A State Policy Model to Address the Nation's Dropout Crisis

Autor/in	Chau, Yen
Titel	A State Policy Model to Address the Nation's Dropout Crisis
Quelle	In: State Education Standard, 10 (2009) 1, S.17-23 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	Dropout Prevention; Dropouts; State Action; State Programs; State Regulation; Models; Low Income Groups; At Risk Students; Dropout Programs; Program Descriptions; Educational Policy; Change Strategies; School Holding Power; Academic Persistence; Arizona; Florida; Minnesota; Mississippi; New Hampshire + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Staatliche Intervention; Regierungsprogramm; Staatliche Lenkung; Analogiemodell; Politics of education; Bildungspolitik; Lösungsstrategie
Abstract	By now people are all too familiar with the disheartening numbers: approximately 7,000 students drop out each day, which means nearly one-third of high school students will not graduate with their peers. The statistics are even more staggering for minority and low-income students, especially in the nation's largest urban districts, where less than 50 percent of high school students may graduate. Research of large urban districts has provided powerful indicators that can predict 8th and 9th graders' likelihood of graduating from high school. For 8th graders, two main indicators gave students at least 75 percent chance of dropping out: (1) attending school less than 80 percent of the time in 8th grade, which equated to missing five weeks of classes; and (2) failing mathematics and/or English in the 8th grade. These factors were better predictors of students dropping out than gender, race, age, and test scores. For 9th graders, the indicators include: (1) missing about 70 class time during the 9th grade; (2) failing one or more courses; (3) 2.0 or lower grade point average; and (4) fewer credits than the number required for promotion to the 10th grade. By passing policies that address these indicators, states would be providing districts and schools with the essential assistance in identifying at-risk students and providing these students with the necessary support to graduate and succeed. Many states have either begun or have already developed comprehensive dropout prevention models. This article describes the five elements of a comprehensive dropout prevention state model and provides examples of five states' (Arizona, Florida, Minnesota, Mississippi, and New Hampshire) policies and strategies to address their dropout problem. (Contains 4 endnotes.) (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10