What Can School Boards Do to Prevent Students

from Dropping Out?

By Julie Shields

 

Dropping out of school is a decision that sets students up for a lifetime of challenges.  Many cycle in and out of the prison system.  Others end up on government assistance or struggle with unemployment.  A recent Princeton University study shows that each dropout, over his or her lifetime, costs the nation $260,000. 

 

There are no simple solutions to the dropout problem, nor is there one single reason why students choose to drop out.  On the surface, it may appear that students drop out because of poor grades or the need to work.  In reality, students often leave because they have not connected with an adult at home, school, or in the community who can set higher standards and help them achieve academic success.

 

The National Dropout Prevention Center (NDPC) serves as a research center and resource network for educators, researchers, and policymakers.  Its mission is to reshape school and community environments to meet the needs of youth in at-risk situations so these students receive the quality education and services necessary to succeed academically and graduate from high school.

 

The NDPC has published 15 evidence based strategies to help school districts and communities reduce their dropout rates.  The NDPC encourages educators, parents, and board members to:

 

·         Question current educational practices and examine whether change would be beneficial

 

·         Establish school and community partnerships to provide educational and social programs

 

·         Create safe learning environments

 

·         Engage the family in the student’s educational program

 

·         Provide early childhood education

 

·         Promote early literacy

 

·         Providing mentoring/tutoring to students at risk of dropping out

 

·         Providing community service experiences that promote academic learning and civic growth

 

·         Create alternative learning environments for students

 

·         Delegate resources to improve access to after-school programs

 

·         Provide professional development training for teachers in identifying and serving at-risk students

 

·         Provide academic support for students who are non-traditional learners

 

·         Mandate the inclusion of educational technology in the curriculum

 

·         Provide individualized instruction

 

·         Offer career and technology education

 

Editor’s Note: This article was excerpted from the Texas Association of School Board’s November 2007 issue of Texas Lone Star.

 

 

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