Student Retention Closes Gaps

How do we retain students from 8th or 9th grade on to graduation, and ensure that they have opportunities for college or other postsecondary education? A panel of ASCD authors and presenters convened Monday April 3 to discuss this question, particularly as it relates to students from low-income or "minority" cultural groups. The panelists were

Douglas Fisher, Professor of Literacy and Language Education, San Diego State University, California. His recent publications includes (as co-author), Creating Literacy-Rich Schools for Adolescents (ASCD, 2006).

Yvette Jackson, Executive Director, National Urban Alliance, Lake Success, New York. A long-time teacher and administrator for the Yonkers and New York City Public Schools, she is a presenter at the Harvard Principal Center and a member of ASCD’s Differentiated Instruction Faculty.

Marilee Sprenger, consultant and Adjunct Professor, Aurora University, Peoria, Illinois. Her recent books include How to Teach So Students Remember (ASCD, 2005).

Vicki Urquhart, Senior Consultant, Mid-continent Research for Education and Learning (McREL), Denver, Colorado. She is the senior author of Teaching Writing in the Content Areas (ASCD and McREL, 2005).

When asked what particular challenges educators of adolescents face today, Doug mentioned the "frustration levels" that many students face when they try to read difficult subject-area texts—particularly students whose first language is not English. Marilee stated that many secondary schools begin the school day too early—the adolescent brain is not an early riser. Vicki said we need more research on schools that "beat the odds"—and not necessarily just "small schools." Yvette pled for "relevancy in education" for all students—not only for motivation but to prepare them for their future, which will be different from what we face as adults.

Solutions mentioned included having small groups of students monitored and encouraged throughout high school by one adult; using data of all types to inform instruction; providing computers and instruction for both students and teachers; and greatly decreasing labeling and tracking of students, including labeling of student groups as "minorities."

How are you meeting the challenge to teach-to-retain adolescent students? Share here.

Post submitted by Carolyn Pool, ASCD Books Acquisitions Editor.

Comments

[Martin]

The challenge to improve retention is especially significant as evidenced by . . .
"A recently released study by the Consortium for Chicago School Research indicates that fewer than 7 percent of freshmen entering Chicago public high schools will earn a college degree by their 25th birthday."
(Source: The Chicago Tribune)

[Talmage M. Steele]

Chicago has had an experiment in the fine arts for the past two decades which rarely gets credit for its impact on adolescents. The C.A.P.E. project brings artists into the classroom to work with teachers to integrate the fine arts into the teaching of other subjects.

For ten years, I personally witnessed artists turn challenging 7th & 8th grade students into focused performers in school. The drama and dance/creative movement artists were the best at reaching students who literally cannot sit still and learn at the same time. During adolescence students' bodies are causing them all sorts of confusion and trouble; their brains are rewiring also. In drama the artists are not only interested in the students' thinking and imaginations, they teach students to organize their thoughts, to move, to speak, and to evaluate their own and others performances.

Middle school students want to look good and putting them on the stage works. After spending a great deal of time helping them create and learn to present material from social studies, science, or literature putting students on the stage to perform is highly motivating. They will learn the performance skills in order to look good in front of their peers. They will learn the content skills in order to perform.

The entire process teaches adolescents what it means to focus, to prepare, to rehearse, to present, to accept responsibility for their own work. These are learning skills that carry over into other subjects.

Most classroom teachers have not been trained in creative drama, movement, or speech. It is unfortunate. It should be a pre-service requirement for the middle school certificate. Hiring artists is a wonderful way to compensate for this lack and to address adolescents' real desire to perform.

[Barry Wansbrough]

I am running a NFP organization in the Greater Toronto Area that trains and certifies volunteer student tutors. The goal of this program is to enlist the brightest of the peer group to provide informed help to struggling mates largely in 'at risk' schools.
Studies indicate that the groups of students who are high, mid and low achievers in schools stay that way throughout high school. There are not enough resources, fiscal or mental for the adults to deal with the problem. There are lots of kids ready to help.
The program is small as yet, but growing, and the feedback is encouraging. The bells it rings for the kids are in bullying prevention, loneliness in school and the pride of contributing to the improved school and community spirit.And, of course, it offers a unique chance for leadership for the students.
It's another approach to keep kids in school: cost effective and easily replicable.
:-)

[John Tibbetts]

What distinction do you make between retention and persistence?

[Carolyn Pool]

Talmadge, Your student tutoring program sounds intriguing on many levels: meeting adolescents' social needs, encouraging cooperative learning among students of various ability levels, promoting retention in a cost-effective way, and providing benefits that extend beyond academics. Please continue to collect data, and get back to ASCD about the results! We have an extensive publishing program, and many of our members are from Canada! --

Carolyn Pool
ASCD Books Acquisitions Editor
1-800-933-2723, ext. 5703
carolyn.pool@ascd.org
Web: www.ascd.org

[Barry Wansbrough]

Thanks, Carolyn. Will do. Apprecitae the support.
:-)
Barry