fall 2009 (Charleston, WV: Author, n.d.). 3 Ibid. 4 Ibid.

4 A Call to Action 4 One thing is certain. West Virginia and its citizens can no longer ignore the damaging realities associated with students not completing high school. If we do, we will remain at the bottom in important education categories limiting employment opportunities for our working-age adults and youth. We need to step back and ask some difficult questions about the way education is conducted in West Virginia. Our goal is for every county in the state to have a plan that answers this question: How to Use This Discussion Guide This guide is intended for communities that want their young people to remain in school and on track for high school completion. Use the guide as a tool make it work for you and your group. The goal is to have community members united in purpose and actions to significantly increase the number of students who graduate on time from high school college or career ready. The guide can help communities figure out what is needed, from whom, for whom, and how quickly. What will we do to ensure more of our students complete high school ready for college or careers? The dropout crisis and a future West Virginia workforce with little or no job skills will threaten the economic, social, and democratic fabric of our communities, state, and nation. Every community must help its children succeed by ensuring that: Students have a pathway to complete high school. All high school graduates have the skills they need to succeed after high school. All students know how to pursue high quality opportunities after high school, including military service, apprenticeship programs, vocational training, on-the-job training programs, and two- and fouryear degrees. The guide is arranged around the ABCs of dropout prevention, followed by a discussion about engaging students who have already dropped out. As you ll see, there are three primary indicators that students are at risk for dropping out: attendance, behavior, and course performance. You don t have to tackle all three simultaneously; you can focus on one and then, at a later time, tackle the others. After a brief discussion of each indicator, the guide offers several key questions to stimulate discussion and out-of-the-box thinking. You may want to use one or two of the questions or have small groups address a single question and share their thinking with the whole group. How the conversations happen is less important than making sure they happen. Resources at the conclusion of the guide may help you move forward in your journey. Once you are ready to engage your community, please visit the Education Alliance s website at to view additional information on forum facilitation and action planning provided by the West Virginia Center for Civic Life.

5 A B C Overview The s: A Framework for Dropout Prevention Whether students intend to go to college or find employment that offers on-the-job career training and advancement opportunities, they must acquire certain skills. Employers of high school and postsecondary education graduates repeatedly say they want employees who (1) have good reading comprehension and communication skills; (2) can work with others to achieve common goals; (3) come to work as scheduled and on time; (4) have the ability to learn and acquire new skills; and (5) maintain a positive attitude, good work ethic, and drug-free lifestyle. Simply put, employers want employees who will (1) show up reliably for work; (2) get along with peers and supervisors; and (3) learn and expand their skills. Clearly, attendance, behavior, and course performance are directly related to important workplace skills and attitudes. Research has shown that students with poor attendance, behavior, or course performance particularly in the sixth or ninth grades may be on the road to dropping out. The ABC early warning indicators are detailed in Chart 1. Note that the threshold is higher for the ninthgrade indicators because all ninth-grade students tend to struggle more (Balfanz & Byrnes, 2010). As a result, ninth graders tend to miss more school, and the courses become more difficult. So, ninth-grade students who fail one course might not be in quite as much danger of dropping out as sixth graders who fail a course. When a large number of students show any of the ABC warning indicators, a school may require significant reforms (Balfanz & Byrnes, 2010). Some West Virginia schools face severe challenges in terms of the ABCs. In one school during the year, 48 percent of all sixth-grade students exhibited poor attendance missing 18 or more days during the 180-day school year. 5 Chart 1 Early warning signs of students on the path to dropping out Attendance Behavior Course Performance Sixth Missing 18 or more One or more suspensions or One or more semester Grade days throughout the year serious disciplinary incidents course failures Failing a mathematics course and/ or an English/language arts course Ninth Missing 27 or more days Two or more suspensions or Two or more semester throughout the year serious disciplinary incidents course failures Failing a mathematics course and/ or an English/language arts course

6 Just the Facts! 6 Based on the school year, here s what we know about West Virginia students school attendance: Sixth Grade In the 223 schools that serve sixth graders (21,244 students statewide): The First Abc: Attendance Although it may seem like an obvious point, poor attendance is a leading contributor to classroom failure. In fact, attendance has a direct effect on the next two factors: behavior and course performance. Research (Balfanz & Byrnes, 2010) shows, When students attend school more, their behavior improves and their failure rates decrease.... Thus, efforts directed toward attendance rates can also lead to indirect improvements in the other indicators of behavior and course marks (p. 5). Many students who eventually drop out begin missing school as early as preschool or elementary school, which may point to issues beyond the school s control. Studies show that sixth graders who miss 18 or more days and ninth graders who miss 27 or more days are more likely to drop out. In fact, the sixth-grade attendance numbers alone can be used to predict half of all eventual dropouts. Nearly 20% of all West Virginia sixth graders missed at least 18 days of school this means approximately one in five students is in increased danger of dropping out Only 9% of the 223 schools had zero sixth graders who missed 18 days or more 59% of the 233 schools had 10 or more sixth graders who missed 18 or more days and Nearly 30% (almost one in three) of these schools had 25 or more sixth graders who missed 18 or more days. Ninth Grade In the 160 schools that serve ninth graders (25,315 students statewide): 17% of all West Virginia ninth graders missed 27 or more days of school 14% of the 160 schools had zero ninth graders who missed 27 or more days 66% of the 160 schools had 10 or more ninth graders who missed 27 or more days and 43% of the 160 schools had 25 or more ninth graders who missed 27 or more days. Other Facts about Attendance Problems Attendance is important not just for learning but for building an early work ethic. Young people learn about responsibility and accountability at an early age. Not only is it important for students to attend classes, they should also be prompt and remain for the necessary duration of the class and school day again, key elements of a good work ethic. School attendance has to be encouraged and has to matter to the children, teachers, parents, and community. Source: Robert Balfanz and Vaughan Byrnes, Dropout Prevention through Early Warning Indicators: A Current Distribution in West Virginia Schools (Everyone Graduates Center, October 2010). Note: Absentee rates for selected West Virginia schools can be found in the full report:

7 Discussion Questions: 1. What are the attendance patterns for sixth- and ninth-grade students in your community? 7 2. What are the various reasons why students in your community don t go to school? 3. What are your county s attendance policies? How many missed days are too many for schools in your community? What attendance patterns do you see? 4. What can be done to change attendance patterns? 5. Here are some other key questions community members can ask: a. How do your schools and the county monitor attendance? b. If these groups don t live up to their responsibilities, what should be done and who should do it? Does this question have a different answer for different age groups? What about the preschool and elementary levels? What kinds of interventions work best at the elementary, middle, and senior levels? c. What agencies, organizations, or people in your community can help improve students attendance? What role should each play?

8 Just the Facts! 8 Based on the school year, here s what we know about West Virginia students behavior: The Second abc: Behavior Students with behavior problems are more likely to drop out. Research (Balfanz & Byrnes, 2010) shows that increases in disciplinary incidents can represent the beginning of a student s disengagement from school, where a student whose attendance and course marks begin to slide may already be highly disengaged from the system (p. 10). The key problem indicator for sixth graders is one or more suspensions; the key indicator for ninth graders is two or more suspensions. Sixth Grade In the 223 schools that serve sixth graders (21,244 students statewide): 18% of all West Virginia sixth graders had at least one in-school or out-of-school suspension Only 10% of the 223 schools had zero sixth graders who had been suspended 54% of the 223 schools had 10 or more sixth graders who had been suspended at least once and 27% of the 223 schools had at least 25 sixth graders with one or more suspensions. Ninth Grade In the 160 schools that serve ninth graders (25,315 students statewide): 15% of all West Virginia ninth graders had at least two in-school or out-of-school suspensions Only 9% of the 160 schools had zero ninth graders who had been suspended 58% of the 160 schools had 10 or more ninth graders who had been suspended at least twice and 31% of the 160 schools had least 25 ninth graders with two or more suspensions. Misbehavior can lead directly to dropping out because repeat suspensions take students away from the classroom, resulting in lower grades and less enthusiasm for school. Even when in-school suspensions are used, students are separated from the content teachers who can help them the most with academics. Out-of-school suspensions are even more disruptive to course work. In addition, school leaders cannot keep track of students who are suspended from school; as such, the free time can lead students into further behavior issues. Other Facts about Behavior Problems Events in students lives also can have a negative effect on student achievement and enthusiasm. Students often exhibit behavior problems years before their grades start to decline or before they drop out. In fact, the misbehavior frequently occurs before students ever begin missing school in great numbers. Students who misbehave particularly at an early age tend to get pushed out of the system by school administrators and teachers. In other words, the school may allow or even encourage some students to drop out or at least transfer to another school rather than confronting their issues directly. Source: Robert Balfanz and Vaughan Byrnes, Dropout Prevention through Early Warning Indicators: A Current Distribution in West Virginia Schools (Everyone Graduates Center, October 2010). Note: Behavioral indicators for selected West Virginia schools can be found in the full report:

9 Discussion Questions: 1. What types of school behaviors lead to our sixth-grade students getting suspended? Ninth graders? 9 2. Is support available to help students improve their in-school behavior, particularly in the sixth and ninth grades? Behavior not only affects that individual student but also other students. Some students display the opposite kinds of behavior problems the silent types who just suddenly drop out. While schools often punish bad behavior, they don t always teach good behavior (e.g., conflict resolution, perseverance, not bullying). They are organized to treat the symptoms of behavior problems (e.g., disciplinary procedures for specific occurrences at schools) but not the root causes. Students who have been identified as special needs have individualized education plans (IEPs) to deal with their individual needs. However, all students have not been properly identified. 3. If the student s behavior problems are rooted outside school, how should the school or community intercede? 4. What can each of the following entities do to improve student behavior: Students? Parents? Schools? Community? Alternative schools may be a temporary solution for some students with problematic behaviors; however, too many of these young people still end up in the criminal justice system, which impacts the entire community. Employers want employees who work well in teams and resolve conflicts with colleagues on their own. Without an intervention, students with problematic school behaviors may not develop the social skills necessary to acquire and keep a job.

10 Just the Facts! 10 The Third abc: Course Performance Although not always the first indicator, poor course performance particularly math and English/language arts is the most dependable predictor of whether students will drop out. In particular, research shows that the most likely dropouts are sixth graders who fail one semester of math or English and ninth graders who fail two or more semesters of any course or one semester of math or English. Course performance is a better predictor than test scores of a student s probability of dropping out. Even without failing a course, students who receive D s or have low GPAs can be at risk of dropping out. Based on the school year, here s what we know about West Virginia students course performance: Sixth Grade In the 223 schools that serve sixth graders (21,244 students statewide): 10% of all West Virginia sixth graders failed at least one course; 5% failed a mathematics course; and 4% failed an English course 29% of the 223 schools had zero sixth graders with no course failures; 39% had zero students who failed mathematics; and 93% had zero students who failed an English course 28% of the 223 schools had at least 10 sixth graders who failed one or more courses; 13% had at least 10 students who failed a mathematics course; and 12% had at least 10 students who failed an English course 13% of the 223 schools had at least 25 sixth graders who failed one or more courses; 4% had at least 25 students who failed a mathematics course; and 3% had at least 25 students who failed an English course

11 Discussion Questions: Ninth Grade In the 160 schools that serve ninth graders (25,315 students statewide): 15% of all West Virginia ninth graders failed at least two courses; 16% failed a mathematics course; and 12% failed an English course Only 11% of the 160 schools had zero ninth graders with no course failures, including mathematics and English 61% of the 160 schools had at least 10 ninth graders who failed two or more courses; 52% had at least 10 students who failed a mathematics course; and 50% had at least 10 students who failed an English course 14% of the 160 schools had at least 25 ninth graders who failed two or more courses; 31% had at least 25 students who failed a mathematics course; and 29% had least 25 students who failed an English course Notice how the percentages of failures increased significantly between sixth and ninth grades. Other Facts about Course Performance Ultimately, schools must change how they function and how they assist students who are prone to dropping out starting at the beginning of elementary school (Balfanz, 2007). Several supports within the academic environment can improve students chances of staying in school: Make school more relevant and engaging by improving curricula and teaching. Enhance the school-to-work connection. Provide additional support and assistance to struggling students, including a targeted intervention and recovery plan. Create a school climate to foster academics and socialize students into school norms. Provide opportunities for each student to have a strong relationship with at least one adult in the school. Improve communication between schools and parents. Help every student become a successful reader. Plan better transitions from middle to high school. Gather the human and financial resources needed to support a comprehensive and sustained dropout prevention and remediation initiative comprising evaluation, accountability, and continuous improvement. (Bridgeland, Dilulio, & Morison, 2006; Balfanz, 2007) 1. In addition to poor attendance and behavior problems, what factors affect students academic performance in mathematics, reading, and English courses? 2. What can be done to help students succeed academically, particularly in mathematics, reading, and English? 3. What roles should each of the following entities play in improving course performance: Students? Parents? Schools? Community? 11 Source: Robert Balfanz and Vaughan Byrnes, Dropout Prevention through Early Warning Indicators: A Current Distribution in West Virginia Schools (Everyone Graduates Center, October 2010). Note: Behavioral indicators for selected West Virginia schools can be found in the full report: Sources: Balfanz, R. (2007). What your community can do to end its dropout crisis: Learning from research and practice. Baltimore: John Hopkins University, Center for Social Organization of Schools. Bridgeland, J. M., Dilulio, Jr., J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Civic Enterprises.

12 Just the Facts! 12 Here s what we know about combinations of the ABC indicators and West Virginia Youth: Reclaiming West Virginia Youth: Engaging Dropouts Despite our best efforts to keep students in school, some will still drop out. Communities must figure out how to help students who have dropped out of school become productive citizens. ln thriving communities, everyone keeps the community financially and socially healthy. The fewer working age adults that need support from social service agencies, the more funding is available for recreational and enrichment activities for children, families and adults. As a result, communities need to provide dropouts with opportunities to acquire the necessary academic and other skills needed to secure full time employment that offers career advancement. The more ABC indicators a student has, the more likely students are to drop out of school and increase the need for more social services. Sixth Grade In the 223 schools that serve sixth graders (21,244 students statewide): 13% of all West Virginia sixth graders have two or more of the ABC indicators Only 17% of the 223 schools have zero sixth graders with two or more indicators 38% of the 223 schools have 10 or more sixth graders with two or more indicators and 16% of the 223 schools have 25 or more sixth graders with two or more indicators. Ninth Grade In the 160 schools that serve ninth graders (25,315 students statewide): 19% of all West Virginia ninth graders have two or more of the ABC indicators Only 9% of the 160 schools have zero ninth graders with two or more indicators 64% of the 160 schools have 10 or more ninth graders with two or more indicators and 44% of the 160 schools have 25 or more ninth graders with two or more indicators. This data tell us that many young people in West Virginia are already on the pathway to dropping out of school. Our challenge is to identify and support these students before they drop out, and, if they do drop out, we must have viable alternatives to help them get back on track. Research shows that transfer schools (not alternative schools which have a stigma for behavioral issues) or schools organized in different ways (e.g., high schools on college campuses) can make a difference. Transfer schools, such as Northern Middle College High School, located on Northern Community College s Campus in Wheeling, WV, provide additional academic support for students. For more information about re-engaging dropouts, check out the following Web site: New Pathways to Postsecondary Education. Source: Robert Balfanz and Vaughan Byrnes, Dropout Prevention through Early Warning Indicators: A Current Distribution in West Virginia Schools (Everyone Graduates Center, October 2010). Note: Behavioral indicators for selected West Virginia schools can be found in the full report:

13 Discussion Questions: 1. Is there a process that your county uses to assess why students drop out? Other Considerations A study conducted by Civic Enterprises provides additional insight into why students drop out (Bridgeland, Dilulio, & Morison, 2006). The study was based on interviews with diverse students ages 16 through 25 who had dropped out of public high schools in 25 different locations in large cities, suburbs, and small towns. Study findings indicate there is no one particular reason that students fail to complete high school. The responses do, however, tend to cluster into categories related to the academic environment, real-life events, and a lack of personal and external sources of motivation and guidance. The study identifies five major factors for dropping out: (1) taking uninteresting classes, (2) falling excessively behind due to too many missed school days, (3) spending time with people not interested in school, (4) having too much freedom and not enough rules, and (5) already failing in school (p. 3). 2. Do your schools offer any interventions before students drop out? 3. In your county, can dropouts return to school, or is a GED their only recourse? 4. If dropouts want back in, what do they have to do? Does this process work effectively? 5. How does West Virginia s minimum compulsory school age compare with other states? 13 This same study finds that the decision to drop out is influenced by teachers and parents low expectations for students, which can lead to boredom and a lack of challenges. Other causes include real-life events such as getting a job, becoming a parent, or needing to spend time helping families. Dropouts also reported that a lack of parent awareness and involvement were factors for leaving school and that the decision was not sudden but rather a slow process characterized by gradual academic and social disengagement (Bridgeland et al., 2006). 6. Does your county have an attendance officer? If so, what are his or her job responsibilities? 7. What roles should each of the following entities play in getting dropouts back into school or into GED programs: Students? Parents? Schools? Community? Source: Bridgeland, J. M., Dilulio, Jr., J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Civic Enterprises.

14 14 Summary of Student Retention and Dropout Prevention Policy Recommendations and Best Practices Organization/Structure of Schools Develop adult high schools with intergenerational enrollment. Provide different schooling options (e.g., adult schools, transfer schools) for different students. Evaluate the feasibility of small studentlearning communities and ninth grade academics. Determine the feasibility of increasing the age at which students can legally leave school. Provide multiple pathways for high school completion. Encourage the provision of programs with flexible open-entry and open-exit strategies. Dropout Prevention Research/Evaluation Establish and support a state-level research program focused on developing a student retention/dropout research program to inform policy makers. Conduct evaluations of successful local retention/dropout prevention programs to identify best practices for statewide dissemination. Formally evaluate the effectiveness of the school attendance/driving privilege initiative. Ensure that data systems include students with disabilities. Provide funds/support for pilot projects to evaluate the effects of innovative program models. Curriculum/Instruction in School Provide options for credit recovery. Provide additional support and assistance (e.g., tutors, summer school) for struggling students. Evaluate the school-to-work curriculum connection and revise as needed. Provide ninth grade seminars focused on time-management and study skills. Provide competency-based options for awarding credit toward graduation. Develop dual-enrollment programs with higher education. Promote the integration of internships and part-time employment information programs. Develop formal programs for transitioning students to middle and high school. Consider requiring catch-up math/literacy courses for struggling eighth/ninth grade students.

15 RESOURCES 15 Stakeholder Involvement Conceptualize dropout prevention programs as community based. Create a community forum to inform the public about the dropout problem. Use 21st century technology tools to interact with parents and the broader community about dropout/retention issues. Encourage increased parent involvement in dropout prevention initiatives. Program Support Provide any special supports needed to address the dropout challenges for students with disabilities. Develop and share with parents their children s graduation plans. Review existing resource-allocation models to ensure there are no unintended outcomes from improving student retention. Provide each student with an opportunity to develop a strong relationship with at least one adult in the school. Develop incentive programs to recognize/ reward schools that improve their graduation/retention rates. Provide additional supports needed to ensure on-time promotions. Capacity Building Develop and implement an early warning system to identify potential dropouts. Design/implement a comprehensive data management system to track and report dropout and graduation data accurately. Formally promote the development of a school climate and culture that fosters academics and high expectations for all. Develop an interagency task force on dropout prevention for students with disabilities. Support the scaling up of effective programs/interventions. Develop tracking systems designed specifically for monitoring ninth grade student performance. Provide targeted professional development for teachers and administrators. Source: The Education Alliance, Student Retention and Dropout Prevention: Policy Recommendations and Best Practices (Charleston, WV: Author, spring 2009). Alliance for Excellent Education: College Foundation of West Virginia: Everyone Graduates Center: Georgetown Center on Education and the Workforce: Grad Nation: Jobs for the Future: National Dropout Prevention Centers: National Governors Association: ACHIEVINGGRADUATION.PDF The Education Alliance: West Virginia Department of Education: West Virginia GEAR UP: West Virginia s Promise:

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