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Contracts and Credit-Deficiency

Credit-deficient juniors are significantly less likely to graduate on time, impacting their future quality of life and earnings. Current research often overlooks those students still in school, addressing only dropouts or college students. At Benson Polytechnic High School, approximately 42.5% of juniors are at risk of not graduating on time. This report outlines feasible interventions, such as goal setting and supportive counseling, tailored to help these students get back on track. The ultimate aim is to increase graduation rates and improve student engagement and self-confidence.

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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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