1 in 10 Schools are 'Dropout Factories'

The article 1 in 10 Schools are 'Dropout Factories' by Nancy Zuckerbrod, describes the disturbing trend of dropout rates in high schools across the United States. With a national average of 70% for a graduation rate, it seems the situation is dire enough, yet one in ten high schools, appropriately nicknamed "dropout factories," are averaging less than a 60% overall graduation rate.

One reason cited for the low graduation rates are minority students. Although the national graduation average is about 70%, minorities typically have a graduation average of 50%. One method mentioned to prevent this discrepancy is to keep track of graduation rates according to ethnicity. Zuckerbrod describes how legislative revisions are being made to the No Child Left Behind Act to "Make sure schools report their graduation rates by racial, ethnic and other subgroups and are judged on those. That's to ensure schools aren't just graduating white students in high numbers, but also are working to ensure minority students get diplomas."

Zuckerbrod also describes how NCLB's obsession with tests has created "a perverse incentive for schools to encourage kids to drop out before they bring down a school's scores. " Although the situation seems nearly unimaginable, it is possible some teachers may encourage students to pursue other avenues, such as acquiring a trade or receiving GED certification. While it is true many students may have no inclination to go on to college, every attempt must be made to have all students finish high school. This idea may relate more to Hirsch's philosophy on education, but it is essential that our society and the individuals who live within it retain a minimum level of achievement relating to communication, reading, writing, basic arithmetic, and an understanding of culture. Not only does a thorough understanding of the minimum level of education provide opportunity for entry-level jobs, it provides a certain level of equality because all members of society have been required to participate.

One major point made in the article refers to the concept of focusing on students more than content. Students described how they wanted teachers to bond with and care about their progress, yet instead they felt alone and alienated by the faculty in their educational setting. Zuckerbrod describes how some schools are addressing this situation by encouraging teacher collaboration, longer class periods in core subject areas, and more student-teacher interaction.

Even though having an actual number for the dropout rate is daunting, at least teachers now have factual data of what they are up against. Also, it would appear having a primarily student-centered environment is more conducive to learning than lecture style formats commonly used in the public school systems. Although classroom management is an essential aspect of school safety and decorum, perhaps administrators and teachers should stop telling students what they are learning and instead allow students to experience learning through action.