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The School's Choice: Guidelines for Dropout Prevention at the Middle and Junior High

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The School's Choice: Guidelines for Dropout Prevention at the Middle and Junior High DOCUMENT RESUME ED 298 324 CE 050 889 AUTHOR Bhaerman, Robert D.; Kopp, Kathleen A. TITLE The School's Choices Guidelines for Dropout Prevention at the Middle and Junior High School. Dropout Prevention Series. INSTITUTION Ohio State Univ., Columbus. National Center for Research in Vocational Education. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. PUB DATE 88 GRANT G008620030 NOTE 164p.; For other guides in this series, see CE 050 879-888. AVAILABLE FROM National Center Publications, National Center for Research in Vocational Education, 1960 Kenny Road, ColumEus, OH 43210-1090 (Order No. SP700DP02--$13.25). PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MFOI/PC07 Plus Postage. DESCRIPTORS Career Education; *Change Strategies; NDropout Prevention; *Dropout Programs; Dropouts; Educational Change; Guidelines; Helping Relationship; High Risk Students; Intervention; Junior High Schools; Middle Schools; Potential Dropouts; NProgram Development; Program Implementation; nole of Education; Secondary Educaticn; Vocational Education ABSTRACT This guidebook presents a variety of dropout prevention strategies and is intended to help readers determine which strategies are best suited for a particular classroom, school, or district. The primary audience is school personnel who work with young adolescents. It begins by addressing major dropout issues, primary research findings, and possible solutions. Three additional concepts are then presented: bonding, basic skills, and youth advocacy. These topics relative to bonding are explored: classroom and school climate, various school policies (attendance and truancy, suspension, nonpromotion and retention, discipline, tracking and testing), and the roles of parents, families, and the community. These basic skills topics are then discussed: curriculum concerns, instructional issues, teaching/learning styles, career awareness and educational planning, cooperative learning, peer tutoring, and the role of vocational education. Specific issues featured in the discussion of youth advocacy are adolescent behavis :r, expectations of youth, early identification of potential dropouts, building self-esteem, guidance and counseling, and accommodation. The monograph concludes with a discussion of planning and evaluation techniques, staffing patterns and staff development, th6 role of administrators, and overview of choices that teachers, counselors, and principals should consider in developing dropout prevention strategies. A list of 145 references concludes the guide. (YLB) ...;)DROPOUT 1/ PREVENTION SERIES The School's Choice: Guidelines for Dropout Prevention at the Middle and Junior High. School p.8. DEPARTMENT OF EDUCATION Odic of Educational Research and Improvement "PERMISSION TO REPRODUCE THIS ED CA TIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization originating it, O Minor changes have been made to improve reproduction quality Points of view or opinions stated in this doctr merit do not necessarily represent official TO THE EDUCATIONAL RESOURCES OERI position or policy. INFORMATION CENTER 'ERIC)." THE NATIO I CENTER. -- t. FOR RESEARCH EN VOCATIONAL EDUCATION OHIO STAR UNIVERSITY THE NATIONAL CENTER MISSION STATEMENT The National Center for Research in Vocational Education's mission is to increase the ability of diverse agencies, institutions, and organizations to solve educational problems relating to individual career planning, preparation, and progression. The National Center fulfills its mission by: Generating knowledge through research Developing educational programs and products Evaluating individual program needs and outcomes Providing information for national planning and policy Installing educational programs and products Operating information systems and services Conducting leadership development and training programs For further information contact: Program Information Office National Center for Research in Vocational Education The Ohio State University 1960 Kenny Road Columbus, Ohio 43210 Telephone: (614) 486-3655 or (800) 848-4815 Cable: CTVOCEDOSU/Columbus, Ohio Telex: 8104821894 THE SCHOOL'S CHOICE: GUIDEL!NES FOR DROPOUT PREVENTION AT THE MIDDLE AND JUNIOR HIGH SCHOOL Robert D. Bhaerman Kathleen A. Kopp National Center for Research in Vocational Education The Ohio State University 1960 Kenny Road Columbus, Ohio 43210-1090 1988 FUNDING INFORMATION Project Title: National Center for Research in Vocational Education. Applied Research and Development Grant Number: . G008620030 Project Number: 051BH70001 Act under Which Carl D. Perkins Vocational Education Act, Funds Administered: P.L. 98-524, 1984 Source of Grant Office of Vocational and Adult Education U.S. Department of Education Washington, D.C. 20202 Grantee: The National Center for Research in Vocational Education The Ohio State University Columbus, Ohio 43210-1090 Executive Director. Ray D.Ryan Disclaimer: Thispublicationwaspreparedpursuanttoagrantwiththe Office of Vocational and Adult Education, U.S. Department of Education. Grantee undertaking such projects under go%ernment sponsorship are encouragedtoexpress freelytheir judgment in professionalandtechnicalmatters.Pointsof view oropin:ons donot,therefore,necessarilyrepresentofficialU.S.Depart- ment of Education position or policy. Discrimination Title VI of the Civil Rights Act of 1964 states: "No person in Prohibited: theUnitedStatesshall,onthegroundsofrace,color,or nationalorigin,beexcluded fromparticipationin,bedenied thebenefitsof,orbesubjectedtodiscriminationunder any program oractivity receivingfederalfinancial assistance." Title IX of the Education Amendments of 1972 states: "No person inthe UnitedStatesshall,onthebasisofsex,be excluded fromparticipationin,be deniedthebenefitsof,or be sub- jected to discrimination under any education program or activity receiving federal financial assistance." Therefore, the National Center for ResearchinVocationalEducationProject, likeeveryprogramoractivityreceivingfinancialassistance fromtheU.S. Department of Education, must be operatedin compliance with these laws. ii He who destroys one life, it is as though he destroyed the entire world; while he who sustains one life, it is as though he sustained the entire world. --The Talmud i i iii CONTENTS LIST OF EXHIBITS, FIGURES, AND TABLES vii FOREWORD ix EXECUTIVE SUMMARY xi PROLOGUE xiii WHAT ARE THE DIMENSIONS OF THE DROPOUT PROBLEM? 1 HOW CAN WE PROMOTE BONDING? 13 HOW CAN WE IMPROVE TEACHING OF THE BASICS? 57 HOW CAN WE ENSURE YOUTH ADVOCACY? 91 WHAT DO WE NEED TO DO TODAY? 125 APPENDICES 143 A.Additional Resources 145 B. Resource Groups 149 REFERENCES 151 v LIST OF EXHIBITS, FIGURES, AND TABLES . Exhibits 1. MAJOR FINDINGS ABOUT STUDENTS, CLASSROOMS, AND FAMILIES AND COMMUNITIES 7 . 2. FACTORS INVOLVED IN DROPPING OUT 8 3. OPTIMUM ENVIRONMENTS 9 4. INDICATORS OF GROWING YOUTH PROBLEMS 18 5. DOES RETENTION EVER MAKE SENSE? 35 6. DISCIPLINE CHECKLIST 39 7. HOW STUDENTS LEARN 66 8. HOW TEACHERS TEACH 66 9. CHECKLIST ON TEACHING/LEARNING STYLES 67 10. INFORMAL LEARNING SYYLE INVENTORY 68 11. PROGRAM CHARACTERISTICS COMMONLY NOTED BY VOCATIONAL EDUCATION PROPONENTS 81 12. EXPECTATIONS SURVEY 100 13. SAMPLE REFERRAL MEMO FOR IN-SCHOOL USE 105 14. SAMPLE REFERRAL FORM FOR OUT-OF-SCHOOL USE 106 15. MEETING DEVELOPMENTAL NEEDS OF YOUNG ADOLESCENTS 135 16. DROPOUT PREVENTION PROGRAM COMPONENTS 138 Figures 1. A social development model of dropout prevention 19 2. The at risk merry-go-round 25 3. Technology education curriculum structure 86 Tables 1. STATE-BY-STATE DROPOUT RATES 4 2. REASONS FOR DROPPING OUT (APPALACHIA) 10 vii -,. 0 FOREWORD As the authors of this monograph are quick to point out, dropping out of school is not theresult of anisolatedincident.Rather,itistheresult of an accumulation of factorsthat weigh soheavily on thestudentthat no other alternative seems possible. Individual dropout patterns--which oftenmanifest themselvesatthe beginning of the high school years--are well developed before the student reaches the 9thor 10th grade. Dropoutpreventionstrategies,therefore,must beginatthemiddle and juniorhigh school levels during the period when young adolescents are beginning to make decisions that will greatly affect their ability and desire to remain in school. The National Center--in responsetothis problem--has developed a comprehensive packagetoprovidestudents,teachers,administrators,andcounselorswithmaterials focusingondropoutpreventionissuesandvocational-technicaleducation'srolein addressingthoseissues.Thisschoolresource andthesupportiveclassroommaterials address the concepts of bonding as a means of helping students reach theirpotential, integrationof basic and vocationalskillsasa means of providingrelevantin-school experiences, and advocacy as a means of ensuring student success. Sincere appreciation isparticularly due to the following persons who reviewed the preliminary draft:Dr. Jan Mc Tiernan, Coordinator of Project COFFEE, North Oxford, Massachusetts; Dr. John V. Hamby, Acting Director, National Dropout PreventionCenter, Clemson University; Dr. Ida M. Halasz, Director of the NationalAcademy at the National Center for Research in Vocational Education; and Dr. Betty L. Rider,Research Special- ist, National Center for Research in Vocational Education. Special recognition alsois due tothe following National Center staff who played major individual roles in the development of this document: RichardJ. Miguel, Associ- ate Director of Applied
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