Dropout Recovery Options
April 23, 2013
Magic Johnson’s Bridgescape
Come Back Kids
Established in 2008 to re-engage student
dropouts and offer an opportunity
to complete high school.
R
3ISE Come Back Kids
Orientation Survey
Mid-Year Results
2013-2014
Please rate the degree to which each factor contributed to your decision to stop attending or drop out of school.
SUMMARY TABLE (Somewhat/Very Much)
Factor Percent
Students of
I missed too many days to catch up 39.2
I was failing in school or getting poor grades 39.1 I thought I could not complete the course requirements 26.4 I spent time with people who were not interested in school 23.4
I became a parent or became pregnant 19.6
I had too much freedom and not enough rules in my life 18.7
I got a job or left school to get a job 18.0
Classes were not interesting 16.7
I thought it would be easier to get a GED 13.6
I had to care for a family member 11.5
I could not work and go to school at the same time 9.2
I did not get along with teachers 9.2
I did not feel safe at school 6.0
N = 579~592
Note: The percentages may add up to more than 100% across all the categories because the respondents were
Please rate the degree to which each factor
contributed to your decision to come back to school.
SUMMARY TABLE (Somewhat/Very Much)
Factor Percent
Students of
I decided to earn my high school diploma 86.7
I decided that I want to go to college 71.7
I realized that I could not make enough money without a diploma 66.2 I realized that I could not get a job without finishing high school 60.0
I wanted to prepare or take my CHSPE* 27.4
I decided to prepare for or earn my GED 24.4
I found a better school 23.5
I moved 20.2
My parents/guardians made me come back to school 19.0
My friend(s) came back to school 4.6
N = 574~592
Note: The percentages may add up to more than 100% across all the categories because the respondents were asked to mark all the answers that apply;
*CHSPE = California High School Proficiency Examination.
On average, how many hours per
week do you work?
72.6 4.3
4.9 6.9
11.3
None 1-10 hours 11-20 hours 21-30 hours 31+ hours
N = 577
What is your current job?
Current Occupation Percent Students of
Frequency Students of
Being a student 60.9 326
Other 20.7 111
Restaurant and Food Service 7.1 38
Parent 4.8 26
Retail 3.0 16
Grocery 1.5 8
Administrative and Clerical 1.3 7
Tutoring 0.6 3
N = 535
Students’ Current
& Future Goals
What is the highest degree/certificate
you plan to attain or pursue?
Degree/Certificate Percent
Students of
Frequency Students of Community College (i.e., Associate's Degree) 25.8 141 No more than a high school diploma 22.3 122
Bachelor's degree 14.8 81
A certificate, credential or license 10.2 56
Professional Master's degree 6.8 37
A GED 6.4 35
Other 4.8 26
Academic Master's degree 4.8 26
Professional doctorate 2.7 15
Academic doctorate 1.5 8
N = 547
What is your career goal?
Career Goal Percent
Students of
Frequency Students of
Medical field 24.1 108
Unsure 14.0 63
Other 13.1 59
Law enforcement 10.2 46
Armed forces/Military 5.3 24
Engineer 4.9 22
Cosmetology 3.8 17
Arts 3.3 15
Mechanic 3.3 15
Construction 3.1 14
Business 2.7 12
Mental health professional 1.8 8
Self-employed as a consultant or entrepreneur 1.6 7
Child care 1.6 7
Secondary or elementary school teacher or school counselor 1.3 6
Computers 1.3 6
Pilot, driver, motorcyclist 1.1 5
Scientist 0.9 4
College professor or other vocational instructor 0.7 3
Fire fighter 0.7 3
Writing, translating or public relations professional 0.4 2
Clergy 0.2 1
Financial 0.2 1
Farming 0.2 1
Conclusions
• A majority of the students heard about the CBK program through a friend, staff member, or other sources.
• Students dropped out of school mainly due to prior failures in school or poor grades.
• Students decided to come back to school primarily because they wanted to earn a high school diploma and go to college, and they became aware of the difficulties in earning enough income without a diploma.
• Most students were not working. Many of them were students only.
• The CBK students’ academic aspirations were fairly high. More than half of the students who dropped out of school and came back to school would like to pursue an associate’s degree or above.
• The highest percentage of students planned to pursue a career in the medical field.
• Students’ most important goals were independence.
Vision
• Reduce the dropout rate in Santa Clara
County.
• Assist every student with an Individualized
Learning Plan (ILP) and Career Plan.
• Create a safe environment where
communication and success are fostered
and accomplishments celebrated.
Mission
• The Come Back Kids Program will inspire
students to fulfill their academic, career,
and personal goals. Students will prepare
to earn their high school diploma, GED, or
the California High School Proficiency
Exam.
Prevalence
In California, 7 busses full of kids drop out each day
In Riverside County,
3 busses drop out each week
• California, estimated 1 out of 8 drop out
before HS
• Benefit of effective dropout intervention
– $392,000 for every HS graduate
Santa Clara County Demographics
(Youth Population)
General Population Figures
• Youth Population ages 16 – 19 = 90,240
• Youth Population ages 20 – 24 = 113,682
• Santa Clara County Population ages 18 – 24 = 158,319
– Male – 83,629 – Female – 74,690
Education:
• Population ages 18 – 24 with less than a high school creditation – 11.5% (approx. 18,200)
– Male – 14.6% (approx. 12,100) – Female – 8.2% (approx. 6,100)
Dropout Rates by Ethnicity
Overall Data Results
• Santa Clara County’s Class of 2011-12 cohort dropout rate was 13.2% (identical to the CA rate).
• Our county’s Class of 2011-12 cohort dropout count was 2,671.
• Our county’s Class of 2011-12 Hispanic/Latino cohort dropout rate was 24.0%. Our rate is
significantly higher than the CA Hispanic/Latino rate of 16.2%.
Santa Clara County and California Classes of
2011-12 Percent of Cohort Students and
Dropouts by Ethnicity
Dropouts by Cohort SY 2012:
• English Learners – 1,301 (28.8% - 2,699 graduates)
• Migrant Education – 87 (21.2% - 278 graduates)
• Special Education – 377 (17.5% - 1,344 graduates)
• Socioeconomically Disadvantaged – 2,089 (21.9% - 6,575 graduates)
Class of 2011-12 Cohort Dropout
Rates by District
Admission Process
• Community Liaison/Dropout Specialist conducts an orientation and interview
• All students take CBK Orientation Survey
• Secure student records
• Registration appointment
• Interim Placement, if applicable
• Hold IEP or 504 meeting, if applicable
Instructional Program
• Curriculum aligned with California State Content Standards
• Use of PLATO online and other web based programs
• Small group instruction
• Enrichment activities
• CTE opportunities
• WASC Accredited
• College Coaching/Tours
• Job Readiness Coaching
High quality learning opportunities, rigorous learning environment, and
coordination of
interagency collaboration, contributes to the efficacy
and success of Come Back Kids.
2008 2009 2010 2011 2012 2013
Riverside CBK Graduates
Established 26 126 176 280 327
Partnerships: YOCs, Foster Youth, Local
Colleges, Cops/Clergy, Youth Build, Career
Tech Ed, Teen Councils, School Districts
Summer STEM Learning
College Connection Data
October 2009 – June 2013
RCOE School Sites & Outcomes
27 school sites visited throughout the Riverside, Southwest and Desert Regions
•
1,115 students identified•
847 received direct service•
375/517 eligible seniors completed theprogram, graduated with a HSD, GED or CC and enrolled in a post-secondary pathway
Student Pathways
Students Post-Secondary Pathways
301 Enrolled in College
49 Obtained Employment
14 Enrolled in a CTE Program
11 Joined the Military
Program Outcomes and Growth
Academic Year Program Graduates
2009-2010 77
2010-2011 81
2011-2012 87
2012-2013 130
CBK Charter
• Expanding critical services to nearly 4,000 Riverside County dropouts
• Filling a gap left by reduction in adult education programs and community college high school diploma programs from state funding cutbacks
• Assisting school districts as an additional resource for their credit-deficient seniors
• Providing a program for young adults that need to
work, are parenting, or have transportation issues, and are in need of a flexible schedule to receive an
education
• Preparing students who need another chance to be competitive within the workforce and post-secondary education
Research: Recommendations
• Provide targeted interventions for academic support and enrichment
• Provide rigorous and relevant instruction
• Create connections to the real world
• Personalize learning environment and instructional process
• Involve families and establish family friendly policies
Research: Recommendations
• Mobilize the community
• Act early through high quality preschool and transition/bridge programs
• Monitor students’ academic progress
• Maintain and utilize accurate data systems
• Provide professional development focused on needs of diverse students
• Create flexible options to reengage students
Next Steps
• Implement a classroom pilot(s) in
SY 2014-15
• Continue partnership with OYP
• Conduct a demographic study
• Convene a charter school study team
– Determine the viability of a charter school – Develop a petition
– Possible opening in SY 2015-16
