|Students More Likely to Succeed if Teachers have Positive Perceptions of Parents|
February 20, 2017 | University of Missouri News Bureau | Nancy Hurst
Excerpt: “Negative perceptions often bring out negative behaviors,” Herman said. “We also know, from this and prior studies, that teachers are more likely to report less comfort and alignment with parents whose children have academic and social problems, and parents from low income and/or from racial or ethnic minority groups. In other words, often the families and students who need the most positive attention and support to re-engage them in education, are often the ones who are viewed the least favorably. Fortunately, this study shows that we can support teachers to improve their relationships with all parents, resulting in a better education for all children while also encouraging parents to become more involved in the education process.”
Kay Davenport, President
Jacqueline Whitt, Vice President
Pat Conner, Treasurer
Dr. Ed Lowther, Secretary
Dr. Ja Net' Bishop, Dr. Pam Bruening, Kathleen Chronister, Dr. John E. Holmes, Denise Riley, Richard Thompson, and Dr. Amy Schlessman, Board Members
|NAEA Board Annual Election Info|
|Every Student Succeeds ACT |
|Sharon Griffin of TN Recognized for Leadership in School Turnaround|
|Daarel Burnette II | February 22, 2017|
With more than a quarter of its schools deemed failing and at risk of being taken over by the state, Shelby County Schools Superintendent Dorsey Hopson hired Sharon Griffin, a hard-charging, no-nonsense Memphis native, to oversee what has become a life-saving turnaround experiment.
That was in 2012. Tennessee’s legislature had just passed a law allowing the state’s education agency to take the reins of the state’s worst-performing schools and either run them directly or hand them over to a charter operator, a move that stood to drain potentially millions of state-aid dollars from the already financially struggling district. But a clause in the law allowed for districts to try out their own interventions using some federal money and flexibility from the state’s cumbersome K-12 policies.
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|School reform in Michigan: Fake solutions to real problems |
Nancy Kaffer | Detroit Free Press | January 2017
What do you do when you're a parent in this city struggling to find the best education available for your child? Stick with Detroit Public Schools Community District, which has been on a long, slow decline since the 1980s? Or take a chance on a charter school, which is too often run by for-profit operators, with profoundly mixed results? Or, leave the city altogether, for a school of choice in a suburban district?
It's an array of unsatisfactory choices, and the state's failure to make the city's schools right — yeah, this one is on the state, which created the charter system and has run Detroit's public schools for most of this century — is the biggest stumbling block in Detroit's still-tenuous recovery ... which is a financial argument against what should be a moral question.
How do we tell children in Detroit that they matter, when we can't give them the same basic education their suburban peers claim with no hurdles?
If I thought the state had a plan, maybe I could get behind it.
But take one look at the map of schools — traditional public, charter and those in the state reform district — marked for possible closure by the State Reform Office, and it is absolutely, unmistakably clear that there is still no plan for our kids.
Of the 38 schools marked for potential closure, 25 are in Detroit. But none of the 25, almost all in neighborhoods with high concentrations of poverty, are anywhere near a school that's doing better, whether it be traditional public, charter or a school in the state reform district. Only 20 schools in Detroit rank at or above the 25th percentile, the state's lowest threshold for adequate education. And only four Detroit schools are above the 50th percentile. Four schools, in a city whose publicly funded schools educate more than 100,000 students.
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|The Heartbreaking Way This Teacher Discovered 5 Students' Biggest Secrets|
|The 3 "Dos" of Dating: Three Tips to Help Teens Date Smart.|
|Dennis Triton | January 2017 | lifesmartblog.com |
Here are 3 “D’s” for Dating that will hopefully lead to healthy, uplifting, and authentic relationships.
Be highly selective with your choices of dates. The problem is, so many people define their self worth by whether they’re dating someone that they “date for dating’s sake” and often settle for less, compromising their values along the way.
Be wise when you date. Too many people approach dating so impulsively and emotionally that they simply don’t think clearly. Understand what you want in a relationship, your goals, and expectations and have the courage to move on if it’s not a great fit.
Do: Be Deliberate
Be patient when you date. This is often the hardest thing to do when the infatuation stage is intense. However, if the relationship is truly meant to be, it needn’t be rushed. If the other person wants things to move much faster than you, it’s time to move on. (Honestly, when I look back, most of my breakups were either from bad timing or when one party was rushing it.) Commit to really getting to know the other person and spending lots of time talking. And, don’t allow yourself to be so consumed with your new relationship that you curtail time with friends.
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|32 Characteristics of High-Performing Classrooms|
|A Picture Of Language: The Fading Art Of Diagramming Sentences |
NPR | August 22, 2014
When you think about a sentence, you usually think about words — not lines. But sentence diagramming brings geometry into grammar.
If you weren't taught to diagram a sentence, this might sound a little zany. But the practice has a long — and controversial — history in U.S. schools.
And while it was once commonplace, many people today don't even know what it is.
So let's start with the basics.
"It's a fairly simple idea," says Kitty Burns Florey, the author of Sister Bernadette's Barking Dog: The Quirky History and Lost Art of Diagramming Sentences. "I like to call it a picture of language. It really does draw a picture of what language looks like."
I asked her to show me, and for an example she used the first sentence she recalls diagramming: "The dog barked."
"By drawing a line and writing 'dog' on the left side of the line and 'barked' on the right side of the line and separating them with a little vertical line, we could see that 'dog' was the subject of the sentence and 'barked' was the predicate or the verb," she explains. "When you diagram a sentence, those things are always in that relation to each other. It always makes the same kind of picture. And supposedly, it makes it easier for kids who are learning to write, learning to use correct English."
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|Dyslexia bill moves forward, would expand school choice|
|Bracey Harris | The Clarion Ledger | February 2017|
Students diagnosed with dyslexia attending schools near Mississippi’s border, such as DeSoto County, could receive taxpayer support to cross state lines for services, if House Bill 1406 becomes law.
The Senate Education Committee on Thursday took up the bill authored by Rep. Toby Barker, R-Hattiesburg, which passed the House on Feb. 9. Lawmakers in the Senate and the House are working toward a March 9 deadline to pass bills that originated in the other’s respective chamber.
Mississippi’s existing law applies to students in first through sixth grades. HB1046 originally only expanded the Dyslexia Therapy scholarship to include seventh through 12th grades. The Senate Education Committee amended the bill to allow students to attend private schools out-of-state, if the services were not available within 30 miles of their legal residence
Three schools in the state are approved to receive the funds.
The legislation would expand the number of eligible schools by altering the criteria that now requires schools be accredited by the Mississippi Department of Education. The bill says that private schools with national or regional accreditation can receive funds from the state.
|Which States Pay Teachers the Most (and Least)? |
|Brenda Iasevoli | February 2017 | EdWeek|
(image via EdWeek)
Alaska and New York pay teachers nearly double the salaries of those working in Mississippi and Oklahoma, says a new study by GoBankingRates.
According to the finance website, teachers in Alaska and New York are paid each year on average $77,843 and $76,953, respectively. By contrast, the averages in Mississippi and Oklahoma are $42,043 and $42,647, respectively. To be fair, many of the states with higher teacher pay also have higher costs of living. (You can use this tool to compare costs of living in different cities and states across the country.)
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|23rd Annual Conference on Alternative Education|
March 8–10, 2017
14901 Dallas Parkway
Dallas/Addison Marriott Quorum by the Galleria,
Dallas, TX 75254
View the Conference Program
Kay has served as a teacher or administrator in Rutherford County for grades K-12 since she began her career in public education. She opened Smyrna West Alternative School, a school for students in grades 6-12, in 2002. She leads a team of dedicated faculty who enable students to succeed both academically and behaviorally. Smyrna West has been recognized on a local and national level for its exceptional service-learning programs and success in keeping students in school.
Kay has served as Rutherford County’s Learn and Serve Federal Grant Co-coordinator, secretary of Leadership Rutherford, President of North Rutherford Soccer League, on the Advisory Board for the Boys and Girls Club of Rutherford County, facilitator at the World Scholar Athlete Games, and Board Member of Smyrna’s Sister City Committee with Zama, Japan. Besides Kay’s active involvement on the NAEA Board, she is presently serving as Chair of the Tennessee Governor’s Advisory Board for Alternative Education and the Coordinator for Rutherford County’s Governor’s Volunteer Stars Awards.
Believing that the education system is the cornerstone of a strong community, Kay works diligently to create strong partnerships throughout the community. She serves as a liaison with the Rotary Club of Smyrna, a major stakeholder in the school’s success. They provide mentorship to students at Smyrna West through a Job Shadowing Program in addition to financial and in-kind support to the school throughout the year. Kay encourages collaborative partnerships in all areas of education. She embraces a passion for children, communities, education, policies, and exemplary practices, and looks forward to working on a shared vision through the National Alternative Educators Association.
Kay and her husband, Ed, are proud parents of three children and six grandchildren.
Jacquelyn Whitt, Ed.S.,
Jacquelyn (Jackie) B. Whitt holds an Educational Specialist degree in Administration and Supervision, a Masters degree in School Psychologist and a Bachelors degree in Spanish and Portuguese. She is an educational consultant who specializes in helping school districts to design and implement effective small learning communities for at risk students. She recently retired after devoting 38 years to the field of education. During her tenure, she worked as a special education teacher, a school psychologist, a vocational evaluator, a bi-lingual administrative assistant, and a principal in several alternative settings. Currently, Ms. Whitt serves on numerous local, state and national boards. She served as President of the Georgia Association for Alternative Education for three years. In 1998, Ms. Whitt organized and founded “Foundation 2000 for Children,” which is a nonprofit philanthropic organization that provides the following support for individuals in Cobb County, Georgia: Scholarships for high school students, teacher impact grants for middle school teachers, and after school care scholarships for elementary students. Ms. Whitt has received many honors and awards for her outstanding contributions to the larger community. She has traveled to Brazil, Japan, Mexico, several European countries, and throughout the Caribbean sharing her innovative ideas to increase student achievement for all students.
|Pat Conner |
Pat Conner is the Executive Director for the Office of Safe, Healthy, & Supportive Schools for the Tennessee Department of Education. She has been in education for 30 years. She believes that children and youth need safe and supportive learning environments to succeed in school. When children feel physically and emotionally safe their grades, attendance, behavior, and attitudes towards school improve. Pat began her career as a classroom prevention educator for Sumner County, TN schools and from there she created the school system’s department for Safe Schools, Healthy Students totally funded by federal, state, and local grants to meet the needs of at-risk youth. She also established the first zero tolerance alternative program in Sumner County. Specializing in grant writing, over the past 20 years Pat has received over $35 million in grant funds to meet the needs of students and their families. In 2013 she left Sumner County Schools and accepted the position of Executive Director for Safe, Healthy, & Supportive Schools for the Tennessee Department of Education. In her role at the department she provides leadership to 143 school districts on School Safety, Extended Learning, School Climate, Coordinated School Health, Alternative Education, and Project AWARE.
Believing that it is important to give back to her community, she has been recognized for her involvement over the years and is the recipient of the Women Impacting the Community in Education Award, the Tennessean People Making a Difference Award, and the Sertoma Service to Mankind Award. Pat holds degrees from Jacksonville State University, Alabama and is a long-time fan of the Alabama Crimson Tide.
|Edward Lowther, Ed.D., |
Dr. Edward G. Lowther is a professional educator. He earned a Doctoral degree in Education Leadership, an Education Specialist degree in Special Education and Administration & Supervision Prek -12, a Masters degree in Special Education, and a Bachelor in Therapeutic Recreation. His areas of expertise range from education to therapeutic recreation to music. He has been an education practitioner and leader in the areas of special education, (teacher, administrator and professor) transition coordinator for alternative education, education consultant and presenter, private music teacher, and a high school marching band instructor. Edward resides in Woodbridge, Virginia, (which is located 20 miles south of Washington, DC), with his wife, Angie and their 5 children, triplets Rachel, Joshua, and Emily born in 1994, Aaron born in 2000, and Madeline born 2004. Dr. Lowther is available to share his expertise in the following areas: alternative education, behavior management, curriculum development, and special education.
|Ja'net Bishop, Ed.D.,|
Board Member, Region 3
Dr. Ja’net Bishop, a native of New York City, is the Principal of the Columbia County Alternative School (CCAS) in Evans, Georgia. Previously, she has served as a counselor in both the middle, high, and alternative settings. Her experience includes serving as a an assistant principal at a suburban high school, and principal of a rural high school,
Ja’net is the compassionate and energetic Founder/CEO of HAVE JOY, LLC, through which she shares her expertise as a Personal Development Coach. Ja’net is a Certified Personal and Executive Coach (CPEC) trained through the nationally accredited coach training program, Coaching and Positive Psychology (CaPP) Institute approved by the International Coach Federation (ICF). Using her years of experience as a leader/administrator, counselor, veteran, volunteer, and personal development coach, her engaging rapport enables social-emotional development of leadership, self-care, and alternative education. The result for her clients and colleagues includes personal and professional fulfillment. Additionally, she’s presented at national, state, and local conferences/workshops.
Ja’net, a former Army Captain, has served as a Public Affairs and Finance Officer in the Army Reserves and the North Carolina National Guard. As an alumnus of the Metro Augusta Chamber of Commerce-Leadership Augusta, she has collaborated with Youth Leadership Programs. She has had experience in the non-profit sector, as the Executive/Advocate Director of the Augusta Child Advocacy Center, helping victims of child abuse in court cases. As a consultant, she’s previously developed youth intervention groups for Columbia County Juvenile Court. As a former Adjunct Professor for Cambridge College in the Counselor Education graduate program, she’s taught, advised, and mentored future school counselors.
Ja’net is the Vice-Commander and Treasurer for the Military Order of World Wars-Augusta Chapter; serves on the Eagle Scout Review Board-Columbia County, and has judged various youth pageants. These organizations, in varied capacities, works towards developing youth character and leadership.
Ja’net has professionally prepared herself with degrees from Hunter College (New York), Campbell University (North Carolina); and Augusta State University (Georgia) where she was the recipient of its College of Education honor as “Outstanding Graduate Student in Educational Leadership.” She earned her doctoral degree in Educational Leadership from Georgia Southern University in 2009.
Ja’net and her husband William (an Administrator in the Richmond County School System, Georgia) are the proud parents of two adult sons, William II and Matthew, whom she considers to be the true blessed accomplishments of her life!
Pam Bruening Ed.D.,
Dr. Pamela L. Bruening is the President and CEO of Progressive Bridges, Inc., an educational services company that empowers educators nationwide through cutting edge professional development, consulting, and curriculum research and product design. She is also the Founder and CEO of DeeperDive Learning, Inc., publisher of EdQuest, an innovative online professional development library for educators. Dr. Bruening has had extensive experience in consulting with more than 10 educational product companies nationwide to support cutting edge product development for effective data analysis and intervention in K-12 classrooms, specifically in social-emotional learning (SEL). Formerly the Collier County, Florida’s Coordinator of Response to Intervention (RtI) and Positive Behavior Support (PBIS), Dr. Bruening oversaw the planning, implementation, data collection, and monitoring of one of the nation’s most accomplished and acclaimed RTI/MTSS programs. Dr. Bruening holds a Doctorate of Education in Organizational Leadership and Human Resources Development and a Masters of Education degree in Reading. An educator for 30 years, Dr. Bruening is recognized as one of the nation’s preeminent experts in RtI/MTSS, PBIS, behavior initiatives, intervention, curriculum development, and alternative education. Dr. Bruening spent much of her education career in alternative schools, opening and leading a juvenile detention center and an expulsion program, as well as consulting to numerous juvenile justice programs and detention centers around the country. She has presented at many state and national conferences over the past 6 years and teaches graduate level alternative education courses through New England College. While serving on the National Alternative Education Association Board of Directors, Dr. Bruening has supported the development of a growing Florida state organization and regularly promotes NAEA across the nation through her consulting opportunities. She also serves on boards of companies such as Continental, Inc. and Innovative Technologies in Print.
|Kathleen Chronister, MEd|
Kathleen Chronister is the Alternative Education Principal in Davis School District, UT. In her current role, she has responsibility to lead and supervise nine campus locations with a variety of programs for at-risk students including Mountain High School, Renaissance Academy, and Davis Adult Learning.
Ms. Chronister has served on numerous district and state committees. She is the past president of the Utah chapter of ASCD and has served as the special purpose school representative for the Utah Association of Secondary School Principals. She has been active in advocacy in the state of Utah and was instrumental in guiding policy makers to better understand the mission of alternative schools which resulted in an appropriate accountability system for alternative high Schools in Utah.
She is married with 3 children and 5 grandchildren. She is active in her community and church with projects focused on serving the needs of refugees, women, and children. She is a graduate of Brigham Young University and earned her Master of Education in Educational Administration from Idaho State University. Her philosophy on personal happiness is to spend two minutes each day sending a positive email, text, or personal note of gratitude to at least one person.
|John Holmes, DMin|
John E. Holmes received his B.S. Degree in Business Administration, a Master’s Degree in Guidance and Counseling, a Master’s Degree in Educational Administration, all from Jackson State University, from which he was a Phi Kappa Phi Graduate and graduated with distinction and honor. He holds a Doctorate of Divinity Degree and has completed all but the dissertation at Nova Southeastern University to earn a doctorate in Higher Education Administration. Holmes, is a state certified school administrator. Under his administrative leadership, the Yazoo City Alternative Learning Center was bestowed the Exemplary Practices Award for Standards of Quality during 2012. Currently, Holmes, serves as an educational consultant for Jackson State University’s “Call Me M.I.S.T.E.R. Program. The mission of the Call Me MISTER (acronym for Mentors Instructing Students Toward Effective Role Models) Initiative is to increase the pool of available African American male teachers to teach among the State’s lowest performing elementary schools. He also provides guidance, meaningful activities and teachable moments to all participants. He also facilitates – the “S.T.A.R.S. Program” – empowering single mothers to provide equitable outcomes for their sons through school readiness, early literacy, and positive self-concept activities (Sistas Teacher and Raising Sons)
Prior to joining the district, Holmes held other administrative posts including assistant vice president for academic affairs, associate professor of education, assistant principal, counselor/chief advisor, and teacher. He has been in the field of education for over 28 years, has published numerous articles regarding alternative education and was recognized for his collaboration with the Mississippi Consortium for International Development (MCID) for co-publishing a “Pre-service “C” Curriculum Certification” for the Liberia Teacher Trainers College, with Dr. Corinne Anderson, which was funded by the U.S. International Development Department. He has served as a national speaker at many conferences. John has been trained as a trainer of school administrators by the Mississippi Department of Education, has conducted various leadership and effective communication workshops, alternative education, and is available to conduct professional development in other educational areas as well. In addition, he is a member of the Mississippi Association of School Administrators, the Alliance of Educators, 100 Black Men, where he served as education coordinator, and a former board member of Bethany Christian Adoption Services. For many years, he has served as an adjunct professor.
Presently, resides in Clinton, MS, and has been married to his college “sweetheart” Carolyn Fairley for 35 years. They have two children, Melody and John Jr.
Dyslexia bill moves forward, would expand school choice
|Denise Riley, M.S.|
Denise Riley is an educational consultant for Educational Teaching Connections. She retired in 2011 from her position as the Assistant Director of the Oklahoma Technical Assistance Center (OTAC) in Cushing, Oklahoma. She has been in education since 1965 and employed with OTAC specifically since 1989 where she provided technical assistance and evaluation for the alternative education programs in the state of Oklahoma. Prior to 1989 she was an elementary education teacher, developer and coordinator of the gifted and talented programs for Okemah school district, and she developed outdoor classrooms in six districts in Oklahoma that received state and national recognition. She also served on the Alternative Education Advisory Board for the Oklahoma State Department of Education, The Okemah School Foundation, and the Oklahoma School of Math and Science. Denise has made numerous presentations in Oklahoma, Tennessee, and Arkansas as well many national conferences. Some of the topics have included: Alternative Education: Do It the Right Way, Designing Alternative Education and Evaluation That Works, It’s a Wide Ride: Creating State-Wide Support for Alternative Education, Collaborative Teacher Evaluations, and Common Core State Standards.
|Amy Schlessman, PhD|
Amy Schlessman, PhD, has dedicated her professional and personal life to education and human services. Dr. Schlessman’s interests include the development of creative and innovative intelligence in learners of all ages from diverse cultural backgrounds and socio-economic levels. Fortune 500 companies, as well as not-for-profit organizations including schools and community collaboratives, have benefited from her contributions to their programs. Her publications and presentations illustrate a range of contributions from theory to practice.
Amy’s recent research, policy analysis, and advocacy focus on education for overaged and under-credited youth.
Amy has worked relentlessly during the past decade in the Rose Operating System for Education®, a leading alternative education system in Arizona that effectively serves overaged and under-credited students. She led the alternative education campuses in Arizona in founding the Arizona Alternative Education Consortium, a U.S. Affiliate of the National Alternative Education Association.
Dr. Schlessman’s peers have elected her to leadership positions internationally, nationally, and at the state level. She has served as President of an international education association, Teachers of English to Speakers of Other Languages (TESOL); Chair of Research and Evaluation with the American Educational Research Association; and founding, 2010 – 2014, plus currently, 2017, President, Arizona Alternative Education Consortium.
Amy loves her circle of family and friends, who represent the diversity – ethnicity, socio-economic level, life circumstances, age, religion, sexual orientation, and whatever label you can imagine – that makes us powerful. Our strength is shared differences. Amy firmly believes that each of us make democracy stronger.
|Richard Kerry Thompson|
Richard Kerry Thompson currently serves as the Dean of Students for the Swartz Creek Academy, an alternative education program in Swartz Creek, Michigan. A charismatic and visionary leader, he has pioneered the use of the Michigan Seat-Time Waiver, online learning platform and technology to help students advance in their education and achieve high school graduation. Richard utilizes a holistic approach to student development and strives to provide an array of opportunities for students to advance academically, prepare for career success and excel as leaders and community servants. He has consulted with school districts and administrators nationwide and shares his expertise as a member of the Michigan Board and National Alternative Education Association (NAEA). In October 2016, Richard was honored with the Resilience in Action Award from the WhyTry Program (founded by renowned social justice advocate and author Christian Moore).
Giving back is something inherent to Richard. In addition to readily imparting his knowledge and serving his profession, he is committed to helping his surrounding community. A pure Irish tenor, he shares his talent as a member of the Flint Male Chorus and the duet Brother2Brother, with whom he works to regularly honor military veterans and raise both attention and financial support for a variety of community efforts. A proud father of six children, Richard strives to teach both them and the students he leads to think beyond themselves and embrace the words of Nelson Mandela: “What counts in life is not the mere fact that we have lived. It is what difference we have made to the lives of others that will determine the significance in the life we lead.”
Please find below a link to RKT’s digital portfolio – https://www.smore.com/4q9j3
|Applied Math Learning: Free Challenges to Award Scholarships|
| Matthew Lynch | February 1, 2017|
The lines of math learning are fluid. Cross-disciplinary math is a push in P-20 learning and “real world” math application is at the heart of the shift. Students who can take the rudimentary math skills that they learn and apply them to other subject areas and their lives are students who will truly understand math concepts long-term.
One organization trying to give a lift to this type of math learning is The Moody’s Foundation, the philanthropic arm of Moody’s Corporation that funds education-based causes. The Moody’s Mega Math (M3) Challenge, organized by the Society for Industrial and Applied Mathematics, challenges teams of high school juniors and seniors to work together to solve an advanced applied math problem.
|Characteristics and Education Outcomes of Utah High School Dropouts Who Re-Enrolled|
|Vanessa Barrat, BethAnn Berliner | 2016 | WestEd|
This REL West study challenges the perception that when high school students drop out, they leave school for good.
REL West researchers used data from the Utah State Office of Education to follow a cohort of students who were expected to graduate from Utah public schools within four years of entering high school.
Such data included:
- The extent of high school dropouts and re-enrollments statewide within this cohort
- How dropout and re-enrollment rates differed over time and by demographic characteristics
- How the yearly academic progress of re-enrollees before dropping out differed from that of students who graduated on time with no interruptions in schooling and that of dropouts who did not return
- The four- and six-year high school outcomes of re-enrollees who, by returning, had another chance to graduate
This information can be used to help focus school and state planning to increase the number of dropouts who return to school and to then get re-enrollees on track to graduate through interventions such as individualized graduation plans, alternative pathways to earning a diploma, and other promising re-engagement strategies.
- About 19 percent of Utah public high school students who were expected to graduate in 2011 dropped out at some point during the conventional four-year high school period; during that same period about 22 percent of those dropouts re-enrolled
- Black and English learner students were more likely to drop out and less likely to re-enroll, putting them at greater risk of not graduating
- Among students who had dropped out and re-enrolled by 2011, 26 percent graduated on time (within four years of entering high school), and 30 percent graduated within six years of entering high school
- Although dropping out is not necessarily a permanent outcome, re-enrollees are at risk of poor high school outcomes
View an animated summary of this report.