To reduce the dropout rate, the School District needs to focus on caring about its students. Dropouts come from neighborhood schools, which are the most underfunded and most lacking schools. I graduated from West Philadelphia High and it has over 1,000 students. There was a lack of resources, challenging classes, counselors, qualified and experienced teachers who actually care, to name a few things. Students need teachers who care about them because they might not have anyone else. Students also need the tools to be able to graduate, go to college, and graduate from there. Worksheets and boring lectures won't help. Students need classes to be interactive and hands on. And probably most of all, the District needs to LISTEN! Students have been saying what they need in many different ways and if the District doesn't listen to them, the problem will grow until it's too late to turn back.
2008 graduate, West Philadelphia Automotive Academy
Board member, Philadelphia Student Union
The key to solving the dropout crisis is figuring out what to do with our neighborhood high schools. They need to be fundamentally redesigned to promote excellence and equity. Here are some suggested principles for H.S. transformation:
1. Shared Vision. Engage students, parents, staff, and community members in creating and implementing a shared vision for improving teaching and learning in their school.
2. Personalization. Students are more likely to succeed when staff knows every student. For this reason, large schools should be broken into clusters of smaller learning units on a shared campus.
3. Flexibility, Accountability, and Equity. We must unleash the talent in our schools. Give staff the flexibility to craft scheduling, staffing, budget, and to adjust curriculum to meet students’ needs. Central administration should provide strong support and accountability.
With these principles the District CAN build the capacity to fundamentally transform neighborhood high schools while serving the same population of students without special admission requirements.
Executive director, Philadelphia Education Fund
Communities In Schools of Philadelphia has spent 25 years addressing the Philadelphia dropout epidemic, and it is apparent that the students who succeed and stay in school are those who have choices. Improved strategies must provide exposure to best practices and new alternatives in education, which in turn impact the way students see themselves, their current situations and their futures.
We are no longer dealing with cookie-cutter situations or cookie-cutter students. The right strategy should entail a plethora of alternatives for students, so that each child is serviced and educated to meet their needs. Then we will see a positive shift to the currently bleak dropout situation.
President, Communities in Schools of Philadelphia
Choice in education inside the public school system and in the community. Parents must have the option of finding the best school or combination of schools for their children. We have to recognize that what is best for one child at any grade level isn’t necessarily the best for another child. Beyond that, we have to commit the resources to our schools, and not just for students, but for teachers, too. We can’t expect educators to produce graduates when we fail to give them the support they need in terms of mentoring, training, instructional materials, additional classroom help, and safety.
State Representative (PA-203)
The District should duplicate best practices at high performing public schools to decrease the dropout rate. These schools have a strong parent engagement component and consistent, experienced staff in administrative positions, in support roles, and in core subjects. They offer a variety of class options that meet student needs. Administrators understand that teachers, students, parents, and community stakeholders must work together to create academically enriching environments. We must raise the level of expectations and reinforce to parents, staff, and administrators that our children can and will be successful, life-long learners.
My son was struggling academically in the 9th grade. His Individualized Education Plan wasn't being followed and he was exhibiting behavioral problems as a result. By 10th grade, and his second high school placement, he had become so frustrated in his special education classes that he dropped out. His job prospects for the next 10 years were dismal. Only when he was offered a job opportunity last year that required him to obtain his GED did he finally feel he had a future.
President, African American United Fund and parent of a 6th grader at GAMP.
One of the biggest problems that we have seen while working in Germantown High School, a Corrective Action II, Third Tier school (failing school) for the past five years is the lack of continuity and follow-through. We have gone through six principals, three regional superintendents, two District superintendents, three CAO's, three CFO's, a change in the chair of the SRC and numerous teacher turnovers in the four years it takes for a student to matriculate through high school. Each change brings new "best practices" and adjustments that affect school life.
We need to start providing consistency and follow-through. Secondly, we need to start sharing money evenly within the District so that the failing schools don't fall even further behind the magnet schools who get the lion's share of resources and the best staff.
Reverend LeRoi Simmons
Germantown Clergy Initiative
Ten ways to turn around the dropout situation in Philadelphia: (Note: We must also address the educational and emplpoyment needs of the thousands of young people (now young adults) who have already left...)
#10 Do not leave it to the "free marketplace" of charters, private managers, and non-profitintermediaries, the District needs to have real strategies around teaching and learning;
#9 Develop real policies such as schools keeping in touch with parents and young people who are chronically absent;
#8 Smaller high schools and more personalization;
#7 Smaller classes and more personalization;
#6 Real political will with real funding;
#5 The District and the PFT need to take this on together with the community;
#4 Create a real guidance system, a counselor for every 30 young people and not 300 young people;
#3 Schools should not get their funding decided only in October before young people dropout, the money should follow the student creating a real incentive for schools to stop young people from leaving;
#2 Make high schools more interesting and relevant;
# 1 Let's listen to the young people, many are boycotters and not dropouts, and find out what they think will keep them from leaving and improve their schools.
Parent, consultant with In the Public Interest
The most promising strategic focus is individualized instruction that is adequately resourced and properly implemented at every turn, with an eye on the post-graduate world for all students. The system needs to more closely match the needs of its students with a menu of approaches that can deliver each student to the same outcome – a youth ready and prepared for the next challenge.
The current strategic plan hints at openings to that – talent centers, career academies, expansion of Career and Technical Education, attention to transition services for students moving from the 8th to the 9th grade, a comprehensive guidance program, individual graduation plans, and work-based opportunities to allow students to feel the relevance of their school experience. Also, high school students are more likely to thrive when they’re active in activities in their school. We know that small schools work better for at-risk students in urban environments, though the current plan did not mention that model specifically. For any worthwhile strategy to be realized, it does need the adequate resources and proper implementation referenced above.
Education Director, Public Citizens for Children and Youth
There is no magic bullet!
Comprehensive high schools must combine traditional college preparatory academics with career and technical education programs that are aligned with college and workforce expectations. Content specialists or department heads must be restored to support teachers. Every school needs a library staffed by a certified librarian and sufficient counselors to assist and guide students. High schools need clubs for choir, drama, band, orchestra, and a school newspaper. These are the activities that interest students and bring them to school.
Students who are at risk of dropping out can be identified as early as the sixth grade. These are the students who have not mastered the requisite reading comprehension skills and need intensive interventions. Without such interventions, students will flounder and more than half of them will not complete high school.
Safety and order in high schools is paramount. Violent student behavior is disturbing to students and employees alike. Schools need clear codes of conduct, fair and consistent consequences for misbehavior, and streamlined disciplinary procedures.
President, Philadelphia Federation of Teachers
Addressing Philadelphia’s dropout problem takes a community focus – students, parents, teachers, and business and civic leaders united in a commitment to educate every child to high standards. Our academic targets must go hand-in-hand with creating an environment of social and emotional support in every school and classroom. Students need to be guided to success through a combination of clear goals, high expectations, unconditional support, and a sense of connectedness with their school and community. This kind of community collaboration is happening in Philadelphia more than ever before. Organizations are working together to create solutions as part of the Project U-Turn initiative. Mayor Nutter has set ambitious goals for reducing dropout rates, and Dr. Ackerman has put forward a strategic plan that will not only strengthen high schools, but also ensure young people who are off-track to graduation get the supports they need early.
Gerald L. Zahorchak
PA Education Secretary