ODYSSEYWARE

When we think about dropout prevention, meeting the needs of each singular student is the immediate goal. Unfortunately, America’s dropout problem has a further reaching, rippling effect that lasts for generations. Consider the following:

• Because high school graduates are less likely to commit crimes, increasing the high school completion rate by just one percent for all men ages 20 to 60 would reduce costs in the criminal justice system by $1.4 billion a year (American Youth Policy Forum, 2006).

• Globally, the United States ranks 17th in high school graduation rates and 14th in college graduation rates among developed nations (Organization for Economic Co-Operation and Development, 2006). At the same time, about 90 percent of the fastest growing jobs will require some post-secondary education (Alliance for Excellent Education, 2007).

• The health of a high school dropout suffers dramatically. An average 45-year-old high school dropout is in worse health than a 65-year-old high school graduate. High school dropouts have a life expectancy that is nearly a decade shorter than high school graduates (Gibbons, 2006).

Gender, race, and poverty. These indicators were once considered the most important predictors of which students would drop out of school before receiving a diploma. While these background factors are often associated with dropping out, they are no longer considered the greatest risk factors.

With a number of studies and tools at their disposal, educators can more easily predict those students who are at-risk and subsequently offer promising solutions beginning early in these students’ educational lives.

To increase the chances of preventing students from dropping out, schools must begin to identify students who show signs of dropping out during the middle school years. Many times these tendencies begin to manifest as early as sixth grade – some earlier. Key indicators are

• Poor grades in core subjects

• Low attendance

• Failure to be promoted to the next grade

• Disengagement in the classroom, including behavioral problems

Studies have indicated that dropout prevention may be successful for at-risk middle grade students who exhibit behavioral problems but are identified before they begin to fail academically. If no action is taken to help these students before they get to high school, behavior problems and failing grades are too big an obstacle to overcome, resulting in many students leaving school.

The key risk factors listed above can help decision makers target at-risk students for intervention and increase their chances for academic success and subsequently, graduation if they can be identified.

While there is still much to learn about dropout prevention strategies, ODYSSEYWARE’s online curriculum addresses many of the challenges faced by K-12 educators and their at-risk students. Assessment tools help to identify learning gaps, and a prescriptive credit recovery program allows students a second chance to earn lost credits needed for graduation. We offer not only the tools but also hope for students who have the will to succeed academically. They’re worth the risk.