Many Maine Students Experience School

Disruption

Many Maine Students Experience School

Disruption

Addressing the Challenge!

Addressing the Challenge!

Education is the most powerful weapon which you

can use to change the world

Nelson Mandela

Education is the most powerful weapon which you

can use to change the world

Nelson Mandela

The ProblemThe Problem The magnitude of the problem of mobile

children is suggested by statistics gathered as part of the 2004 U.S. Census:

Fifteen to 18% of school-aged children changed residence from the previous year.

Nearly 12 million children changed their place of residence from 1999 to 2000.

Poor families move 50% to 100% more often than non-poor families.

The magnitude of the problem of mobile children is suggested by statistics gathered as part of the 2004 U.S. Census:

Fifteen to 18% of school-aged children changed residence from the previous year.

Nearly 12 million children changed their place of residence from 1999 to 2000.

Poor families move 50% to 100% more often than non-poor families.

Five hundred thousand children attended more than three schools between first and third grade.

Approximately 30% of children in low-income families change schools annually versus 8% of children in families well above poverty level.

The turnover rate for students in urban schools ranged between 40% and 80% each year.

Frequent school changes have been correlated with lower academic achievement. (Popp, 2004).

Five hundred thousand children attended more than three schools between first and third grade.

Approximately 30% of children in low-income families change schools annually versus 8% of children in families well above poverty level.

The turnover rate for students in urban schools ranged between 40% and 80% each year.

Frequent school changes have been correlated with lower academic achievement. (Popp, 2004).

In Maine…In Maine… There were 94 committals and 1,517 children

and youth were detained in 2005 (Maine Department of Corrections)

2255 children and youth were in the care and custody of the state in January, 2007 (Maine Dept of Health & Human Services)

392 of those children and youth were in residential treatment centers (Maine Department of Health & Human Services)

There were 94 committals and 1,517 children and youth were detained in 2005 (Maine Department of Corrections)

2255 children and youth were in the care and custody of the state in January, 2007 (Maine Dept of Health & Human Services)

392 of those children and youth were in residential treatment centers (Maine Department of Health & Human Services)

279 were in residential treatment in the Temporary Out of Home Treatment Program (Maine Dept of Health & Human Services)

For youth in care 16.1% (170) experienced 4 or more placements during the period 10/31/04-11/1/06.

On April 24, 2004 of 633 Maine residents who were homeless, 125 were children and youth (Maine State Housing Authority)

279 were in residential treatment in the Temporary Out of Home Treatment Program (Maine Dept of Health & Human Services)

For youth in care 16.1% (170) experienced 4 or more placements during the period 10/31/04-11/1/06.

On April 24, 2004 of 633 Maine residents who were homeless, 125 were children and youth (Maine State Housing Authority)

Educational DisruptionEducational Disruption There are an increasing number of children

and youth who experience disruption in their educational programs. Disruption can occur for multiple reasons and can range from a short period of a few days to multiple weeks or months. However, the affect is the same: a student loses valuable instructional time, is disengaged from school and connections are broken.

There are an increasing number of children and youth who experience disruption in their educational programs. Disruption can occur for multiple reasons and can range from a short period of a few days to multiple weeks or months. However, the affect is the same: a student loses valuable instructional time, is disengaged from school and connections are broken.

We Define Educational Disruption as…

We Define Educational Disruption as…

A break in education or educational placement for 10 consecutive school days as a result of: Homelessness Moving three or more times per year Unplanned psychiatric hospitalization Unplanned hospitalization Foster care placement Youth development center placement

A break in education or educational placement for 10 consecutive school days as a result of: Homelessness Moving three or more times per year Unplanned psychiatric hospitalization Unplanned hospitalization Foster care placement Youth development center placement

What happens to students whose education is disrupted?

What happens to students whose education is disrupted?

Keeping Maine’s Children Connected has found that 66% of youth whose education is disrupted were not promoted to the next grade.

This is in contrast to a 97% rate of promotion for secondary students (MDOE).

KMCC also found that youth with safety plans, those involved in extra curricular activities and/or who had an IEP were more likely to be promoted than their peers.

Keeping Maine’s Children Connected has found that 66% of youth whose education is disrupted were not promoted to the next grade.

This is in contrast to a 97% rate of promotion for secondary students (MDOE).

KMCC also found that youth with safety plans, those involved in extra curricular activities and/or who had an IEP were more likely to be promoted than their peers.

They Lose Academic Skills…

“It takes 4 to 6 months for highly mobile students to

recover academically from a transfer”

“Providing Highly Mobile Students with an Effective Education” Digest Number 191, Dec 2003

They Lose Academic Skills…

“It takes 4 to 6 months for highly mobile students to

recover academically from a transfer”

“Providing Highly Mobile Students with an Effective Education” Digest Number 191, Dec 2003

“Over a period of 6 years, students who have moved more than 3 times can fall a full academic year behind stable students.”

“High Classroom Turnover: How Children Get Left Behind” Chester Hartman

“Over a period of 6 years, students who have moved more than 3 times can fall a full academic year behind stable students.”

“High Classroom Turnover: How Children Get Left Behind” Chester Hartman

They Lose Positive Social Opportunities…

They Lose Positive Social Opportunities…

Students with educational disruption lack a feeling of

belonging, connectedness, and critical supportive relationships

with school staff and other youth

Students with educational disruption lack a feeling of

belonging, connectedness, and critical supportive relationships

with school staff and other youth

They Lose Hope…They Lose Hope…

Lose the opportunity to earn high school credits or recognition of work

Lag behind in skill acquisition

School records and transcripts incomplete

Lose the opportunity to earn high school credits or recognition of work

Lag behind in skill acquisition

School records and transcripts incomplete

They Lose Opportunities For Work Force Training…

They Lose Opportunities For Work Force Training…

REPLACE WITH WHAT?

High school dropouts are 72% more likely to be unemployed than high school graduates

www.warm2kids.com/guest/teen/26/94/753/539/index.htm

REPLACE WITH WHAT?

High school dropouts are 72% more likely to be unemployed than high school graduates

www.warm2kids.com/guest/teen/26/94/753/539/index.htm

They Lose Interest And Never Finish School…

They Lose Interest And Never Finish School…

According to the U.S. Department of Labor, students who do not complete high school

make 27% less than those who graduated from high school. That means that for every $100

that a high school grad makes, a dropout makes $73.

http://www.dol.gov/asp/fibre/dropout.htm

According to the U.S. Department of Labor, students who do not complete high school

make 27% less than those who graduated from high school. That means that for every $100

that a high school grad makes, a dropout makes $73.

http://www.dol.gov/asp/fibre/dropout.htm

Is This What We Want Is This What We Want for Our Students?for Our Students?

Is This What We Want Is This What We Want for Our Students?for Our Students?

Or, do we want…Or, do we want…

Clear and effective communicators Self-directed and lifelong learners Creative and practical problem solvers Responsible and involved citizens Collaborative and quality workers Integrative and informed thinkers

Clear and effective communicators Self-directed and lifelong learners Creative and practical problem solvers Responsible and involved citizens Collaborative and quality workers Integrative and informed thinkers

We’re prepared to level the playing field for

students experiencing educational disruption!

We’re prepared to level the playing field for

students experiencing educational disruption!

Previous legislation recently removed several dams on Maine rivers to preserve a natural resource.

This proposed legislation removes barriers for Maine’s greatest resource: its students

Previous legislation recently removed several dams on Maine rivers to preserve a natural resource.

This proposed legislation removes barriers for Maine’s greatest resource: its students

A New Solution for an Old Problem

A New Solution for an Old Problem

KEY POINTSKEY POINTS

An Act to Implement the An Act to Implement the Recommendations of the Task Recommendations of the Task Force to Engage Maine’s Youth Force to Engage Maine’s Youth

in Successful School in Successful School CompletionCompletion

An Act to Implement the An Act to Implement the Recommendations of the Task Recommendations of the Task Force to Engage Maine’s Youth Force to Engage Maine’s Youth

in Successful School in Successful School CompletionCompletion

A COMMITMENT TO STUDENTS:

Development of School Completion Plan by

sending and receiving placement

A COMMITMENT TO STUDENTS:

Development of School Completion Plan by

sending and receiving placement

CREDIT FOR WORK COMPLETED:

Academic materials shared or academic waiver signed

between sending and receiving schools/placements

CREDIT FOR WORK COMPLETED:

Academic materials shared or academic waiver signed

between sending and receiving schools/placements

TIMELY ACCESS AND ENROLLMENT:

School records transferred within 5

school days

TIMELY ACCESS AND ENROLLMENT:

School records transferred within 5

school days

State Review Team designated to address

disputes

State Review Team designated to address

disputes

NEW DIPLOMA OPTION:Establishment of the option

for a Department of Education Diploma as

designated by Commissioner of Education

NEW DIPLOMA OPTION:Establishment of the option

for a Department of Education Diploma as

designated by Commissioner of Education

Youth VoicesYouth Voices

“I moved from one school to the next and somehow during my transfer my freshman year transcripts were lost. I had to make up lost classes.”

“Credit for Work Makes Sense.”

“I moved from one school to the next and somehow during my transfer my freshman year transcripts were lost. I had to make up lost classes.”

“Credit for Work Makes Sense.”

Let’s make sure that ALL Maine students have the

same opportunities to earn their diploma!

Let’s make sure that ALL Maine students have the

same opportunities to earn their diploma!

Educational Disruption has a price….

To the state….

&

To the student….

Educational Disruption has a price….

To the state….

&

To the student….

Cost to the state…Cost to the state…

At least $89,000 is invested by our state and local communities to educate a typical student from kindergarten through high school.

THIS WILL BE VERIFIED/UPDATED

At least $89,000 is invested by our state and local communities to educate a typical student from kindergarten through high school.

THIS WILL BE VERIFIED/UPDATED

Waiting for data from Barry/DOC Waiting for data from Barry/DOC

Lifetime Cost to StudentLifetime Cost to Student

Difference in earnings with and without a high school diploma

Difference in earnings with and without a high school diploma

In 2004, the average annual earnings of a high school dropout was less than 20,000 as compared to 27,000 for a high school graduate, 32,000 for someone with at least some college and 42,000 for a bachelor’s degree or more.

Over a lifetime, a high school dropout can expect to earn less than $1.5 million dollars less than a college graduate.

www.nces.ed.gov

In 2004, the average annual earnings of a high school dropout was less than 20,000 as compared to 27,000 for a high school graduate, 32,000 for someone with at least some college and 42,000 for a bachelor’s degree or more.

Over a lifetime, a high school dropout can expect to earn less than $1.5 million dollars less than a college graduate.

www.nces.ed.gov

Without a high school diploma, our youth face a lifetime of poverty characterized by low skilled jobs, few benefits, limited health care access and are more likely to be recipients of public benefits including food stamps, TANF and general assistance

Without a high school diploma, our youth face a lifetime of poverty characterized by low skilled jobs, few benefits, limited health care access and are more likely to be recipients of public benefits including food stamps, TANF and general assistance

There can be no keener revelation of There can be no keener revelation of a society’s soul than the way it a society’s soul than the way it

treats its children.treats its children.

Nelson Mandela

There can be no keener revelation of There can be no keener revelation of a society’s soul than the way it a society’s soul than the way it

treats its children.treats its children.

Nelson Mandela