Don't blame the dropouts, blame the outdated education system

During the past few weeks, a number of blogs have chimed-in on the recent National Center for Education Statistics (NCES) dropout report,  which highlights the large number of Black and Hispanic/Latino students who fail to graduate from high school each year. According to the Alliance for Excellent Education, approximately 1.2 million students fail to graduate from high school each year; more than half of those students are from a minority group. I came across another one as I read a friend’s Facebook posts. I think it is safe to say that the statistics did not surprise those of us affiliated with public education as parents, teachers, or advocates. Surprise and disappointment are two completely different emotions. I am not surprised, but I am deeply disappointed. I will even admit that I try to ignore these studies since they report the same thing, repeatedly. The results have not changed because the formula has not changed. It really is that simple.

These studies  fail to address the real impetus behind the dropout rate: No one asks students what they like, need and want to gain from attending school 180 days each year, for 13 years. Yes, I said students, as in the kids subjected to attending schools in war-zones, or schools that are falling apart around them. Additionally,  schools operate under our government’s ‘pass the test or fail’ regime, it is not surprising to me why kids first mentally dropout, then physically dropout shortly thereafter.

Teachers are up against: the pressure of testing under No Child Left Behind (NCLB),  the push to link future employment and merit pay to students’ test scores, an attack on the entire profession, and the blatant movement to undermine and/or abolish teacher unions. Our government expects teachers to teach under these conditions, without consideration for how the current climate affects them both personally and professionally. As a parent, I would prefer that my children’s teachers do not have to focus on such distractions while trying to engage them academically.

So how would I propose curbing the dropout rate? Many states, including Georgia, opted to employ Graduation Coaches in high schools to work with those at-risk of dropping out. This individual works alongside the school’s counselors, but also takes on some mentoring responsibilities as well. When considering the size of most of Georgia’s high schools, usually at least 2,000 students, one Graduation Coach is not sufficient.

State and district officials need to find creative solutions for continued funding of these positions, especially now that districts face never-before-seen budget cuts and certified veteran teachers face employment uncertainty. Perhaps states could explore the model piloted in Indianapolis, where the Greater Indianapolis Chamber of Commerce foots the bill for some of the Graduation Coaches. Again, this initiative would take financial support. More importantly, the school district administration would have to be open to outsiders, those who do not work for them, coming in to  schools to help. Far too often, district officials are guarded when it comes to new initiatives. At some point, adults have to put their issues aside to do what is in the best interest of  students.

The reality of this situation is  kids dropout of school everyday. I would go so far as to say that no one calls to check on them once they are gone. No one calls to ask what happened, why he or she left, or what can be done to get them back in the classroom. Teachers are too busy preparing for tests and (some) administrators are too busy micro-managing qualified and competent teachers to reach out to students and their families.

When studies highlight shameful dropout statistics, important people pretend to care until the spotlight fades. Then it’s business as usual, until they release the next study 2-3 years later. We can solve the dropout problem by talking to kids, not at them. We need to give them ownership of their educational journey because those who have determined the paths of so many have failed tremendously.  As the age-old saying goes, “If you do what you’ve always done, you’ll get what you’ve always gotten.” It’s time for our kids to get better because they deserve better.

Monise Seward is a mother, doctoral student, and vocal Arts-Education and school reform advocate. She writes about education-related issues on her blog and for Examiner. You can also follow Monise on Twitter.