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Implications of Current High School Research on Teacher Education
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Section I: ContentA. Statement of the issue: Clearly state the issue that focuses your presentation, provides relevant background, and places the problem in a broader academic context. Following the 77
th
Texas Legislative session in 2001, a comprehensive effort to develop and implement a
systematic measurable plan for dropout prevention began. Senate Bill 702, which was passed during the 2001 session, required the development of a measurable state plan to reduce the dropout rate in Texas public schools in addition to the data and information requirements stipulated in the Comprehensive Annual Report on Texas Public Schools.
The intent of the Texas Dropout Prevention Program (TXDPG) is to provide funding for dropout related intervention programs that will result in increased numbers of students attaining a comprehensive base of knowledge and skills and earning a high school diploma. The goals of the grant program are to increase the number of students that graduate from high school in districts that exhibited lower than state average completion rates and to proactively address some of the issues that are cited as underlying factors that cause some students to drop out of school prior to receiving their high school diploma.
The Texas dropout prevention grant program provides $5 million in grant funds to 61 campuses across the state for programs such as Early Intervention Programs, Credit Recovery, Flexible Scheduling, After School Learning Opportunities, Online Learning, Computer Assisted Instruction, Trailer Courses, Flexible Entry/Exit Courses, High Quality Tutoring Services, Mentoring and College/Career Preparation. The complexity of this problem suggests different roles for teachers and administrators in delivering, organizing and assessment of courses and learning opportunities. The teacher of the future high school needs enhanced skills in assessment, understanding diverse learners, flexible work days, counseling and continuous technology training. Most importantly, a new breed of teachers that is willing to work with learners in poverty environments, mostly urban, with an understanding that they, too, can learn if given the appropriate materials and learning opportunities.
B. Literature review: Provide a synthesis of the literature or knowledge base related to your topic; highlight competing hypotheses or major schools of thought.
Research on Dropout Prevention Strategies
Dropout literature points out that students leave school for a variety of reasons. Several studies have found poor academic performance to be the strongest predictor of risk of dropping out. Additional reasons include repeating one or more grades, coming from a low socio-economic background, speaking English as a second language, becoming pregnant, and being frequently absent. E. Gregory Woods of the Northwest Regional Education Laboratory reviewed the research findings regarding the characteristics of effective dropout prevention programs. He notes that dropouts have dissimilar characteristics and therefore need different kinds of programs which respond to their individual circumstances and needs. (E. Gregory Woods, 1995 also, Reumann-Moore, 2000; Lee and Burkham, 2001; Gándara, et. al., 1997; Steele, 1997; Pirog and Magee, 1997; Pallas, 1991).
To respond to individual circumstances and needs, effective dropout prevention strategies provide individualized instruction, remediation and accelerated instruction, counseling and mentorship, and flexibility in programming and scheduling. Other strategies that may have a positive impact on keeping students in school include having a trained and committed staff, increasing parental involvement, providing for collaboration with the community and businesses, and matching services to needs. (Rumberger, May, 2001; Texas Education Agency, (August), 2001; 2002; Louis and Miles, 1990; Roderick and Camburn, 1999; Stringfield, et. al., 1992; Slavin and Fashola, 1998; MacNeil, 1999; Ancess and Wichterle, 2001; IDRA, 2002).
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Section I: Content
A. Statement of the issue: Clearly state the issue that focuses your presentation, provides relevant
background, and places the problem in a broader academic context.
Following the 77
th
Texas Legislative session in 2001, a comprehensive effort to develop and implement a
systematic measurable plan for dropout prevention began. Senate Bill 702, which was passed during the
2001 session, required the development of a measurable state plan to reduce the dropout rate in Texas
public schools in addition to the data and information requirements stipulated in the Comprehensive
Annual Report on Texas Public Schools.
The intent of the Texas Dropout Prevention Program (TXDPG) is to provide funding for dropout related
intervention programs that will result in increased numbers of students attaining a comprehensive base of
knowledge and skills and earning a high school diploma. The goals of the grant program are to increase
the number of students that graduate from high school in districts that exhibited lower than state average
completion rates and to proactively address some of the issues that are cited as underlying factors that
cause some students to drop out of school prior to receiving their high school diploma.
The Texas dropout prevention grant program provides $5 million in grant funds to 61 campuses across
the state for programs such as Early Intervention Programs, Credit Recovery, Flexible Scheduling, After
School Learning Opportunities, Online Learning, Computer Assisted Instruction, Trailer Courses,
Flexible Entry/Exit Courses, High Quality Tutoring Services, Mentoring and College/Career Preparation.
The complexity of this problem suggests different roles for teachers and administrators in delivering,
organizing and assessment of courses and learning opportunities. The teacher of the future high school
needs enhanced skills in assessment, understanding diverse learners, flexible work days, counseling and
continuous technology training. Most importantly, a new breed of teachers that is willing to work with
learners in poverty environments, mostly urban, with an understanding that they, too, can learn if given
the appropriate materials and learning opportunities.
B. Literature review: Provide a synthesis of the literature or knowledge base related to your topic;
highlight competing hypotheses or major schools of thought.
Research on Dropout Prevention Strategies
Dropout literature points out that students leave school for a variety of reasons. Several studies have
found poor academic performance to be the strongest predictor of risk of dropping out. Additional
reasons include repeating one or more grades, coming from a low socio-economic background, speaking
English as a second language, becoming pregnant, and being frequently absent. E. Gregory Woods of the
Northwest Regional Education Laboratory reviewed the research findings regarding the characteristics of
effective dropout prevention programs. He notes that dropouts have dissimilar characteristics and
therefore need different kinds of programs which respond to their individual circumstances and needs. (E.
Gregory Woods, 1995 also, Reumann-Moore, 2000; Lee and Burkham, 2001; Gándara, et. al., 1997;
Steele, 1997; Pirog and Magee, 1997; Pallas, 1991).
To respond to individual circumstances and needs, effective dropout prevention strategies provide
individualized instruction, remediation and accelerated instruction, counseling and mentorship, and
flexibility in programming and scheduling. Other strategies that may have a positive impact on keeping
students in school include having a trained and committed staff, increasing parental involvement,
providing for collaboration with the community and businesses, and matching services to needs.
(Rumberger, May, 2001; Texas Education Agency, (August), 2001; 2002; Louis and Miles, 1990;
Roderick and Camburn, 1999; Stringfield, et. al., 1992; Slavin and Fashola, 1998; MacNeil, 1999; Ancess
and Wichterle, 2001; IDRA, 2002).
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