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16.5%
15% 10% 5% 0% Less Than High School High School Diploma Some College or Associate's Bachelor's Degree or Higher
Less Than High School Some Bachelor's Graduate or High School Diploma College or Degree Professional Associate's Degree
Source: U.S. Census Bureau, American Community Survey, 2010-2012. Table S2301.
Source: U.S. Census Bureau, American Community Survey, 2010-2012, Table B20004.
N Between 2010 and 2012 in Rhode Island, adults without a high school diploma in Rhode Island were almost four times as likely to be unemployed as those with a Bachelors degree.5 During the same period, the median earnings of adults without a high school diploma or General Education Development (GED) certificate was $22,260 compared to $29,839 for people with a high school degree, and $52,365 for those with a bachelors degree.6
november 2013
RHODE ISLANDS REQUIREMENTS FOR GRADUATION Starting with the Class of 2014, Rhode Island students need to meet three types of graduation requirements in order to graduate.
REQUIREMENT 1: COURSEWORK
Complete at least 20 courses, including four English, four math, three science, three social studies, and six others, including physical education, health, arts, and technology.
REQUIREMENT 2: PERFORMANCE-BASED ASSESSMENTS
Complete at least two performance-based assessments, such as a portfolio, exhibition (senior project, Capstone, etc.), or comprehensive course assessment.
REQUIREMENT 3: STATE ASSESSMENT
Achieve a minimum level of proficiency on the states reading and math assessments. This is currently defined as achieving Level 2 (partially proficient) on the eleventh grade New England Common Assessment Program (NECAP) test.* *Students who do not score at least partially proficient in reading and math will be given the opportunity to retake the state test during twelfth grade and must score partially proficient or demonstrate improvement in order to graduate. Alternative tests also may be taken and there is a waiver and appeals process.
Source: Rhode Island Department of Elementary and Secondary Education.
RHODE ISLAND FOUR-, FIVE-, AND SIX-YEAR HIGH SCHOOL GRADUATION AND DROPOUT RATES, BY STUDENT SUBGROUP AND DISTRICT, 2007 COHORT
cohort size 4-year graduation rate 5-year graduation rate 6-year graduation rate dropout rate % completed ged % of students still in school
All Students Females Males English Language Learners Students With Disabilities Students Without Disabilities Low-Income Students Higher-Income Students White Asian Black Hispanic Native American
12,360 6,080 6,280 665 2,438 9,922 5,641 6,719 8,528 397 1,161 2,183 91
77% 81% 73% 66% 59% 81% 66% 86% 80% 81% 68% 67% 63%
4% 3% 4% 7% 7% 3% 5% 2% 3% 3% 6% 5% 5%
13% 12% 15% 22% 22% 11% 20% 8% 11% 11% 19% 21% 20%
4% 3% 4% 1% 4% 3% 5% 3% 4% 3% 3% 3% 3%
2% 1% 3% 2% 7% 1% 3% 1% 2% 1% 3% 3% 7%
Source: Rhode Island Department of Elementary and Secondary Education, 2007 cohort. Percentages may not sum to 100% due to rounding.
N The Rhode Island four-year graduation rate for students entering the ninth grade during the 2006-2007 school year and graduating in 2010 was 77%, and the dropout rate was 13%. An additional 4% of students graduated in five years in 2011, and 1% graduated in six years in 2012. Four percent of students completed their GED within six years, and 2% were still in school.7 N Poverty is strongly linked to the likelihood of dropping out. Low-income students (20%) are more than twice as likely to drop out as higher-income students (8%). Minority students also are more likely than White students to drop out. Females (81%) have a higher graduation rate than males (73%).8
RHODE ISLAND four-YEAR GRADUATION RATE BY DISTRICT TYPE, 2007-2012
Four Core Cities
100% 90% 80% 70% 60%
56% 83% 79% 70% 66% 77%
Rhode Island
N In Rhode Island, the four-year graduation rate increased from 70% to 77% between 2007 and 2012. The four-year graduation rate for the four core cities continues to be much lower than the remainder of the state, but the four core city rate has increased from 56% in 2007 to 66% in 2012, a steeper increase than in remainder of the state districts, where the graduation rate increased from 79% in 2007 to 83% in 2012.9 N Two core city districts, Central Falls and Pawtucket, have experienced the largest increases in high school graduation rates in the state, with Central Falls graduation rate increasing from 46% in 2007 to 68% in 2012 and Pawtuckets graduation rate increasing from 48% to 67%.10
Source: Rhode Island Department of Elementary and Secondary Education, 2004-2009 cohorts. Percentages may not sum to 100% due to rounding.
RHODE ISLAND FOUR-YEAR HIGH SCHOOL GRADUATION AND DROPOUT RATES BY DISTRICT AND SCHOOL, CLASS OF 2012
district and School cohort size 4-year Graduation rate dropout rate % completed ged % of students still in school
Barrington Barrington High School Bristol Warren Mt. Hope High School Burrillville Burrillville High School Central Falls Central Falls Senior High School Chariho Chariho Regional High School Coventry Coventry High School Cranston Cranston High School East Cranston High School West NEL/CPS Construction and Career Academy Cumberland Cumberland High School East Greenwich East Greenwich High School East Providence East Providence High School Exeter-West Greenwich Exeter-West Greenwich Regional High School Foster-Glocester Ponaganset High School Johnston Johnston Senior High School Lincoln Lincoln Senior High School Middletown Middletown High School Narragansett Narragansett High School Newport Rogers High School North Kingstown North Kingstown Senior High School North Providence North Providence High School North Smithfield North Smithfield High School Pawtucket Charles E. Shea High School William E Tolman Senior High School Jacqueline M. Walsh School for the Performing and Visual Arts
301 296 285 278 196 194 229 224 316 304 468 467 949 462 419 64 398 393 196 195 488 464 148 148 217 216 222 221 254 250 168 161 137 134 151 147 408 405 263 262 138 138 617 258 315 30
94% 95% 85% 86% 81% 82% 68% 70% 86% 88% 87% 87% 81% 78% 87% 61% 81% 82% 94% 94% 69% 71% 90% 91% 86% 86% 82% 82% 83% 84% 81% 82% 83% 85% 74% 73% 88% 89% 87% 87% 78% 78% 67% 67% 67% 90%
1% 1% 5% 5% 12% 11% 15% 14% 6% 4% 8% 8% 11% 12% 5% 33% 8% 8% 3% 3% 16% 16% 3% 3% 11% 10% 9% 10% 7% 7% 8% 8% 5% 4% 19% 19% 8% 7% 1% 1% 12% 12% 19% 21% 18% 3%
1% 1% 1% 1% 2% 2% 0% 0% 3% 3% <1% 0% 3% 3% 2% 2% 4% 3% 0% 0% 3% 3% 2% 2% 1% 1% 5% 5% 3% 3% 4% 4% 7% 7% 3% 3% 1% 1% 4% 4% 7% 7% 3% 3% 4% 0%
RHODE ISLAND FOUR-YEAR HIGH SCHOOL GRADUATION AND DROPOUT RATES BY DISTRICT AND SCHOOL, CLASS OF 2012 (continued)
district and School cohort size 4-year Graduation rate dropout rate % completed ged % of students still in school
Portsmouth Portsmouth High School Providence Academy for Career Exploration (ACE) Dr. Jorge Alvarez High School Central High School Classical High School E-Cubed Academy Hope High School Juanita Sanchez Educational Complex Mount Pleasant High School Providence Career and Technical Academy Times2 Academy Scituate Scituate High School Smithfield Smithfield Senior High School South Kingstown South Kingstown High School Tiverton Tiverton High School Warwick Pilgrim High School Toll Gate High School Warwick Veterans Memorial HS West Warwick West Warwick Senior High School Westerly Westerly High School Woonsocket Woonsocket High School Independent Charter Schools Beacon Charter High School for the Arts Blackstone Academy State-Operated Schools William M. Davies Jr. Career & Technical High School DCYF Schools Metropolitan Regional Career and Technical Center Four Core Cities Remainder of State Rhode Island
276 269 2,094 55 156 382 249 111 359 238 360 95 41 115 115 206 206 287 287 163 159 848 291 270 271 280 272 248 246 456 445 42 36
91% 92% 65% 84% 62% 56% 97% 68% 63% 67% 56% 65% 85% 91% 91% 94% 94% 80% 80% 83% 84% 79% 80% 86% 73% 70% 70% 87% 88% 65% 66% 90% 86%
5% 4% 21% 7% 21% 22% 1% 20% 23% 20% 30% 27% 0% 3% 3% 3% 3% 6% 6% 10% 11% 9% 10% 8% 8% 17% 17% 8% 7% 22% 22% 2% 3%
3% 3% 3% 0% 4% 5% 1% 3% 3% 1% 4% 2% 0% 3% 3% <1% 0% 5% 5% 1% 1% 6% 3% 1% 14% 4% 4% 2% 2% 4% 4% 0% 6%
3% 29% 2% 3% 3% 3%
Source: Rhode Island Department of Elementary and Secondary Education, 2009 cohort/Class of 2012 (those students who entered high school as ninth graders in the 2008-2009 school year and therefore would be part of the Class of 2012 if they graduated on time in four years). Percentages may not sum to 100% due to rounding. Publicly funded students placed in collaboratives and special-education schools or programs are included in their home districts rates. Students who transfer from one school district to another are only included in the receiving school or districts cohort rate.
N Repeating one or more grades N Poor grades and poor achievement on tests N Not reading proficiently by the end of third grade N Sixth grade attendance, behavior, and course performance N Failing one or more subjects, particularly in ninth grade (especially English or mathematics) N Chronic absenteeism N Lack of connection and engagement in school N Multiple suspensions or other behavior problems17,18,19,20 N School districts can decrease dropout rates by establishing early warning systems that identify students at risk for dropping out and then implementing multiple strategies to support each student on their path to graduation. This includes preventative interventions for at-risk populations as well as recovery programs for individual students who are off-track for graduation.21,22 N Poor performing or disruptive students may find it difficult to get the help they need to stay in school. Some students report that they encounter little resistance from those around them when they are frequently absent or make the decision to drop out of school.23
6
Higher-Income Students
All Students
Source: Rhode Island Department of Elementary and Secondary Education, New England Common Assessment Program (NECAP), October 2005October 2012. Low-income status is determined by eligibility for the free or reduced-price lunch program.
N In Rhode Island, the percentage of higher-income fourth graders achieving at or above the proficient level on the NECAP has been consistently higher than that of low-income fourth graders. In 2012, 55% of low-income fourth graders scored at or above the proficient level, compared with 83% of higher-income fourth graders.26 N The national Campaign for Grade-Level Reading focuses on improving the reading proficiency of low-income children and includes three core components improving school readiness, reducing chronic early absence (the percentage of students in grades kindergarten through third grade who miss 10% or more of the school year, including excused and unexcused absences), and increasing access to high-quality summer learning programs.27
Remainder of State
rhode island
Source: Rhode Island Department of Elementary and Secondary Education, 2011-2012 school year.
N Chronic absence is defined as missing at least 10% of the school year, which, in Rhode Island, translates to missing 18 days or more, including excused and unexcused absences.31 N In Rhode Island, during the 2011-2012 school year, 11% of students in grades kindergarten through third grade, 14% of middle school students and 25% of high school students were chronically absent, missing 18 or more days of school. The chronic absence rate at all school levels was more than twice as high in the four core cities as in the remainder of the state.32 N Students who are frequently absent from school miss critical academic and social learning opportunities and are at risk of disengagement from school, academic failure, and dropping out.33 Studies in Baltimore, Chicago, Philadelphia, and other cities have shown strong relationships between chronic absence in middle and high school and the likelihood of dropping out.34 N One of the most effective strategies for increasing student achievement, high school graduation rates, and college access and completion and for closing achievement gaps between higher and lower income students would be to increase the number of low-income students who attend school regularly.35 N Schools and districts, together with community agencies, can reduce chronic absence by developing systems that provide frequent reports on student absenteeism and reasons for absenteeism, problem solving to address reasons for absenteeism, building and sustaining relationships with students and their families, developing a community response that involves adults who interact with students outside of school, recognizing and rewarding good attendance, and committing to learning what works and expanding effective programs and halting efforts that are not working.36
Assault of Student or Teacher Alcohol/Drug/Tobacco Offenses Communications/Electronic Devices Arson/Larceny/Vandalism Weapon Possession Other Offenses* Total
4% 2% 2% 1% 1% 4%
*Examples of other offenses include unauthorized use of a computer or other technology, forgery, fire regulations violations, trespassing, etc. This category also includes disciplinary actions where the infraction is missing or not specified. Source: Rhode Island Department of Elementary and Secondary Education, 2011-2012 school year. Percentages may not sum to 100% due to rounding.
N In Rhode Island, during the 2011-2012 school year, out-of-school suspensions accounted for 54% of all disciplinary actions, followed by in-school suspensions (34%), and alternate program placements (13%). The three most common infractions resulting in disciplinary actions were attendance offenses (37%), disorderly conduct (16%), and insubordination/disrespect (16%).44 N Low-income and minority students are overrepresented in school suspensions and receive disproportionately severe disciplinary actions compared with their higher-income and White peers. In Rhode Island, during the 2011-2012 school year, minority students made up 37% of the student population, but received 55% of all disciplinary actions. Less than one-third (29%) of students were enrolled in the four core city districts, but students in these districts received 54% of the disciplinary actions.45 N Schools could improve school climate and reduce the use of suspensions by focusing on teaching, modeling, and rewarding students positive behavior. School districts could revise disciplinary policies to ensure the equitable, appropriate, and limited use of suspension and expulsion for only the most serious infractions.46
Recommendations
N Raise awareness among students, parents, and the general public about the connection between educational attainment and positive economic, social, and health outcomes. N Increase access to high-quality early childhood programs, pre-kindergarten, and full-day kindergarten to prevent the achievement gap early on. N Ensure that all children read proficiently by the end of third grade, focusing on improving school readiness, reducing chronic early absence, and increasing access to high-quality summer learning. N Establish early warning systems that use data on attendance, behavior, and course performance in middle and high school to identify students at risk of dropping out of high school. Regularly and frequently monitor individual student progress and provide appropriate interventions to get students back on the path to graduation. N Help students transition from middle school to high school by preparing students to participate in the high school campus and culture before enrollment, ensuring that all students feel connected to school, and identifying students who are struggling before high school and providing timely and individualized supports. N Provide multiple pathways to graduation for all students who need them, including acceleration programs for students lacking credits, online instruction, flexible hours, partnerships with adult education and other community providers, and alternative completion models. N Ensure that school leaders have high expectations for all students and staff. N Focus on closing achievement gaps between low-income and higher-income students and White and minority students. Collect and report data on high school graduation rates for special populations, including pregnant and parenting teens, youth in the foster care and juvenile justice systems, and homeless and runaway youth, and offer special support to these students. N Ensure that all students have effective teachers and that all teachers receive professional development opportunities focused on effective instructional practice and differentiated teaching methods for a range of learning styles. N Offer students a rigorous and engaging curriculum aligned with standards and tied to college access, career pathways, and vocational exploration opportunities, including opportunities to participate in arts, music, and sports programs and expanded learning opportunities that allow students to receive credit for rigorous, hands-on, individualized learning opportunities outside the classroom. N Reduce chronic absence at all school levels by developing systems that provide frequent reports on student absenteeism and reasons for absenteeism, raising awareness about the importance of regular attendance, recognizing and rewarding good attendance, and developing partnerships among students, their families, schools, and community groups to address obstacles to attendance. N Improve the school climate by focusing on teaching, modeling, and rewarding students positive behavior and revising disciplinary policies to ensure the equitable, appropriate, and limited use of suspensions and expulsions. N Improve communication with parents, especially when students are falling behind academically, frequently absent, or exhibiting troubling behaviors in school. N Develop and nurture partnerships between schools and higher education institutions, community organizations, and businesses to offer wrap-around supports to students and promote educational success. N Share best practices of schools and districts that are having success in raising their graduation rates with other schools and districts.
11
References
Child Trends. (September, 2013). High school dropout rates: Indicators on children and youth. Retrieved November 15, 2013, from www.childtrendsdatabank.org
1 2 Robert Wood Johnson Foundation. (September, 2009). Education matters for health. Retrieved March 1, 2012, from www.commissiononhealth.org 29 Parrish, T., Poland, L., Arellanes, M., Ernandes, J., & Viloria, J. (2011). Making the move: Transition strategies at California high schools with high graduation rates. Sacramento, CA: California Comprehensive Center at WestEd.
Rhode Island KIDS COUNT is a childrens policy organization that provides information on child well-being, stimulates dialogue on childrens issues, and promotes accountability and action. Primary funding for Rhode Island KIDS COUNT is provided by The Rhode Island Foundation, United Way of Rhode Island, The Annie E. Casey Foundation, Prince Charitable Trusts, Alliance for Early Success, Robert Wood Johnson Foundation, DentaQuest Foundation, Jessie B. Cox Charitable Trust, Hasbro Childrens Fund, CVS Caremark, Neighborhood Health Plan of Rhode Island, UnitedHealthcare, Blue Cross & Blue Shield of Rhode Island, Americas Promise Alliance, First Focus, and other corporate, foundation and individual sponsors. Rhode Island KIDS COUNT Staff Elizabeth Burke Bryant, Executive Director Jill Beckwith, Deputy Director Leanne Barrett, Senior Policy Analyst Jim Beasley, Policy Analyst Dorene Bloomer, Finance Director Jennifer Capaldo, Program Assistant Katherine Chu, Communications Coordinator W. Galarza, Executive Assistant/ Office Manager Stephanie Geller, Policy Analyst John Neubauer, Policy Analyst Nicole DellaRocco, Intern, Brown University Cindy Lung, Intern, Brown University Meghan Wenzel, Intern, Brown University Rhode Island KIDS COUNT One Union Station Providence, RI 02903 401-351-9400 401-351-1758 (fax) rikids@rikidscount.org www.rikidscount.org
Rhode Island Department of Elementary and Secondary Education, 2004 Cohort/Class of 2007 2009 Cohort/Class of 2012.
3,9,10
Balfanz, R. & Byrnes, V. (2012). The importance of being in school: A report on absenteeism in the Nations public schools. Baltimore, MD: The Johns Hopkins University, Center for Social Organization of Schools.
31,34,35,36 32,43,44,45 Rhode Island Department of Education, 20112012 school year. 33 Sundius, J. & Farneth, M. (2008). Missing school: The epidemic of school absence. Baltimore, MD: Open Society Institute. 37 A review of compulsory attendance. (2013). Annapolis, MD; Maryland State Department of Education. 38
Graduation rates are calculated using the cohort formula which shows the percentage of students from an entering ninth grade cohort who graduate with a standard diploma within four years.
4 5 U.S. Census Bureau, American Community Survey, 2010-2012. Table S2301.
Rhode Island Department of Elementary and Secondary Education, 2007 Cohort/Class of 2010.
7,8
Rhode Island Department of Education and Secondary Education, 2009 Cohort/Class of 2012.
11
Whitehurst, G. J. & Whitfied, S. (2012). Compulsory school attendance: What research says and what it means for state policy. Washington, DC: Brown Center on Education Policy at Brookings.
Perper, K, Peterson, K. & Manlove, J. (2010). Diploma attainment among teen mothers. Washington, DC: Child Trends.
12
39 Implementation requirements: Compulsory attendance policy, RIGL 16-19-1. Retrieved November 15, 2013, from www.ride.ri.gov 40 Rhode Island General Law 16-19-1. Enacted by the General Asssembly as H-5061 in 2011. 41 Losen, D. J. & Martinez, T. E. (2013). Out of school & off track: The overuse of suspensions in American middle and high schools. Los Angeles, CA: The Center for Civil Rights Remedies, The Civil Rights Project.
Center for the Study of Social Policy. (July, 2013). Raising the bar: Child welfare's shift toward well-being. Retrieved November 15, 2013, from childwelfaresparc.org
13
The costs of confinement: Why good juvenile justice policies make good fiscal sense. (2009). Washington, DC: Justice Policy Institute.
14 15
Toro, P. A., Dworsky, A. & Fowler, P. J. (2007). Homeless youth in the United States: Recent research findings and intervention approaches. 2007 National Symposium on Homelessness Research, March 1-2, 2007.
Sundius, J. & Farneth, M. (2008). Putting kids out of school: Whats causing high suspension rates and why they are detrimental to students, schools, and communities. Baltimore, MD; Open Society Institute.
42,46
Rhode Island Department of Elementary and Secondary Education, 2011-2012 school year. Some of these 7th and 8th grade students may have transferred to another school and been mistakenly counted as a dropout if the district did not report the transfer.
16 17
Rennie Center for Education Research and Policy. (November 2012). Forgotten youth: Re-engaging students through dropout recovery. Retrieved November 15, 2013, from www.renniecenter.org
47 48 Almeida, C., Steinberg, A., Santos, J., & Le, C. (2010). Six pillars of effective dropout recovery: An assessment of current state policy and how to improve it. Boston, MA: Jobs for the Future. 49,50
American Psychological Association. (n.d.). Facing the school dropout dilemma. Retrieved November 14, 2013, from www.apa.org
Balfanz, R., Bridgeland, J. M., Bruce, M. & Fox, J. H. (2013). Building a grad nation: Progress and challenge in ending the high school dropout epidemic. Baltimore, MD: Civic Enterprises, Everyone Graduates Center at Johns Hopkins University, Americas Promise Alliance.
18,22 19,21,30
Harris, E., Deschenes, S. & Wallace, A. (2011). Helping older youth succeed through expanded learning opportunities. Washington, DC: National Conference of State Legislatures.
Kennelly, L. & Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. Retrieved September 29, 2009, from www.betterhighschools.org
51 Little, P. M. (2009). Supporting student outcomes through expanded learning opportunities. Cambridge, MA: Harvard Family Research Project. 52 Learn anytime, anywhere: Rethinking how students earn credit beyond school hours. New York, NY: The AfterSchool Corporation (TASC). 53 Chafee, L. D. (n.d.). Expanded learning opportunities are key to student learning. Retrieved November 15, 2013, from www.expandedlearning.org 54 Carnevale, A. P., Smith, N. & Strohl, J. (2010). Help wanted: Projections for jobs and education requirements through 2018. Washington, DC: Georgetown University, Center on Education and the Workforce. 55 Remediation: Higher educations bridge to nowhere. (2012). Washington, DC: Complete College America.
Hernandez, D. J. (2012). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Baltimore, MD: The Annie E. Casey Foundation.
20,24
Bridgeland, J., DiJulio Jr., J. & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Civic Enterprises, LLC, in partnership with the Bill and Melinda Gates Foundation.
23
Rhode Island Department of Elementary and Secondary Education. New England Common Assessment Program (NECAP), October 2005 - October 2012.
25,26 27
The Campaign for Grade-Level Reading. (n.d.). Third grade reading success matters. Retrieved November 15, 2013, from www.gradelevelreading.net
McAlister, S. & Mevs, P. (2012). College readiness: A guide to the field. Providence, RI: Brown University, Annenberg Institute for School Reform.
56 57 Partnership for Assessment of Readiness for College and Careers. (n.d.). About PARCC. Retrieved June 6, 2013, from www.parcconline.org
Herlihy, C. (2007). Easing the transition to high school: Research and best practices designed to support high school learning. Retrieved November 15, 2013, from www.betterhighschools.org
28
Achieve. (n.d.). Rhode Islands college and career-ready commitment. Retrieved November 15, 2013, from www.achieve.org/Rhode-Island
58
Support for this publication was provided in part by a grant from the Robert Wood Johnson Foundation.