Camilla (Cammy) Lehr, Ph.D. National Center on Secondary Education and Transition (NCSET)

1. Promoting School Completion: A Tool to Guide Development and Implementation of Effective Approaches Camilla (Cammy) Lehr, Ph.D. National Center on Secondary Education and Transition (NCSET) University Center for Excellence in Developmental Disabilities (UCEDD) University of Minnesota November 4, 2004 National Special Education Forum

2. Dropout: The Magnitude of the Problem • Approximately 1 in 8 children in the United States never graduate from high school (Children’s Defense Fund, 2001) • Based on calculations per school day, one high school student drops out every nine seconds (Children’s Defense Fund, 2001) • Recent statistics representing the percentage of eighth grade students who graduate five years later range from a low of 55% in Florida to a high of 87% in New Jersey (Greene, 2002)

3. Data on Exit for Students with Disabilities • 34% of students with disabilities dropped out of school in 1995-96 • This rate compares with 29% for the 1999-2000 school year • Overall, 56% of students with disabilities age 14 and older graduated with a standard diploma in 1999-2000. (OSEP, 2002; 24th Annual Report to Congress)

4. Data on Exit for Students with Disabilities Dropout Rate for Students Served Under IDEA, for school year 1998-1999 (OSEP, 2001) • Highest rate of dropout was for students with EBD (51%) • 28% of students with LD dropped out • Highest rate of dropout for students with disabilities by state is 70% (Hawaii) • Highest rate of dropout by race/ethnicity for students with disabilities is 44% for American Indian/Alaska Native

5. Importance of Addressing Dropout • Significant costs to individuals who do not complete school (e.g., more likely to be unemployed, underemployed, incarcerated) • Significant costs to society (e.g., lost revenues, welfare, unemployment, crime prevention and prosecution) • Students with diploma or GED earn $29,200 on average compared to $22,500 for students who leave school without a diploma (U.S. Census Bureau) • High school graduates earn about $270,000 more over work life than high school dropouts (U.S. Census Bureau)

6. Federal Legislation • No Child Left Behind holds schools accountable for student progress using indicators of adequate yearly progress including measures of academic performance and rates of school completion • All students are required to participate in standards based reform and accountability systems • More than 25 states require students to pass tests to receive a standard diploma

7. The Question What do we know that is research based and how can that information be used to inform practice and improve graduation rates?

8. Increasing Rates of School Completion: Moving from Research and Policy to Practice • NCSET Essential Tool (2004) • Intended for SEA personnel, district superintendents, special education directors and their staff, principals • Addresses five key questions • Includes examples of evidence based practice • Includes references, resources, reproducible handouts

9. How are Dropout Rates Measured and What are Associated Issues • Calculation varies according to definition • Formulas vary • Annual • Status • Cohort • Comparisons are difficult to make • Be aware of how numbers are derived

10. Who Drops out and Why? • School Related (problems getting along with teachers, getting suspended or expelled, unfair discipline practices, bad grades, didn’t like school) • Peer Related (friends dropping out) • External Stressors (pregnancy/teenage parenthood, need to support family) • Individual (attitude toward school, relevance of education)

11. Understanding Why Students Drop Out • Push effects – situations or experiences within the school environment that aggravate feelings of alienation, failure and dropout (e.g., raising standards without providing supports, suspension, negative school climate) • Pull effects – factors external to the school environment that weaken or distract from the importance of school completion (e.g., pregnancy)

12. Status Variables Socioeconomic Background Ethnicity Metro Status and Region Gender Family Structure Disability Mobility Ability Alterable Variables Attendance Academic Performance Behavior School Policies School Climate Educational Support in the Home Sense of Belonging Attitude and Motivation Variables Placing Students at Risk

13. For Students with Disabilities • Alterable variables associated with dropout • high rates of absenteeism • history of course failure • low participation in extracurricular activities • negative attitudes toward school • retained in grade

14. Address Alterable Variables School level alterable variables associated with school completion for students with disabilities (Wagner, Blackorby & Hebeler, 1993) • Providing direct, individualized tutoring and support to complete homework assignments • Support to attend class, and stay focused on school • Participation in vocational education classes • Participation in community based work experience programs and training for competitive employment

15. Why Do Students Stay in School? • Supportive family and home environment • Interaction with and involvement of committed, concerned educators and other adults • Development of perseverance and optimism • Improved attitude toward school and increased motivation to obtain a diploma • Positive respectful relationships between staff and students • Satisfaction with the learning experience • Relevance of curriculum • Fair discipline policies

16. Key Concepts in Understanding Dropout • Dropping out of school is a process of disengagement that begins early • School completion encompasses a broader view than simply preventing dropout. • Engaging students in school and learning is a key ingredient in preventing dropout and keeping kids in school (participation, identification, social bonding, personal investment in learning) • A focus on enhancing students connection with school and facilitating successful school performance is a promising approach for improving school completion.

17. Student Engagement in School and Learning • Engagement is a multi-dimensional construct involving associated indicators and facilitators (Christenson, 2002) • Academic (homework completion, on-task) • Behavioral (attendance, participation) • Cognitive (relevance of education to future) • Psychological (sense of belonging)

18. Student Engagement: The Bottom Line in Effective School Completion Programs • McPartland (1994) • Provide opportunities for success in school work • Communicate the relevance of education to future endeavors • Create a caring and supportive environment • Help students with personal problems

19. Examples: Intervention Programs/ Strategies • There is not one best program • Selection based on rigorous parameters • Broad-based search • Focus on dropout prevention/intervention • Measured outcome variable tied to enrollment status • Evidence of effectiveness using statistical analysis • Published in professional journal or government report

20. Abstracts and Summary Chart • Intervention Program or Strategy • Background • Intervention Description • Outcome Variables • Population and Setting • Evidence of Effectiveness • Implementation Considerations • Contact Information • References

21. Dropout Interventions Occur at Different Levels • Universal – primary prevention, includes all youth, low cost per individual (systemic positive discipline program) • Selected – prevention/intervention, includes about 15% who are identified as being at risk of dropout, moderate cost (programs that work to build specific skills) • Indicated – intervention, includes 5% of youth exhibiting clear signs of early school leaving, high need, high cost (intensive wrap-around services)

22. Dropout Prevention Interventions Vary • Personal/affective focus (counseling, interpersonal relations class) • Academic (special classes, tutoring) • Family Outreach (increase communication between home and school, home visits) • School Structure (reduce class size, small learning communities, role of homeroom teacher) • Work Related (vocational training, volunteer or service program)

23. Identifying Interventions that Show Evidence of Effectiveness • “It is unlikely that a program developed elsewhere can be duplicated exactly in another site, because local talents and priorities for school reform, the particular needs and interests of the students to be served, resources available, and the conditions of the school to be changed will differ.” (McPartland, 1995) • Consider examples in relation to the needs, demographics, resources and other circumstances of local schools or districts • Claims of effectiveness must be supported by adequate research and/or evaluation

24. Some Additional Resources • www.ncset.org (National Center on Secondary Education and Transition) • www.ici.umn.edu/alternativeschools/ (Alternative Schools Research Project) • www.dropoutprevention.org/ (National Dropout Prevention Center) • Increasing Rates of School Completion: Moving from Policy and Research to Practice: A Manual for Policymakers, Administrators and Educators, (contact NCSET: ncset@umn.edu or 612-624-2097) • Lehr, C.A., Hansen, A., Sinclair, M., Christenson, S.L. (2003). Moving beyond dropout towards school completion: An Integrative Review of Data Based Interventions,School Psychology Review, 32(3).

25. Increasing Rates of School CompletionMoving from Policy and Research to Practice: A Manual for Policymakers, Administrators, and Educators For Copies Contact ICI Publications Office 109 Pattee Hall, 150 Pillsbury Drive SE Minneapolis, MN 55455 612 624-4512 or www.ncset.org http://www.ncset.org/publications/relatedpubs.asp