Each type results in different dropout statistics. For example:

• Event Rate grades 10-12 4.4 percent
• Status Rate ages 16-24 11.1 percent
• Cohort Rate grades 8-12 ranges between 6.8 percent grades 8-10 and 9 percent for grades 10 and 12

Though the rates compiled by each type of dropout rate appear low, the actual numbers are substantial. For example, the status dropout rate represents approximately 3.4 million students. In a society embracing technology, rapid change, and increasing complexity, the accumulation of school dropouts is a problem that must be resolved. Although no theory is in place to explain why a student drops out, there is abundant information about who drops out. We know, for example, dropout rates are related to a variety of individual and family demographics and socioeconomic characteristics. We know rates are higher for minority students and for those from disadvantaged backgrounds. Dropout rates are higher for blacks and Hispanics than for whites. Rates for males and females are similar. Dropout rates are higher for students from low socioeconomics backgrounds, single-parent families, and non-English speaking family backgrounds. Students whose parents or siblings were dropouts are themselves more likely to dropout. Students who marry and have children before graduation from high school are at risk for dropping out.

Discrete facts and information are useful, but an explanation that relates what we know into a workable approach to diminish the dropout rates is needed and meeting that need is the purpose of this course. The explanation systematically presented during the ten modules is based on both current research (Preuss, 2003; Clapper, Leha, Thurlow, 2005; Wayman, 2002; Lawrence, Joydeep, 2006; Cassel, 2003; Klein, 2003) and historical research (Cloward, Ohlin, 1978; Elliot, Voss, 1974; Merton, 1938; Rogers, 1961). Participants will develop and apply an explanation of school dropouts to both problems and program construction. Participants will exit this course with a “back home” strategy to implement a dropout prevention approach based on the explanation. Participants will achieve the following objectives:

• Review three methods for calculating dropout rates
• Review research bullets related to school dropouts and determine if the method of calculating dropout influences the research on dropouts
• Be able to answer “Who is a dropout” and why dropping out is a national problem
• Identify antecedents to end behaviors associated with dropping out
• Develop generalizations from both current and historical research, and be introduced to the concept of theory
• Initiate developing an explanation of school dropout, and delineate cause and effect among derived generalizations
• Define end behavior, antecedent, ripple effect and cause
• Develop criteria for identifying potential dropouts
• Determine school’s role in students dropping out
• Assess existing dropout prevention programs using the “explanation”
• Identify and relate a pedagogy and curriculum to accommodate dropouts
• Develop and present a dropout prevention strategy based on the “explanation”

The pedagogical emphasis is to translate research on school dropouts to prevention strategies teachers may implement in their classrooms. Most activities are experimental in design. The primary teaching tool is the student manual which contains readings, problems, case studies, glossary, important sources to obtain current information, and samples of the mid-term and final exam. This is a sixty-hour, three credit graduate level course completed over a thirteen-week period.

The required text for this course is, Strategies to Help Solve Our School Dropout Problem, by Franklin P. Schargel and Jay Smink. The textbook and course materials will be provided for all students. A variety of readings will be referenced throughout the course. Other supplemental readings will be provided.

• Define who is a dropout.
• Identify ways to count dropouts.

1. Defining Who is a Dropout
2. Dropout Statistics and Ways They Might Be Used
3. Assignments

• To review research on early school leaving.

1. Research by Hart & Risley
2. 24 Research Bullets on early Leavers
3. Big Idea: Generalizations
4. Assignments

• To formulate an explanation of why a student makes a decision to leave school early.
• To review and analyze a test to measure attributes associated with school dropout.

1. No theory
2. Testing for Attributes
3. Assignments

• To define end behavior, antecedent, ripple effect, attributes, and causes.

1. Functional use of “New” Terms
2. Assignments

• To use attributes, antecedents, end behavior, ripple effects and cause, to identify potential dropouts.

1. Dialogue
2. Test Construction
3. Record Analysis
4. Assignments

• To connect means (what the school may provide) and aspirations (what a student aspires to achieve).
• To delineate the influence of the school on students who choose to dropout.

1. Aspirations/Means
2. School Influence
3. Assignments

• To complete a brief review.
• To match interventions with attributes, antecedents, end behavior, ripple effects, and cause.

1. Brief Review
2. Matching Interventions
3. Assignments

• Adopt an instructional system to prevent dropout.
• To teach via the instructional system how cliques are formed, what rejection means, and the importance of school participation.

1. Teaching to Prevent Dropouts
2. Social Context
3. Assignments

• To complete a review of the explanation of dropout through a synthesis of the core ideas.

1. Interpreting the Experience of School
2. Attributes
3. Assignments

• To complete a strategic intervention outline.
• To compose a reflection on the course.

1. A “New” Perspective
2. Assignments