« Teach For America Study Wrap-Up | Main | April Fool in Love Links »

AERA Continued: Dropout Factories

| 6 Comments
factory.jpg
In the fall, the AP reported that 1 in 10 US high schools are “dropout factories.” At AERA, Robert Balfanz provided an overview of Hopkins Center for the Social Organization of Schools' research that led to the AP article.

Central to the “dropout factory” is the idea of promoting power. “Promoting power” compares the number of 12th-graders in a high school to the number of 9th-graders three years earlier. While this is not a direct measure of the graduation rate, it is a decent indicator, and can be calculated for every school in America from the NCES Common Core of Data. Balfanz and colleagues labeled schools with promoting power of less than 60% - i.e. of 100 freshman enrolled in the fall of 2004, fewer than 60 are still enrolled in the fall of 2007 – as dropout factories. These schools are located primarily in urban centers and in the South and Southwest, and 25% of them are the only high school in their town. Schools with high concentrations of minority students are overrepresented: 56% of schools that enroll more than 90% African-American or Hispanic students are classified as dropout factories.

What I didn’t hear in the fall news coverage on dropout factories was a consideration of how out-of-school factors drive the dropout rate. Balfanz did a nice job of not only blaming schools, but the broader social policy context in which schools and students are located. As Balfanz wrote in an article available at the gradgap.org website:

The teachers, administrators, and students in these schools are often going to heroic lengths to succeed despite long odds. The fault lies not with the schools or their teachers or students but with the intended and unintended consequences of decisions made at the city, state, and federal levels to create a subset of under-resourced, over-challenged, and non-supported schools that primarily educate low-income and minority students.

Balfanz reviewed, and then generally dismissed, three popular approaches to reforming these struggling schools. Closing schools may be necessary in some cases, Balfanz said. However, many school closings replace one under-resourced, struggling school with another. And for schools that are the only high school in town, it’s a difficult sell. A second popular remedy is reconstitution, which Balfanz argued has no track record of success.

A third solution is the creation of small schools, which Balfanz was optimistic about in cities with high concentrations of human capital (New York and Boston). But he warned that these schools have the potential to displace the students who would have attended the old “dropout factory” otherwise (see here, here, and here on displacement in New York). Instead of these three silver bullet solutions, Balfanz argued that we need a “wholesale transformation” of these schools, which includes a mix of schoolwide, targeted, and intensive interventions. He didn’t go into great depth about what this transformation would look like, though he did mention an “early warning system” – one that closely monitors grades, attendance, and behavior for students who are at-risk of dropping out – as an important component of high school reform.

Of particular interest was Balfanz’s discussion of how our “counterproductive accountability system” creates pressure to hold students back so they don’t affect the schools’ scores, or to transfer students so they don’t count against the school’s graduation rate. Balfanz mentioned that an "on-track to graduate indicator" might be a better accountability metric, but didn’t go into detail about how this indicator could be used for accountability purposes.

Interesting session overall, but I was left wondering whether the dropout factory press splash actually moved this debate forward, or was just another “our schools are failing” report that paved the way for more school closings that often leave nothing better in the dropout factory’s place. I also wanted more detail about what a "wholesale transformation" looks like on the ground.

Image credit: inmagine.com
6 Comments

I was at that session, but I think the "wholesale transformation" idea is part of the problem. At another session I attended, one researcher (and I wish I could give credit, but I haven't yet gone back through my 5 days' worth of notes!) observed that reform tended too often to involve instituting a large number of major changes at once-"all reforms implemented at the same time and for all schools" in a district or group of targeted schools. Instead, we should be looking more closely at the context and circumstances of the problem school-by-school and then matching the solution to the problem.

One-size-fits-all reform agendas are probably no more effective than one-size-fits-all large comprehensive high schools.

I was at that session too, and one of Balfanz's points was that identifying these dropout factories was a way of avoiding the one-size-fits-all approach. These are only 2,000 schools (out of about 19,000 high schools in the US), so they can be targeted for these interventions.

I was at the session -- it wasn't *that* well attended; is the entire audience going to post here?

I, too, was struck by the difference between the press coverage and his AERA session. The AERA presentation was much more reasoned and measured; the press coverage, as you noted, was much more shallow and hysterical.

I really wanted to ask him why he'd moved from studying promoting power (which he's done over the past few years) to creating press releases about "dropout factories" complete with lists of schools, sorted by state, essentially encouraging shallow, histrionic coverage by mainstream local press outlets. But the moment for my question passed, and it would have been kind of jarring to ask it, so I let it go. But I still wonder.

He's certainly more famous as the guy who has the annual list of Dropout Factories than he was as the researcher who studied promoting power.

I wish I had been able to go to that session. "Promoting power" has been a term (and a measure) used since the early 1960s, and while huge differences in it suggest that something's going on, it's probably not a sensitive indicator of small differences.

Is it really such a mystery as to why urban schools with a high percent of poor, at-risk, minority students are "dropout factories?"

Would anyone really place school high on their list of priorities in life if they were: Homeless? Without parents? Constantly living in fear for your safety or your life? Living without heat or enough food? Attending a dangerous school? Living with no positive role models in your life/ etc., etc.?

These circumstancees go miles beyond the capabilities of schools and teachers. A much broader support network is necessary to even come close to addressing the needs of many of these kids.

I was at the session, too.

(j/k. Funny reason I wasn't there. One guess).

Anyhow, I read and reread the post, and was left wondering about the word "accountability" in the next to last paragraph. Who do these schools need to be accountable to? Researchers? Government agencies?

I don't see how creating a better metric gives any sense of control back to local administrators, teachers, students, parents. I think it just fine tunes punishment. Am I missing something obvious?

Comments are now closed for this post.

Advertisement

Recent Comments

  • Jonathan: I was at the session, too. (j/k. Funny reason I read more
  • Paul Hoss: Is it really such a mystery as to why urban read more
  • Sherman Dorn: I wish I had been able to go to that read more
  • Kate: I was at the session -- it wasn't *that* well read more
  • Bob: I was at that session too, and one of Balfanz's read more

Archives

Categories

Technorati

Technorati search

» Blogs that link here

Tags

8th grade retention
Fordham Foundation
The New Teacher Project
Tim Daly
absent teacher reserve
absent teacher reserve

accountability
accountability in Texas
accountability systems in education
achievement gap
achievement gap in New York City
acting white
admissions
AERA
AERA annual meetings
AERA conference
AERJ
Alexander Russo
Algebra II
American Association of University Women
American Education Research Associatio
American Education Research Association
American Educational Research Journal
American Federation of Teachers
Andrew Ho
Art Siebens
ATR
Baltimore City Public Schools
Barack Obama
Bill Ayers
black-white achievement gap
books
books on educational research
boy crisis
brain-based education
Brian Jacob
bubble kids
Building on the Basics
Cambridge Education
carnival of education
Caroline Hoxby
Caroline Hoxby charter schools
cell phone plan
charter schools
Checker Finn
Chicago
Chicago shooting
Chicago violence
Chris Cerf
class size
Coby Loup
college access
cool people you should know
credit recovery
curriculum narrowing
D3M
Dan Willingham
data driven
data-driven decision making
data-driven decision-making
David Cantor
DC
Dean Millot
demographics of schoolchildren
Department of Assessment and Accountability
Department of Education budget
desegregation
Diplomas Count
disadvantages of elite education
do schools matter
Doug Ready
Doug Staiger
dropout factories
dropout rate
dropouts
education books
education policy
education policy thinktanks
educational equity
educational research
educational triage
effects of neighborhoods on education
effects of No Child Left Behind
effects of schools
effects of Teach for America
elite education
ETS
Everyday Antiracism
excessed teachers
exit exams
experienced teachers
Fordham and Ogbu
Fordham Foundation
Frederick Douglass High School
Gates Foundation
gender
gender and education
gender and math
gender and science and mathematics
gifted and talented
gifted and talented admissions
gifted and talented program
gifted and talented programs in New York City
girls and math
good schools
graduate student union
graduation rate
graduation rates
guns in Chicago
health benefits for teachers
High Achievers
high school
high school dropouts
high school exit exams
high school graduates
high school graduation rate
high-stakes testing
high-stakes tests and science
higher ed
higher education
highly effective teachers
Houston Independent School District
how to choose a school
IES
incentives in education
Institute for Education Sciences
is teaching a profession?
is the No Child Left Behind Act working
Jay Greene
Jim Liebman
Joel Klein
John Merrow
Jonah Rockoff
Kevin Carey
KIPP
KIPP and boys
KIPP and gender
Lake Woebegon
Lars Lefgren
leaving teaching
Leonard Sax
Liam Julian

Marcus Winters
math achievement for girls
McGraw-Hill
meaning of high school diploma
Mica Pollock
Michael Bloomberg
Michelle Rhee
Michelle Rhee teacher contract
Mike Bloomberg
Mike Klonsky
Mike Petrilli
narrowing the curriculum
National Center for Education Statistics Condition of Education
NCLB
neuroscience
new teachers
New York City
New York City bonuses for principals
New York City budget
New York City budget cuts
New York City Budget cuts
New York City Department of Education
New York City Department of Education Truth Squad
New York City ELA and Math Results 2008
New York City gifted and talented
New York City Progress Report
New York City Quality Review
New York City school budget cuts
New York City school closing
New York City schools
New York City small schools
New York City social promotion
New York City teacher experiment
New York City teacher salaries
New York City teacher tenure
New York City Test scores 2008
New York City value-added
New York State ELA and Math 2008
New York State ELA and Math Results 2008
New York State ELA and Math Scores 2008
New York State ELA Exam
New York state ELA test
New York State Test scores
No Child Left Behind
No Child Left Behind Act
passing rates
Pearson
picking a school
press office
principal bonuses
proficiency scores
push outs
pushouts
qualitative educational research
qualitative research in education
quitting teaching
race and education
racial segregation in schools
Randall Reback
Randi Weingarten
Randy Reback
recovering credits in high school
Rick Hess
Robert Balfanz
Robert Pondiscio
Roland Fryer
Russ Whitehurst
Sarah Reckhow
school budget cuts in New York City
school choice
school effects
school integration
single sex education
skoolboy
small schools
small schools in New York City
social justice teaching
Sol Stern
SREE
Stefanie DeLuca
stereotype threat
talented and gifted
talking about race
talking about race in schools
Teach for America
teacher effectiveness
teacher effects
teacher quailty
teacher quality
teacher tenure
teachers
teachers and obesity
Teachers College
teachers versus doctors
teaching as career
teaching for social justice
teaching profession
test score inflation
test scores
test scores in New York City
testing
testing and accountability
Texas accountability
TFA
The No Child Left Behind Act
The Persistence of Teacher-Induced Learning Gains
thinktanks in educational research
Thomas B. Fordham Foundation
Tom Kane
Tweed
University of Iowa
Urban Institute study of Teach for America
Urban Institute Teach for America
value-addded
value-added
value-added assessment
Washington
Wendy Kopp
women and graduate school science and engineering
women and science
women in math and science
Woodrow Wilson High School