The dropout rate in some Louisiana high schools is above 40 percent. Nearly 16 thousand students dropped out of school in 2007. Their unemployment rate may be as high as 30 percent. The price for society: lost tax revenue higher welfare costs and higher risk of incarceration. What can Louisiana do to improve its high school graduation rate? Watch “Louisiana’s Dropout Problem” on Louisiana Public Square. March 25 at 7 pm.
You can also continue the discussion about our state’s high school dropout problem during a live online chat, Thursday, March 26th from 2 – 3 p.m. Donna Nola-Ganey, Assistant Superintendent, Louisiana Department of Education; and Mr. Henry “Richey” Jackson, Director of the internationally recognized Bossier Truancy Center will be answering your questions.
View the program: iPod 58:51, 186.0 MB
View the backgrounder: iPod 7:05 22.2 MB
View the chat archive: Click Here
Backgrounder:
“The number one predictor of a child’s future success is whether he or she graduates from high school.”
Alma J. Powell, wife of Retired General Colin Powell and co-founder of America’s Promise Alliance
Nationwide, nearly one in three high school students drops out before graduating. In Louisiana, the statistics are even more disheartening. A 2008 study conducted by the Louisiana Department of Education of the 2006-07 school term found that only 65.9% of students who had entered the 9th grade four years earlier actually graduated. That means slightly more than a third – 34.1% -of the nearly 190,000 students that annually enroll in public high schools in Louisiana end up leaving prematurely.
- Henry “Richey” Jackson, Director of the Bossier/Webster Parish Truancy Center
- Louisiana Federation of Teachers President Steve Monaghan
- Louisiana Department of Social Services Secretary Kristy Nichols
- Louisiana’s State Superintendent of Education, Paul G. Pastorek
- Henry “Richey” Jackson, Director of the Bossier/Webster Parish Truancy Center
- Alison Neustrom, Assistant Secretary of the Louisiana Office of Family Support
- Donna Nola-Ganey, Assistant Superintendent, Louisiana Department of Education
View a related clip:
Community Teams Tackling the Dropout Problem
Windows Media • iPod 7:25, 30.4 MB
This video was produced for Louisiana’s Promise, and extension of America’s Promise Alliance – created by Colin and Alma Powell. This video was shown at the Community Teams Tackling the Dropout Problem Summit that was held on October 28, 2008. The trt is 7:30. The video was designed to clarify the problem of dropouts in Louisiana and intended to stimulate discussion by the nearly 1,000 governmental, community and educational leaders who attended from every parish in the state. It features remarks from Tim Barfield of the Executive Director of the Louisiana Workforce Commission, Robert Burgess – CEO of EATEL & Education’s Next Horizon Board Member, Judge Bob Downing – 1st Circuit Court of Appeals, Louisiana State Superintendent of Education Paul Pastorek, and GED students Sean Saunders, Rodnique Holmes, Hayley Deville & Samona Brown.
Filed under: Education
I believe that High Stakes testing is part of the drop out rate problem in our public schools. I do not believe that promotion/retention should be based on the LEAP test alone. I think that the LEAP test puts undue pressure on students and is unfair, particularly to those with Special Needs. My grandson is facing the 4th grade LEAP test this year and is very nervous about it. He is an average student and has made A/B honor roll for the most part. However, he was already held back in T-1 which was very beneficial to him. If he has to be held back again as a result of the LEAP, I am very concerned about what this will do to his self-esteem and his future. I am a teacher and have given the LEAP test. I have watched my own Special Needs Students being held back. I believe that this test sets the students up to eventually drop out of school when they reach the age that they can.
I thought the “Louisiana’s Dropout Problem” was an excellent show. It did a wonderful of job of revealing the complexities of solving Louisiana’s dropout problem. While I understand Mr. Jackson’s point regarding the need to give our students ready to work skills, it is also important that we don’t accept the premise that 80% of Louisiana’s students will never go to college. This type of thinking will ensure Louisiana’s place at the bottom of the nation in regards to education.
Without other influences, people naturally repeat the parenting methods used by their parents.. If their parents have little or no education, the process will continue for generations unless there is some form of intervention.
Since schools are the only organization which reaches all young people, only the schools can break the cycle.
The parenting methods used during ages 1–3 control the child’s education AND and employment prospects.
That is why doctor’s children become doctors, down through all economic levels. Good intentions won’t help.
The best way to stop dropouts would be to develop early parenting cds and instruct schools in their use for grades 7,9,and 11. The least you should do is to provide your students with a list of web sites where they can learn the basics. Include sites which point out the importance of a male figure in the home. The alternative–continue to spend too much money on a problem you could help prevent and continue the high incarceration rate.
PBS KIDS Raising Readers is a national literacy campaign, and part of the Ready To Learn initiative, focused on building reading skills at home, at school, in child care, and in the community.
Funded by a Ready To Learn grant from the United States Department of Education, the Ready To Learn initiative is developing engaging PBS KIDS Raising Readers television programs, exciting games, playful Web sites, and easy-to-use learning resources for kids, parents, caregivers, and teachers—all with the goal of helping children ages 2 to 8 get ready to read.
All Ready To Learn initiative efforts incorporate the latest research about the most effective ways for kids to build reading skills, with a special emphasis on the needs of children from low income families. The Ready To Learn initiative is a cooperative agreement of the U.S. Department of Education, the Corporation for Public Broadcasting (CPB), PBS, and the Ready To Learn Partnership (RTLP). PBS member public television stations nationwide are important partners in the Ready To Learn initiative.
Between the Lions, Sesame Street, SUPER WHY, and WordWorld continue to be part of the PBS KIDS Raising Readers programming, and fun new shows are on the way!
http;//www.lpb.org/read .
I really enjoyed the Public Square program, but was disappointed that no one mentioned the Coordinated School Based Behavioral Health Services program. I’m a LPC in Webster parish & we have treated hundreds of students & their families for mental health issues for the past 3 years. Last school year (07-08) we saw over 400 kids. We’ve been very successful in implementing Gov. Blanco’s dream. We have decreased out of school suspensions. We need more programs for students, families, and school employees. There is much room for improvement.
Originally Submitted on 2009/03/29 at 12:35am, placed by LPB with the related topic.
COMMENTS CONCERNING EDUCATION
• 1 in 3 high school students drop out before graduation
• Unemployment rates are 30% higher for drop outs
• 47% of high school students drop out because classes were not interesting, according to a 2005 natural survey.
WHEN DOES THIS CYCLE BEGIN?
1. Problems begins with early academic experiences in the classroom
a. Poor performance
b. Lack of motivation caused by poor teacher/parent/student relationships
(The only time that most parents are call to the school is when there is a problem)
HOW DO WE BREAK THIS CYCLE
• Praise early, even for minor accomplishments I’ve made some observations when I was visiting my children in Seoul. They were hired as ESL teachers.
As many of you know, Asian students have always been observed in this Country as excelling academically. The question is why?
From the moment they enter pre-school they are constantly praised, not only by their teachers but by their families, as well. Education is the #1 priority in their culture. In addition, to encourage academic excellence among their students, the schools praise and reward the students for the tiniest accomplishments. In fact, their parents are also praised and rewarded whenever their children succeed. This practice not only encourages the parents to work with their children but also builds up their self esteem as well. It keeps the cycle going.
The only time I was ever called to the schools when my children were young, was when there was a problem. If that happens often enough, parents/students associate conferences & calls with discipline problems, not with success.
• Combine courses with job placement information.
There are many students who fall between the cracks because they are not cut out to be on the debate team, athletic, or have great social skills. These students literally become invisible because they don’t fit the mold of success embraced by society in general.
However, these students may have talents that are not always obvious. (They can draw, play music, do carpentry, etc.)
In addition to offering clubs like band, art, etc. that cultivate their interests, teach students how to utilize their skill and formulate courses that can actually help them make a living, utilizing their abilities. (Work with individuals who actually make a living at that craft.)
COMMENTS CONCERNING EDUCATION
• 1 in 3 high school students drop out before graduation
• Unemployment rates are 30% higher for drop outs
• 47% of high school students drop out because classes were not interesting, according to a 2005 natural survey.
WHEN DOES THIS CYCLE BEGIN?
1. Problems begins with early academic experiences in the classroom
a. Poor performance
b. Lack of motivation caused by poor teacher/parent/student relationships
(The only time that most parents are call to the school is when there is a problem)
HOW DO WE BREAK THIS CYCLE
• Praise early, even for minor accomplishments I’ve made some observations when I was visiting my children in Seoul. They were hired as ESL teachers.
As many of you know, Asian students have always been observed in this Country as excelling academically. The question is why?
From the moment they enter pre-school they are constantly praised, not only by their teachers but by their families, as well. Education is the #1 priority in their culture. In addition, to encourage academic excellence among their students, the schools praise and reward the students for the tiniest accomplishments. In fact, their parents are also praised and rewarded whenever their children succeed. This practice not only encourages the parents to work with their children but also builds up their self esteem as well. It keeps the cycle going.
The only time I was ever called to the schools when my children were young, was when there was a problem. If that happens often enough, parents/students associate conferences & calls with discipline problems, not with success.
• Combine courses with job placement information.
There are many students who fall between the cracks because they are not cut out to be on the debate team, athletic, or have great social skills. These students literally become invisible because they don’t fit the mold of success embraced by society in general.
However, these students may have talents that are not always obvious. (They can draw, play music, do carpentry, etc.)
In addition to offering clubs like band, art, etc. that cultivate their interests, teach students how to utilize their skill and formulate courses that can actually help them make a living, utilizing their abilities. (Work with individuals who actually make a living at that craft.)
My daughter has been a struggling student of Caddo Parish for all her 13 years. I tried to hold her back in 4th and 5th grade was told no. My daughter is 5 points away from the GEE21 Math – she has 3 1/2 credits over and had passed all her grade levels. She has hyperlexia and dyscalculia and ADHD. 504 covers students with major learning disabilities and dyslexia if you can not read. We are on the fine line of dropping out. She has struggled every year. To graduate with her class she would have to have special permission. Then Caddo Parish School Board has a policy – if granted special permission – the student would not sit with the class; walk after everyone else walked; have their name separated with asterik and special; and be asked not to turn their tassel. The slightly struggling students are held to the same standard as a non struggling student. It is a shame that 5 points on a test that colleges do not reconize and that are not taken in every state will keep a diploma from the hands of these students, especially if they have a learning disability. We have 10 days left and are greatly considering dropping and getting the GED. There have been 4 students I know of this year in the same shoes. They took the GED and passed! so what is wrong with the picture. There is so much pressure for this testing that the basics are being over looked. The drop out rate is going to continue to grow. Why go 13 years of school only to have a GEE21 keep you from graduating and you will wind up trying for the GED
[...] risk of incarceration. What can Louisiana do to improve its high school graduation rate? Watch “Louisiana’s Dropout Problem” on Louisiana Public Square. July 22 at 7 pm. VIEW ONLINE! Add your voice via the comments area of [...]
LA’s dropout rate has increased as a direct result of the new dress code which requires students to wear uniforms. Students are being suspended and even expelled for infractions which include untucked shirts, wrong color undershirts, wrong material of their uniforms, forgetting a beltloop on their pants, wrong color socks, too many pockets or wrong kind of pockets, shirts without collars, forgetting to wear belts… The list goes on and on. Focus has been shifted from education to appearance. In that shift, the message is no longer about getting an education; the message now seems to be “Conform or Get Out” and many students with creative personalities and who have been raised to believe in the freedom on individuality which is assured by our “Bill of Rights” and our Constitution are having difficulty with the extreme stricture of the dress code. Not to mention the simple fact that poor families resort to second hand stores and discount stores to shop for school clothes which often don’t measure up to the codes strict enforcement.
There are certainly good reasons for a dress code in public schools, however, there should be more reasonable guidelines to govern the dress code and punishments should be less devestating to the students’ educations.
I have personally observed these types of problems in East Baton Rouge Parish and in Livingston Parish. I’ve heard from other students and parents in these parishes as well. The level of stricture with regard to the dress codes have bordered on the obsurd especially among high school students. They are nearly adults and are being treated like small children by being forced to submit to uniform inspections each morning.
Students are not being allowed to express themselves as individuals through any means at all. They cannot color their hair or wear a tie or wear certain types of jewelry or add a splash of color to their wardrobes. They can’t even choose the style of clothing they feel comfortable in because it isn’t acceptable to be an indivitual anymore.
America is supposed to be the greatest nation in the world because people are not forced to conform to other peoples ideals, values, or religions. The stricture of the enforcement of our dress codes seems very un-American. Isn’t it time to revise that stricture to give our children a chance?