An Opposing View on Raising the Dropout Age

The Boston Private Industry Council (PIC) has been a leading business advocate for dropout prevention and recovery for many years.  MBAE is proud to have been an ally of the PIC on this and other issues and we have deep respect for their expertise and opinions.  So, when Kathy Hamilton, an expert on this topic, took issue with our skepticism about the value of raising the dropout age, we were pleased to give her the opportunity to present an opposing view. 

On March 14, Linda Noonan raised the question as to whether the recently filed Dropout Prevention and Recovery Act (S.2173) would have an impact on the dropout rate—specifically whether raising the legal dropout age, one of the bill’s provisions, would be a useful approach.  Since then, the Education Committee has reported out a House bill, the Dropout Prevention Act (H.1964), which also calls for raising the legal dropout age.

In my role as organizer of the Boston Youth Transitions Task Force, I have seen a coalition of 40 partners move toward including an increase in the legal dropout age as part of the effort.  We all agree on the primary importance of addressing the dropout crisis.  The game has changed dramatically in the labor market:  dropouts can no longer find self-sustaining employment. The consequences now include lifetime poverty for the dropout and a heavy burden for the taxpayer.  We agree on the nature of supports and services necessary to put struggling students back on a path to success.   We may disagree on the efficacy of raising the age.  When we started this work, Task Force members questioned the value of raising the dropout age, focusing instead on implementing outreach to dropouts, early interventions and supporting more alternative education options, starting with credit recovery.

Together, we helped lower Boston’s annual dropout number from 1,800 to 1,200, a reduction of a third.  At the same time, the Department of Elementary and Secondary Education and other urban districts worked together using similar strategies to lower the state dropout number from 11,436 in 2007 to 7,899 in 2011.

We have made substantial progress without raising the age, but we have come to feel a sense of urgency.  Progress on lowering the dropout rate has slowed in the last year and our considerable gains are insufficient.  7,899 is far too many, given how stark the consequences have grown.  We cannot afford to be complacent based on recent success.  We need push ourselves to keep faltering 16- and 17- year olds in our sights, rather let them quietly slip off the rolls.  Raising the legal dropout age sends a strong message to teenagers in language that they will understand.  The game has changed and it ought to be against the law for a minor to destroy his or her economic future without taking pause.  It’s time for us to refresh our moves, and have the debate on whether enforcement or engagement is the strategy for keeping students in school.

By raising the age, we will create a manageable crisis that we can address as a community, unlike the unmanageable crisis that our young dropouts face alone every day.  Our dropout outreach and recovery project in Boston created this kind of crisis, bringing back hundreds of dropouts to the district each year.  We found that, with a collaborative approach and some creative programming, we were able to help most of them return to school and help many to graduate.  When we started that project , some of our partners discouraged us, saying that the system was not ready.  Our experience showed us otherwise.  The one thing we have learned is that sometimes we have to start before we feel ready.

Stakeholders at the state and local levels have been starting similar experiments, which makes us think that now is a good time to make the change.  Many are already thinking about the issue and acting on it.  Furthermore, both the House and the Senate bills raise the age in phases, to give the state and its districts some time to prepare.  The significant groundwork already laid in Boston and other cities is a platform on which to build.

The game has changed for students:  the consequences of dropping out are more punishing than ever.  The Commonwealth is changing its game plan, with most districts starting progressive initiatives to keep students in school.  At the national level, the dynamic is changing, too.  States like New Hampshire have substantially decreased their dropout numbers as they raised the age and strategically increased student supports.  Today, only 18 states still have a legal dropout age of 16, and 11 of them have bills pending to increase it.  Both President Obama and Governor Patrick have weighed in to say it’s time.  Raising the dropout age is not the answer, but will push us to find the answers, together.

Kathy Hamilton, Youth Transitions, Boston Private Industry Council

First Ladies of the Renaissance WOW!

On Friday, March 30, I was lucky enough to be invited to the Second Annual Breakfast with the First Ladies of the Boston Renaissance Charter Public School.  What a treat!   The First Ladies are part of the Voices of Renaissance Choir, which has performed at the White House several times.  It began when a group of girls charged gender discrimination because a mentoring program had been started for boys – The Young Kings (a very handsome group of youngsters in their black suits and gold bow ties!).   The school readily supported these young feminists and they chose the name “The First Ladies” for their group, which voluntarily meets on Wednesdays and Fridays at 7:25 a.m. before school.

The breakfast program began with a performance by The Young Kings and the First Ladies of the Renaissance.  Here is what I saw:

• JOY – These students seemed genuinely happy to be at school and truly enjoying their performance.  They were confident (and deserved to be since they were so obviously well-prepared), enthusiastic and all were participating. 
• DISCIPLINE – I couldn’t but help observe the self control these students demonstrated as they stood quietly yet attentively waiting for the “grown up” first ladies to be seated and settle down.  There wasn’t the usual class joker poking his neighbor or the girl who can’t keep her hands off the hair adornments of her friend.  These youngsters clearly showed that they were responsible for themselves and could behave appropriately – perhaps even more seriously than the adults. 
•  EXCELLENCE – I’ve sat through many school performances as my own children went through school, but rarely have I heard such high quality music – especially from elementary-aged kids.  The choices for the orations were also clearly sending these children a strong message about their own abilities and value.  Their practice and dedication was evident!  Listen for yourself!
• ACCOMPLISHMENT – These students had mastered every song and recitation.  Their training and performance skills were in evidence when young man had a temporary lapse of memory and needed a moment to recall his lines, managing to do so with dignity and charm. 

After a short slide show of inspiring photos of women trailblazers in a cross-section of professions and pursuits, it was time for one-on-one mentoring with a student.   I was matched with Sarah, a 4^th grader who wants to be a lawyer because she “cares about what is fair”.  She loves to read and we discussed books and annoying little brothers, as well as appropriate April Fools’ pranks.  I found her delightful and brimming with energy and self-assurance.  Her manners were also impeccable! 

 Massachusetts First Lady Diane Patrick then addressed the girls, letting them know that she didn’t always feel comfortable speaking in front of an audience of the size assembled and didn’t always have high self esteem herself.  Her inspiring message resonated with the attentive crowd and affirmed the message that the girls had recited earlier:   “… And as we let our own light shine, we unconsciously give other people permission to do the same.  As we are liberated from our own fear, our presence automatically liberates others.”

As I watched the bright shining smiles of young ladies around me, and listened to the awe-inspiring songs and recitations, it renewed my commitment to MBAE’s mission to make sure that all of our children are given the opportunities to pursue their dreams and realize their full potential by receiving the high quality education these students are getting at the Boston Renaissance Public Charter School.

ARRA: Just a Quick Fix or Long-Term Reform?

With a projected $1.5 billion to $2 billion budget gap this year, there will be scrutiny of past spending as the Massachusetts legislature begins its new session with balancing the budget at the top of its agenda.

It’s been almost two years since the American Recovery and Reinvestment Act (ARRA) was signed into law but what do we have to show for it?  ARRA included more than $70 billion in funding for public elementary and secondary schools and institutions of higher education, which is more than the entire annual budget of the US Department of Education; yet, according to a report by the Bellwether Education Partners, most districts around the country have made little education reform progress with this money.

The report finds that districts have used these funds to simply maintain their status quo by filling in gaps where state and local budgets were cut to preserve existing programs, services, and educator jobs.  For example, in Massachusetts, the state used its State Fiscal Stabilization Fund (SFSF) under ARRA to cover the $412 million cut from its state aid to K-12 schools.  Nonetheless, Massachusetts is also cited as among the few states that sets a good example.  According to the report, for example, Boston used ARRA funds to make one-time investments it would not have otherwise been able to make on a new literacy strategy designed to improve literacy and language acquisition for English language learners.

Additionally, Boston took advantage of ARRA funds to help smooth the transition to new spending patterns and cost structures by exploring a multi-year budgeting cycle that would allow for better enrollment and budget forecasts and by working towards reducing the number of small and under-enrolled schools.  As a result, leaders expect to free up millions of dollars.  Boston demonstrates that there are innovative ways that districts can use ARRA money in order to find efficiencies and implement new programs that they were unable to do before due to a lack of resources.

The Bellwether report found that most districts, by using ARRA funds to meet current fiscal challenges and current spending patterns, will face even greater budget challenges in the future when ARRA money runs out.  Instead, schools should look to districts like Boston that are using ARRA funds strategically to advance reform goals and emulate their practices.  The Bellwether report also identifies key themes throughout the nation that characterize where districts stand under ARRA and discusses the implications that these themes have on education policy.

With time and money quickly running out, this report is a little disheartening.  So much money has been allocated to education under ARRA, yet, there doesn’t seem to be a huge breakthrough in education reform as a result.  I hope that this report will awaken districts across the nation and encourage them to reevaluate how they spend education funds in the future.  Now is a time of great opportunity for districts to change the course of education reform and begin reform initiatives that will last long after ARRA funds run out.

Read the full report here and keep track of ARRA funds in Massachusetts, MBAE regularly updates its chart of key funding opportunities the state has been awarded available through ARRA here!

Principal for A Day at the Bates

Today I had the marvelous opportunity, and great fun, to be “Principal for a Day” at the Phineas Bates Elementary School in Roslindale, a neighborhood of Boston.   The Boston Plan for Excellence runs this program to generate support for the city’s schools by pairing corporate and community members with school leaders for a day.  Dottie Engler does a masterful job organizing it – matching 144 busy people with Boston Public Schools. 

Kelly Hung, the dynamic and determined leader of the Bates, was already hard at work when I arrived at 8:00 a.m. to hear about her goals for the school and her high expectations for students and teachers.  During the time I was there, she juggled a call from a parent, problem with the printer, arrangements for a parent/teacher meeting, and a meeting with parents.  She greeted every child by name and directed some to newly assigned locations.  Her principal intern, Anna Mims, escorted me to classes from pre-K to 5^th grade.  I watched with awe as she patiently coaxed a student to comply with her “request” that he come back downstairs and follow her directions.  I saw teachers working hard to engage every child in colorful classrooms decorated with student work, daily schedules, frequently used words, geographic shapes and other grade- level instructional tools.  School performance data was displayed prominently on the wall outside the main office where parents, teachers and students can see the stretch goals that Principal Hung and her staff have set for themselves and where student achievement currently stands.  I hated to leave and go back to reality, meeting the other  Principals for a Day for lunch downtown at the Bank of America, sponsor of the program and an MBAE supporter.

It is always inspiring to see the smiling faces of elementary school students – so excited to be at school and so full of promise!  Visiting the Bates  and talking with students there reminds me that the most important role of education reform is to support what happens in buildings like this everyday.  We owe every child a chance to succeed in life.  If you ever have a chance to spend a day with a principal – do it!