ACTE Releases Brief on Dropout Prevention and Recovery

The Association for Career and Technical Education (ACTE) released an issue brief this week called, Career and Technical Education’s Role in Dropout Prevention and Recovery.

Similar to previous reports on the subject matter, ACTE depicts the personal and economic consequences of high dropout rates. Unlike previous reports, which only mention CTE as a solution for the dropout rate, this report focuses specifically on CTE’s roll in dropout prevention. Although the brief draws its conclusion based on other previous reports and statistics, ACTE does not specifically mention what should be done to help CTE create a larger, more-qualified and better-trained labor force.
The brief lists the top reasons dropouts give for leaving school:
• Classes were not interesting (47%)
• Missed too many days and could not catch up (43 %)
• Spent time with people who were not interested in school (42 %)
• Had too much freedom and not enough rules in my life (38%)
• Was failing in school (35%)
The brief points to a 2006 poll of at-risk California 9th- and 10th-graders, which found that six in ten respondents were not motivated to succeed in school. Of those students, more than 90% said they would be more engaged in their education if classes helped them acquire skills and knowledge relevant to future careers. The brief believes that CTE offers students relevant learning experiences that answer the age-old question, “Why do I have to learn this?” while at the same time enhancing students’ academic achievement and meeting industry needs. CTE advocates use this as a basis for calling for greater funding for CTE programs, including educating students about their choices in high school curriculum, and the CTE option, as a method of dropout prevention.
Aside from prevention, the brief focuses on CTE’s role in recovery of those students whom have already dropped out of high school. Returning to gain a high school diploma is not easy for disconnected youth. Not only were many of these individuals unsuccessful academically in their original high school environment, but they also face a large number of other social and economic barriers, such as lack of transportation, single parenthood, or health problems. ACTE argues that the education system must provide a continuum of flexible interest-based learning opportunities that utilize effective teaching methodologies and respond to these students’ varied needs and life circumstances. The American Youth Policy Forum identified eight characteristics of successful dropout recovery programs in its publication, Whatever it Takes. These characteristics include:
• open-entry/open-exit;
• flexible scheduling and year-round learning;
• teachers as coaches, facilitators, and crew leaders;
• real-world, career-oriented curricula;
• opportunities for employment;
• clear codes of conduct with consistent enforcement;
• extensive support services; and
• a portfolio of options for a varied group.
The report claims that CTE has become a leader in ensuring these flexible, relevant learning opportunities to re-engage students and provide a real-world, career-oriented curricula. While there are often challenges and disincentives to dropout re-entry programs, all young people should be provided the opportunity for a quality high school education.
Although the report seems to focus more on the problems the dropout rate causes, and the role CTE can play in prevention and recovery, ACTE does not mention specific ways to aide CTE programs in reaching those students who are on track to drop out, or to recover those students who have already dropped out. The report simply seems to point out that CTE is a viable solution, while leaving specific courses of action up to the reader. In the past, most CTE advocates have argued for more funding, both nationally and on the state and local level, as well as advocating for educational programs designed to inform students of the options CTE offers.
You can view the report at http://www.acteonline.org/resource_center/upload/Dropouts.pdf
Author: SAS