WASHINGTON - It's a nickname no principal could be proud of: "Dropout Factory," a high school where no more than 60 percent of the students who start as freshmen make it to their senior year. That description fits more than one in 10 high schools across America.
"If you're born in a neighborhood or town where the only high school is one where graduation is not the norm, how is this living in the land of equal opportunity?" asks Bob Balfanz, the Johns Hopkins researcher who coined the term "dropout factory."
There are about 1,700 regular or vocational high schools nationwide that fit that description, according to an analysis of Education Department data conducted by Johns Hopkins for The Associated Press. That's 12 percent of all such schools, about the same level as a decade ago.
While some of the missing students transferred, most dropped out, says Balfanz. The data look at senior classes for three years in a row to make sure local events like plant closures aren't to blame for the low retention rates.
The highest concentration of dropout factories is in large cities or high-poverty rural areas in the South and Southwest. Most have high proportions of minority students. These schools are tougher to turn around because their students face challenges well beyond the academic ones — the need to work as well as go to school, for example, or a need for social services.
Utah, which has low poverty rates and fewer minorities than most states, is the only state without a dropout factory. Florida and South Carolina have the highest percentages.
"Part of the problem we've had here is, we live in a state that culturally and traditionally has not valued a high school education," said Jim Foster, a spokesman for the South Carolina department of education. He noted that residents in that state previously could get good jobs in textile mills without a high school degree, but that those jobs are gone today.
Washington hasn't focused much attention on the problem. The No Child Left Behind Act, for example, pays much more attention to educating younger students. But that appears to be changing.
House and Senate proposals to renew the 5-year-old No Child law would give high schools more federal money and put more pressure on them to improve on graduation performance, and the Bush administration supports that idea.
The current NCLB law imposes serious consequences on schools that report low scores on math and reading tests, and this fallout can include replacement of teachers or principals — or both. But the law doesn't have the same kind of enforcement teeth when it comes to graduation rates.
Nationally, about 70 percent of U.S. students graduate on time with a regular diploma. For Hispanic and black students, the proportion drops to about half.
The legislative proposals circulating in Congress would:
_Make sure schools report their graduation rates by racial, ethnic, and other subgroups and are judged on those results. That's to ensure that schools aren't just graduating white students in high numbers, but also are working to ensure that minority students get diplomas.
_Get states to build data systems to keep track of students throughout their school years and more accurately measure graduation and dropout rates.
_Ensure that states count graduation rates in a uniform way. States have used a variety of formulas, including counting the percentage of entering seniors who get a diploma. That measurement ignores the obvious fact that kids who drop out typically do so before their senior year.
More here
http://news.yahoo.com/s/ap/20071029/ap_on_re_us/dropout_factories
-VG
"If you're born in a neighborhood or town where the only high school is one where graduation is not the norm, how is this living in the land of equal opportunity?" asks Bob Balfanz, the Johns Hopkins researcher who coined the term "dropout factory."
There are about 1,700 regular or vocational high schools nationwide that fit that description, according to an analysis of Education Department data conducted by Johns Hopkins for The Associated Press. That's 12 percent of all such schools, about the same level as a decade ago.
While some of the missing students transferred, most dropped out, says Balfanz. The data look at senior classes for three years in a row to make sure local events like plant closures aren't to blame for the low retention rates.
The highest concentration of dropout factories is in large cities or high-poverty rural areas in the South and Southwest. Most have high proportions of minority students. These schools are tougher to turn around because their students face challenges well beyond the academic ones — the need to work as well as go to school, for example, or a need for social services.
Utah, which has low poverty rates and fewer minorities than most states, is the only state without a dropout factory. Florida and South Carolina have the highest percentages.
"Part of the problem we've had here is, we live in a state that culturally and traditionally has not valued a high school education," said Jim Foster, a spokesman for the South Carolina department of education. He noted that residents in that state previously could get good jobs in textile mills without a high school degree, but that those jobs are gone today.
Washington hasn't focused much attention on the problem. The No Child Left Behind Act, for example, pays much more attention to educating younger students. But that appears to be changing.
House and Senate proposals to renew the 5-year-old No Child law would give high schools more federal money and put more pressure on them to improve on graduation performance, and the Bush administration supports that idea.
The current NCLB law imposes serious consequences on schools that report low scores on math and reading tests, and this fallout can include replacement of teachers or principals — or both. But the law doesn't have the same kind of enforcement teeth when it comes to graduation rates.
Nationally, about 70 percent of U.S. students graduate on time with a regular diploma. For Hispanic and black students, the proportion drops to about half.
The legislative proposals circulating in Congress would:
_Make sure schools report their graduation rates by racial, ethnic, and other subgroups and are judged on those results. That's to ensure that schools aren't just graduating white students in high numbers, but also are working to ensure that minority students get diplomas.
_Get states to build data systems to keep track of students throughout their school years and more accurately measure graduation and dropout rates.
_Ensure that states count graduation rates in a uniform way. States have used a variety of formulas, including counting the percentage of entering seniors who get a diploma. That measurement ignores the obvious fact that kids who drop out typically do so before their senior year.
More here
http://news.yahoo.com/s/ap/20071029/ap_on_re_us/dropout_factories
-VG
