Transcript Dropping Out in Duval - COJ.net

Dropping Out in Duval
Why is Dropping Out a Problem?
• Nationally, one-third of students do not
graduate
• Annual toll of lost wages, taxes,
productivity is $200 billion
• Two-thirds of inmates are dropouts
• Increasing graduation rate by 10% would
reduce murder/assault by 20% and
increase individual income by 27%
Why Students Drop Out
Lack of connection to school
History of failure in school
No one pushing them to stay in school
Problems at home
Dropping out is a process that
begins before high school.
Drop out Warning Signs
Students Missing 21+ Days
20%
Low attendance –
15%
Duval
FL
10%
5%
0%
Elem
Middle
High
Out of School Suspensions
30%
Poor Behavior -
25%
20%
Duval
FL
15%
10%
5%
0%
Elem
Middle
High
Drop out Warning Signs
School Retention
Academic Failure -
16%
14%
12%
10%
8%
6%
Duval
FL
4%
2%
0%
Elem
Middle
High
Where are students dropping out?
Graduation
Dropout
School Grade
A. Philip Randolph
51.1%
7.8%
C
Andrew Jackson
51.8%
4.7%
D
Douglas Anderson
82.3%
0.6%
A
Ed White
50.9%
9%
C
Englewood
43.8%
7.9%
D
First Coast
61.9%
6.8%
D
Fletcher
71.6%
4.2%
B
Frank H. Peterson
55.9%
6%
C
40%
9%
F
Mandarin
61.9%
6.8%
D
Nathan Forest
37.6%
10.8%
D
Paxon
76.5%
1.2%
A
Robert E. Lee
40.3%
7.3%
D
Sandalwood
52.2%
7.3%
C
Stanton
78.1%
0.9%
A
William Raines
42.8%
10.1%
D
Wolfson
61.3%
5.9%
C
Terry Parker
47.8%
8.6%
D
Jean Ribault
United Way Partnership
Nancy Snyder, Chair
Martha Barrett
Jeff Blount
Nancy Dreicer
Nancy Broner
Darby Brower
Bill Davis
John Giese
Dr. Kareem Jordan
Doris Leach
Bea Lewis
Edgar Mathis
Jay Plotkin
Chief David Stevens
Jane Vance
Nina Waters
Chuck Wodehouse
United Way Achievers For Life
Family Advocate works with families to address obstacles to excelling in
school: mental health/behavioral problems, financial instability,
employment, housing.
Achievement Advocate Paid and volunteer Achievement Advocates will
work with the students for more than one year They will be provided
information regarding their assigned student’s grades, classroom
behavior and attendance, and with professional assistance will help
the child achieve mutually established goals.
Mental and Behavioral Health Counseling will be provided through
Arlington Full Service Schools.
Parent Engagement: Principals provided financial resources to
implement research-based, measurable, school-wide strategies to
keep students and their families engaged in learning. Potential
initiatives include: family orientation to middle school, teacher training
and development, homeroom teachers serving as family liaisons
throughout middle school, parent leadership development, welcoming
front offices, and any other research-based parent engagement
models.
United Way Achievers For Life
Performance Measurement Objectives:
Students served will:
increase their GPA above a minimum of 1.5
decrease behavioral referrals
decrease absences
be promoted to the seventh grade
Measures will be calculated for a comparable group of middle
school students attending a comparable middle school.
Families of the at-risk students will be better prepared to support
their students. Measured through a survey of parents
participating in the program.
Terry Parker High School dropout and graduation rates will
improve.
Full Service Schools of Jacksonville
Mission: Removing the health and psycho-social
barriers to academic success
J. Wayne and
Delores Barr Weaver
Lucy Gooding
Charitable
Foundation Trust
The Community Foundation in Jacksonville
QUALITY EDUCATION FOR ALL INITIATIVE
10 Year - $2 Million Commitment
BUILDING PUBLIC WILL
•Forum on Quality
DIRECT INVESTMENT
Education
•Making The Move
-Polling
Transition Grants
-Funding
COMMUNITY
•Learning To Finish
-Advocacy
LEARNING
Transition Grants and
•Learning to Finish
•Forum on Quality
DCPS Capacity Building Leadership Council
Education
•Steps 2 Success:
•Community
•Learning to Finish
Communities in Schools Partnerships
Leadership
& Jacksonville Housing -Youth Education
Council
Authority
Investment Partnership
•RALLY Jacksonville
-United Way Champion
Fund
Zones
-Early Literacy
Partnership
• 5 Year Dropout Prevention Campaign
• Lead Organizations: The Community
Foundation in Jacksonville and Pew
Partnership for Civic Change
• Partners: Duval County Public Schools,
Jacksonville Children’s Commission,
United Way of Northeast Florida
LTF Leadership Council
Vicki Abrams, Department of Children and
Families
Alvin Brennan, Englewood High School
Jonathan Brice, Duval County Public Schools
Brian Davis, Circuit Court Judge,
Fourth Judicial Circuit
Vicki Drake, Duval County School Board
Helen DuBow, Duval County Public Schools
Parent
Cindy Edelman, The Community Foundation
Scott Flowers, Terry Parker High School
Susan Golden, Parkwood Heights Elementary
and United Way of Northeast Florida
Cheryl Grymes, Alliance for World Class
Education
Jeff Hess, FCCJ
Jon Heymann, Communities in Schools
Bill Hodges, State Attorney's Office, Fourth
Judicial Circuit Court of Florida
Connie Hodges, United Way of Northeast Florida
Helene Kirkpatrick, Forrest High School
Linda Lanier, Jacksonville Children’s
Commission
Gloriden Norris, Jacksonville Children’s
Commission Board
Roslyn Philips,, City of Jacksonville
Rudolph Porter, City of Jacksonville
Ed Pratt-Dannals, Duval County Public Schools
Dianne Robinson, Nanas and Papas Raising
Grands
Bryan Stone, WorkSource
Debbie Smith, Arlington Middle School
Nina Waters, The Community Foundation
Jim Williams, Duval County Public Schools
Pat Willis, Duval County Public Schools
Partner Staff
Pam Paul Dopf, The Community Foundation
Melanie Patz, United Way of Northeast Florida
Laura Lane, JCCI/United Way of Northeast
Florida
Shannon Perry, Jacksonville Children’s
Commission
Karen Hanson, Duval County Public Schools
Year One Work
• Mobilized 27-member Leadership Council
• Completed Target School Assessment
• Connected with national funding and
learning network: Youth Transitions
Funders Group and National Multiple
Pathways to Graduation Cities
• Commitment to conduct system-wide
analysis and actionable recommendations
in 2008
Losing High School Students
Who Drops Out?
• 40% are ninth graders
• Slightly more are male than female
• Males dropout in earlier grades; females in
later grades
• Equal proportions of white and black
students dropout
– at Forrest, whites dropout at
disproportionately higher rates
How Students Drop Out
1. If students turned 16 and had excessive
absences, they were dropped from
schools’ rolls
2. Students signed termination forms
indicating they would go to FCCJ
3. Students expected to enter schools at
beginning of school year did not show up
Dropouts vs. Withdrawals
• Over half of students at the target high
schools withdraw
• Hopefully, most of these are going to
FCCJ and continuing there education
• This information is currently unavailable
Focus Group Insights
•
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Teachers
Even “good kids’ are dropping out
Crisis is deeper than data shows and getting worse
Guidance counselors have to do FCAT testing instead of helping kids
Excessive school transfers mean kids aren’t accountable and miss weeks
of school
Schools lack spirit, students have limited academic options, I don’t blame
them for not coming
Students are stressed
Students deserve, but do not get, teacher respect and support
Teachers are so busy teaching FCAT there is no time for support
On scale of 1:10 teachers rate their chances to better serve at-risk
students 5.1
Learning to Finish 2008
Workplan
• Data Analysis: Causes of 9th grade retentions
and withdrawals; verify early indicators and
economic impact;
• Options Analysis: effectiveness of current
options for off track and out of school youth;
recommend systems change/best practices;
• Policy and Funding Analysis: recommend
changes to align policies and maximize/identify
new funding
• Stakeholder and Policymaker Mobilization:
build public will to implement changes
What Works?
•
Three-tiered school early intervention
system for 6th-9th grades
1. Whole-school prevention (i.e. school-wide
attendance program keeps 70-80% of
students on track)
2. Targeted interventions (additional focused
supports for 10-20% of students)
3. Intensive interventions (small group or 1:1
support for 5-10% of students)
PLUS
Additional community-based supports for lowest
income schools (after school, mentoring, etc.)
What Works cont.
• Creating alternative pathways to
graduation
– Learning to Work programs
– Credit recovery
– Transfer schools
– Aligning the work of community-based
organizations to improve student’s academic
and life skills
Policy Opportunities
• Improve attendance policy and data
collection procedures
• Align grade promotion policies among
primary and secondary schools and with
the state
• Increase mandatory attendance to 18
• Increase graduation window to 5 years