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Contracts and Credit-Deficiency

Contracts and Credit-Deficiency. At-Risk Juniors @ Benson Polytechnic High School. Katie King Schneider – December 2012. The issue is…. Credit-deficient juniors are more likely to either not graduate at all or not graduate on time.

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Contracts and Credit-Deficiency

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  1. Contracts and Credit-Deficiency At-Risk Juniors @ Benson Polytechnic High School Katie King Schneider – December 2012

  2. The issue is… Credit-deficient juniors are more likely to either not graduate at all or not graduate on time. Students that don’t graduate have a poorer quality of life and do not make as much as students that do graduate on-time from a regular high school. Current research does not necessarily cover credit-deficiency: it jumps straight to students that have already dropped out, or college students. Current research addresses a lot of big-picture ideas. The problem there? It’s not easily accessible!

  3. Benson Polytechnic High School Majors The Details One of 2 magnet schoolsin PPS. Benson graduates the most minority students of any PPS school. • Digital Media Production • Radio • Nursing • Dental • Medical Professions • Manufacturing • Automotive • Electric • Construction

  4. How does Benson Compare?

  5. As it is… 42.5% of the junior class is not currently set to graduate on time YIKES.

  6. What can be feasibly addressed by counseling staff within a reasonable time frame? Addressing the issue… • Existing research supports the following interventions: • Clear, obtainable goals. • Discussion of alternatives. • Discussion of School Supports. • A consistent person for follow-through.

  7. Data Collection Interviews Self-RePort Group Entrance/Exit Surveys (measuring school engagement & self confidence) Contracts Hard Data • Data from Junior Transcripts Entrance to Group

  8. Assessing At-Risk Juniors: Hard Data Category 1: On-track to graduate with 16 or more credits earned both overall and for their core classwork. Category 2: On-track to graduate with 16 or more credits earned, but are not on-track to graduate with their core classwork. Category 3: Not on-track to graduate, have earned 14-16 credits Category 4: Not on-track to graduate, have earned 12-14 credits. Category 5: Not on-track to graduate, have earned fewer than 12 credits.

  9. Addressing At-Risk Juniors Action Plan Group Topics 4-6 sessions, including: Goal Setting Identifying what went wrong Exploring options Graduation Plan Identifying school supports • Category 1: No action. • Category 2: Brief Contracts • Category 3: Group, Goal Setting & Contract. • Category 4: Group, Goal Setting, & Contract. • Category 5: Parent Meetings & Possible Transfer.

  10. Benefits & Conclusions If it works? Higher Reported School Engagement and School Support Higher Reported Self-Confidence Students will have made up 1 or more credits.

  11. Ultimate Goal? MORE STUDENTS WILL GRADUATE!! Not visible until 2014…

  12. REferences • Christenson, S., Sinclair, M., Thurlow, M., Evelo, D. (1995). Tip the balance: Policies & practices that influence school engagement for youth at high risk for dropping out. Minneapolis, MN: University of Minnesota, Institute on Community Integration. • Davis, L. E., Johnson, S., Miller Cribbs, J., Saunders, J., & Cribbs, J. (n.d). A Brief Report: Factors Influencing African American Youth Decisions to Stay in School. Journal Of Adolescent Research, 17(3), 223. • Gándara, P. (2010). The Latino Education Crisis. Educational Leadership, 67(5), 24-30. • Henry, K. L., Cavanagh, T. M., & Oetting, E. R. (2011). Perceived Parental Investment in School as a Mediator of the Relationship between Socio-Economic Indicators and Educational Outcomes in Rural America. Journal Of Youth And Adolescence, 40(9), 1164-1177. • Lang, K. (2009, June 3). Turning it around: Former dropout, new graduate setting new goals. La Crosse Tribune (WI). • Oregon School Report Cards Issued. (2011). Retrieved from http://schools.oregonlive.com/search/ • Smith, S.C., (2008). Addressing dropout related factors at the local level: Recommendations for teachers. The National Dropout Prevention Center for Students with Disabilities. Accessed: http://www.ndpc-sd.org/documents/LEA_Recommendations_for_Teachers.pdf • Tavakolian, H. R., & Howell, N. (2012). Dropout Dilemma and Interventions. Global Education Journal, (1), 77-81. • Thurlow, M. L., Sinclair, M. F., Johnson, D. R., & National Center on Secondary Education and Transition, M. N. (2002). Students with Disabilities Who Drop Out of School: Implications for Policy and Practice. Issue Brief: Examining Current Challenges in Secondary Education and Transition. • Tyler, J. H., & Lofstrom, M. (2009). Finishing High School: Alternative Pathways and Dropout Recovery. Future Of Children, 19(1), 77-103.

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