Waking up to the Facts on Dropout Rate:
Nothing New—Not Even the Solution
by John Corcoran
October 6, 2008
A new tool to track the high school dropout rate has delivered some startling statistics: 1 in 4 high school students in California quits before graduating. Before the shock wears off, however, we have to remember that while the tracking tool is new—and a $33 million investment by the state, which I applaud—the numbers are not. A 25% dropout rate has been discussed for years, and some have estimated it is higher than that.
Not only is the dropout rate not a new problem, neither is the solution. It has been staring at us in the face for decades: systematic, research-based instruction for literacy. Instead of being blind-sided by the dropout statistics, we need to look at what is behind it: the ability of these students to read. Therefore, our efforts to combat the dropout trend begins with a campaign to elevate the literacy issue—and ultimately to teach all learners how to read.
From the research I’ve read to the countless conversations I’ve had with parents, teachers, and students (including many who were on the verge of dropping out), I know that those who leave school at age 16 have had their mind set on this “goal” for years. Not being able to read, write and spell, and therefore seeing school as “punishment” and “prison” instead of a place to learn and grow, they can’t wait to escape. They gave up on themselves long before they reached the legal age to drop out. And the system, I’m sad to say, has given up on them as well.
No matter how the demographics of the student population change due to immigration, the fact remains that schools have an obligation to provide students with the literacy skills that they need. When parents lack the necessary language and literacy skills themselves to help their children, schools face an even greater responsibility. It is the promise and obligation of our compulsory education system.
For more than 60 years, we have institutionalized the dropout problem by failing to address the literacy issue. The policy of “social promotion”—to pass students along with their peers even though they have not achieved the necessary skills—has allowed students to complete 12 years of education while being functionally illiterate. I know from first-hand experience because it happened to me. I graduated from high school (and from college for that matter) without being able to read beyond a second-grade level. Thankfully, I learned at the age of 48 first at a library-based community literacy program and later through private instruction that utilized the best of scientific, research-based methods.
Learning how to read is a right, not a privilege. We as a society—from the policymakers to the grassroots community—must unite in the cause of literacy. This requires a commitment to teach every child, regardless of ability. Researchers are quite clear on what is possible: that upwards of 95% of students (with the exception of those with extreme disabilities) can be taught to read.
But what of the cost, some will argue? State budgets are stretched to the limit. Some school districts are facing deficits. Where will the money come from to pay for programs to teach these students, especially those that need intensive, one-on-one instruction and small group sessions with teachers who have been trained in proven, research-based methods?
My answer is another series of questions: What will be the cost if we do not educate these students? If 25% of our high school students are dropping out, what will they bring to the labor force? If they lack basic literacy skills, what kinds of jobs could they get in today’s technology-dominated workplace?
It doesn’t take a sociologist to connect the dots to a host of societal problems connected to illiteracy, from unemployment to substance abuse to teen pregnancy to crime. Society will pay one way or the other. Given that, I’d rather finance a solution than a continuation of the problem.
The State of California has made a big investment in the truth: $33 million to track the dropout rate. Now we need to do the rest, and deliver the systematic, research-based instruction that these students need in order to stay in school and obtain the literacy skills that they need to be successful in life.
What is your reaction to the dropout rate?
What are your thoughts on "social promotion?"
What will be the future cost if we do not educate our students?
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