Knowledge is Power

Success is not only in the hands of each and every student, but is also the responsibility of each school, each parent, and each community. As a society, we have gotten to a point that the cost of doing nothing is far greater than the cost of doing something. We can no longer afford to continue to do what we know doesn't work. We must engage our youth to help them identify and then achieve their goals; it is a steep climb, but we have to find ways to help them to climb the mountain toward success.

As stated by Ralph Waldo Emerson, "Knowledge comes by eyes always open and working hands; and there is no knowledge that is not power". We must continue with our efforts in lowering high school dropout rates because the future of our children, our community, our city, and our nation are at risk. Ignorance and failure is no longer acceptable. We are at a juncture and we must pursue interventions that will ultimately stem the tide of high school dropout rates. We all know that knowledge is power; lets find the will to achieve the power.

Positive Results Don't Just Happen

There are many reasons why high school students dropout of school. In part, social issues, familial dysfunction, low income family situations, and the demands of the institution itself all contribute to school failure. The outcome of school failure is discussed in an article by the Association for Supervision and Curriculum Development (ASCD). It states that "failure to graduate affects not only those individuals who do not have high school diplomas but also our economy, communities, and the nation." Students who do not graduate are likely to come face to face with "reduced earnings and employment prospects, and are also significantly more likely to become single parents and have children at young ages. They are more likely to rely upon public assistance or be in prison as well", as stated in J. Greene's High School Graduation Reports.

In considering potential intervention programs, it seems to me that the educational system should adopt an effective service learning program in an effort to stem the tide of drop out rates. Both schools and students could see "improved grades, increase attendance in school, and the development of students' personal and social responsibility", as reported in "Learn and Serve America". Service learning also strengthens the connection to the community, builds leadership skills, and brings positive changes to the community, through stronger self-concept, political engagement, and increased tolerance of others. Service learning can also help students become more connected to their school. In short, service learning creates an active and authentic approach to learning.

Another intervention program is to establish an alternative night school program which offers students an educational choice in helping them meet their academic needs. For many of the at-risk students attending day school is often too difficult an option due to the social issues and stressors of attending day school. Again, in part, due to social and familial dysfunction, and the demands of the institution itself. An alternative night school program should include a traditional classroom setting, and the curriculum should also align with the day school in offering core courses such as English, Math, Science, Art and Humanities.

A program such as the one already operating at a northwest Chicago suburban high school, helps students meet their graduation requirements so they can receive the same diploma that the day school students receive. At this high school, the administration has reported that the program has been very effective in helping their most at-risk segment of the student population reach their goal to graduate; last year's graduation rate was 100%.

How Long Is It Going To Take?

Chicago, along with many other cities across the country, have an alarmingly high percentage of high school dropouts. That said, I believe that school, parents and the community are committed to addressing this very important issue. Steinmetz Academic Centre School has programs in place that are designed to address the issue of drop-out rates. Two of these programs focus on the importance of both service/social as well as academics; service learning and a night school academic program. However, I do not believe that neither the service learning program nor the night school program is digging deep enough in an effort to meeting the needs of these students. For example. the night school program only benefits those students who have to remediate a failing grade in order to graduate. It is my belief that in order to keep students from dropping out, these two programs need to offer more than just community service and passing a class.

Service learning must involve "applying classroom learning through investigation of a community problem, planning ways to solve it, action through service, reflection on the experience and what was learned, and demonstration of results", as stated in the article, Engaged for Success. Also, in order to bring about effective service learning it must be "integrated into the curriculum, involve[s] cognitively challenging reflection activities, while incorporating students' voices in decision making, and requires students to participate in meaningful service".

Students are looking for something that they enjoy and that keeps them engaged enough in education to want to stay. This has been the voice of students who have dropped out. These young people are looking for schools to offer more real-world learning experience, which offers more interesting, relevant, and hands on learning. The power of service learning has the potential to keep these students engaged in community as well as preparing them for success in college. Service learning has a win-win potential, and that is academic achievement and a sense of civic responsibility.

By directly addressing the issues that usually lead students to drop-out, as cited in The Silent Epidemic, the following strategies may help to increase graduation rates:

• Improve teaching and curricula to make school more relevant and engaging and enhance the connections between school and work;


• Improve instruction and access to supports for struggling students;


• Build a school climate that fosters academics;


• Ensure strong adult-student relationships within the school; and


• Improve the communication between parents and schools.

Service learning also has the potential to lower and/or prevent high school students from dropping out as hands on learning creates a more authentic, meaningful and purposeful learning opportunity.

In addressing Steinmetz' night school program, it is important to go beyond remediating a student's failing grade. By way of one example, there is an alternative after school program currently in place at a suburban high school that is designed to meet the academic needs of students who are unable to function in the day school program. These students have many factors/issues that prevent them from succeeding in the day school. These issues, in part, include social and economic challenges, familial dysfunction, and the demands of the institution itself, which all contribute to school failure.

There are no clear cut answers, but clearly some programs are more effective than others. It seems our responsibility is to adopt those that will have the greatest positive impact.

Making a Difference

West Town Academy (WTA), located near Damen and Fulton on Chicago's near west side, is an alternative high school for young men and women who are not enrolled in a traditional high school or GED program. WTA's target population are young men and women who have dropped out of their home school. WTA recruits and re-enrolls these former Chicago Public School (CPS) dropouts from over 25 Wards throughout Chicago.

As part of the Greater West Town Community Development Project (GWTP), West Town Academy "has come to be considered by community and education leaders, as one of the City's most effective dropout retrieval programs, successfully re-engaging and graduating over 70% of the former dropouts it serves".

According to WTA, the "...Greater West Town Community Development Project has helped inspire a growing public awareness of the scope and impact the dropout crisis locally and across the country. They are committed to addressing the dropout crisis through community education and advocacy". As stated by GWTP, "West Town Academy graduates receive a high school diploma recognized by Chicago Public Schools and the State of Illinois. Former CPS dropouts that WTA re-enrolls and graduates count to lower the dropout rate and increase the graduation rate of Chicago Public Schools".

West Town Academy has helped so many students from low income families to achieve their goals, which may have otherwise been lost. Some of WTA students had been out of school for more than two years. WTA has not only provided these students with the academic education needed to graduate, but it has also taught them important leadership skills. One of the more meaningful programs (which is also a CPS requirement) is the Service Learning requirement. Each student at WTA completes 10 hours of volunteer work per semester (double that which is required by CPS) in order to receive their diploma. It is fair to say that the programs and course work that WTA has developed has also had another benefit; it has nurtured a sense of value and positive attitude inside and outside the classroom.

The attached websites will provide more in depth information about these two organizations and their amazing work in re-engaging at-risk students by creating an effective alternative educational program that also prepares them to more effectively address life's challenges.

http://www.gwtp.org/WTA/index.html

http://www.gwtp.org/kiae/articleonereadmore.html

The Old Ways Just Don't Work Anymore

In an effort to understand what programs are currently in place to reduce the student dropout rate at Steinmetz Academic Centre High School, I felt it was necessary to contact the school directly. In a conversation with Ms. B. Eshoo (library), she stated that Steinmetz has a Service Learning Program, mandated by the Board of Education, and that all Chicago Public Schools (CPS's) must meet this program requirement as a student graduation requirement.

In order for students to comply with the requirements of the Service Learning Program, they must complete 10 hours per year, (total 40 hours at graduation), with a not-for-profit organization as a community volunteer, e.g., animal shelter, food drive for pet shelters, homeless shelters, soup kitchens, etc. Each student must complete a consent form which they sign as well as a parent or guardian signature. All students are required to produce a reflection summary about how (or if) the volunteer project changed their outlook toward people, service to others, or the importance of community service. Students keep a time sheet on their day's activities which is attested to by a supervisor's signature.

Ms. Eshoo also confirmed that Steinmetz does offer students an after school, or night school educational program, but that it is only intended to remediate a previously failed course. The program is in session Monday through Thursday from 3:00 to 5:30 pm.

As I appreciate the programs and effort that Steinmetz is trying to do to meet the educational needs of their student population, I believe that there is more that can be done to expand students interest and, in so doing, encourages them to continue their high school education at Steinmetz. As I stated earlier, students are looking for real-world applications which, for example, can also come from work study and internship programs. Also, Steinmetz' night school program does not seem to include students that just can't function in the high schools mainstream.

As a final thought to Steinmetz' service learning program it seems to me that an expansion to the program could achieve the goals and desired outcomes, as stated in the article from Engaged for Success, "the skills the students develop, the habits they form, and the communities they build will determine the future of the nation and hold the keys to its progress".

Footnote: The photo is of Steinmetz alumni.

Let's Go Right To The Source

Finding ways to reduce high school dropout rates is always challenging for schools, administrators, parents, and the city's community leaders. In order to determine why students are dropping out, we need to ask them directly this important question. A variety of reasons and explanations have been given by students who were surveyed for The Silent Epidemic. In an article entitled, "Engaged for Success", by the National Conference on Citizenship and Civic Enterprises LLC, they asked students why they dropped out of school. According to the survey, dropouts offered a multitude of explanations, from the fact that they missed too many days and could not catch up, too much time spent with people who were not interested in school, too much freedom and not enough rules in their lives, and to their perception that they were failing in school. But the most common explanation was that classes were not interesting.

As stated in the "Engaged for Success" article, students were then asked, "What would improve the chance of success for high school students?" The dropouts surveyed offered some possible useful recommendations.

• Eighty-one percent of the dropouts said that schools should offer more real-world learning experiences, such as internships to make the classrooms more relevant.


• The same percentage indicated that better teachers who keep classes interesting would improve students' chances of staying in school.

Others indicated the need for:

• Smaller classes with more individual instruction.


• Better communication between parents and school, and by getting parents more involved.


• Parents making sure their kids go to school everyday.


• Increased supervision at school to ensure students attend classes.

It was with these recommendations that students who dropped out believed that it would have helped them from making the decision to dropout. So, are there any real interventions that may help to stem the tide of student dropout rates? We must implement successful solutions that will prevent a "Dropout Nation" from continuing to perpetuate. It is the job of school, administrators, parents and the city's community leaders to promote a safe, challenging, interesting and real-world learning experiences for these students in order for them to "Engage for Success".

Promises Broken

In reviewing the 2007 Illinois School Report Card for Steinmetz Academic Centre High School, under the 'Academic Performance' category with a subcategory listing Steinmetz' 'High School Graduation Rate'. In this subcategory it lists the graduation rate of Steinmetz by gender, race/ethnicity, students with disabilities, and economically disadvantaged students as compared to the Subregion, District and State of Illinois. Out of all the students enrolled at Steinmetz, 62.7% of the students graduated. By gender, 53.8% of males and 71.6% of females graduated. By race, 73.9% of whites, 71.5% of blacks, 54.9% of Latinos, 72.7% of Asian/Pacific Islander, 88.9% of multiracial/ethnic students graduated,. Of the economically disadvantaged students, 67.1% of those students graduated, while a staggering 38.9% of students with disabilities graduated.

When you compare Steinmetz graduation rates with the State of Illinois, Steinmetz does not seem to fare well. Across gender, and race/ethnicity except for the categories of 'Multi Racial/Ethnic' groups, Steinmetz scored lower than its reference group, the State of Illinois. In comparing the differences between the highest and the lowest graduation rates spread across all of the above categories between Steinmetz and the State, the greatest disparity is with students with disabilities where the graduation rate is only 33%. In an article from the Manhattan Institute For Policy Research, their Civic Report, revised April 2002, reported "High School Graduation Rates in the United States". In that report it states that Chicago was one of five districts among the 50 largest districts in the U.S. having an overall graduation rate below 50%; Chicago had a graduation rate of 47%. The report stated, when focusing on the district results for African-American students, an even more negative picture revealed Chicago's graduation rate of only 45%. The picture is even bleaker for Latino graduation rates.

As stated in an article from the Chicago Sun-Times which was reported by the Manhattan Institute, "Chicago is not alone in the graduation crisis. There is a near-consensus that too few students across the nation earn a diploma each year. However, the city is a major offender and needs to look for ways to improve the education it provides. When graduating high school is only a 50-50 proposition, it is time to consider dramatic changes to the system".

Education As a Stately Institution

As reported in the Chicago Tribune, published July 5, 2006, Chicago is the third largest school system and yet has only a "52.2 percent graduation rate". This data corresponds with a study by the Consortium on Chicago School Research at the University of Chicago, which reported in 2006, that "...fifty-four percent of Chicago public school freshman receive a diploma". Another article from the Chicago Sun-Times entitled, Chicago Must Find Way To Help Students Finish High School, states that "In part, minority males are likely leaving school because they are not learning sufficient skills in school for attendance to be worth their time". So what is the system doing wrong? Is the system the one who is failing?

Looking at a variety of Chicago Public Schools (CPS), I chose to focus on Steinmetz High School, located on the west side, in part, because my father graduated from Steinmetz. Born and raised by European immigrants, my father and his family lived only a few blocks from the high school. The neighborhood and the school has changed over the last 70 years since my father attended Steinmetz. After looking at Steinmetz 2007 report card, I decided to write to the principal in an effort to gain a better understanding of the reasons for its drop out rates. Some of the questions I will be addressing to the principal are; 1) Which causal factor would you most attribute to the drop out rate: family influences, social experiences, or school/curriculum based issues? 2) Could you hypothesize as to the etiologies for the drop out rate of students with disabilities who have an Individual Education Plan (IEP)? 3) In an effort to reduce drop out rates, what have you found to be most effective?

Do Students Choose Failure?

I find it a little unsettling that Steinmetz High School, or any high school that shares these statistics, has reported staggering drop out rates especially among Latino students, and students with disabilities. The latter being a segment of the student population that is entitled to receive the highest intervention rate. Students with disabilities are those who have been made eligible to receive special services, and whose education is suppose to be governed by the goals and objectives written into his or her Individual Education Plan (IEP). So, why are so many students dropping out of high school?

In a report that was released in 2006 entitled, The Silent Epidemic: Perspectives of High School Dropouts, "highlighted the fact that almost one-third of all public high school students - and nearly 50 percent of minorities - fail to graduate with their class". The report indicated that the principal cause was not academic failure. About 70% of the students reported that "they did not see the real-world applications of their schoolwork, and that nearly half felt bored by their classes".

Another report also released in 2006 entitled, America's Civic Health Index, indicated that "high school dropouts are no longer even a part of the civil society that would enable them to be effective advocates in their communities". This civic category goes from "volunteering and work on community projects to attending meetings and voting". These students are suffering from a "lack of learning and a lack of service". As I conduct my research on this very important issue of high school drop out rates, I hope to find some of the answers as to why student drop out rates are so high.

Where's Bryan?

I have been working in an elementary school for the past 4 years as a Special Services Assistant. This experience has provided me with the opportunity to work with children who have emotional, behavioral and/or learning disabilities. In helping students on a one-on-one basis, I have found it to be both challenging and rewarding. It is challenging in that some students may have not just one but overlapping disabilities that need to be addressed daily across the academic and social spectrum. It is rewarding because you see the progress that these students are making within the academic year.

In many Chicago schools, as students move through middle school and onto high school the underlining issues that create poor or failing academic achievement intensify. Identifying the causes of school failure and high student drop out rates seem apparent, unfortunately the solutions are elusive. In general terms, research focuses on demographics in attempting to understand the etiologies of failure.

Chicago Public School (CPS) report cards analyze a broad spectrum of demographic variables that provide a profile of each of CPS's high schools. Steinmetz High School on Chicago's west side offers a profile that could be used to quantify characteristics that exist throughout Chicago Public Schools. Attached is the report card on Steinmetz High School. http://schoolreports.cps.edu/StateSchoolReportCard/ssrc_2007_unit1560.pdf. So why do these numbers exist? What are the underlining reasons for drop out rates? Will reviewing the data, help us to determine what happened to Bryan?

Extra Blog 2 - "Chicago Diner Burger"

The Chicago Diner is one of my favorite restaurants. Located in the heart of Boys Town, the Chicago Diner is a vegetarian restaurant, serving a strictly meat-free menu for over 20 years, and catering to the health-conscious vegetarians and vegans. The recipe below is an excellent substitute for all those burger lovers. The Chicago Diner Burger is made without soy, tofu or beans. Give it a try. I think that you will be pleasantly surprised.

The Chicago Diner Burger

4 cups water1 onion, finely chopped

3 stalks celery, finely chopped

1/4 cup soy sauce

2 teaspoons onion powder

2 teaspoons garlic powder

1/2 teaspoon freshly ground black pepper

3 cups rolled oats (not quick cooking)

12 ounce mushrooms, finely chopped

1/2 cup white whole wheat flour

Place the water in a large pot with the onion, celery, soy sauce, onion powder and garlic powder. Bring to a boil, reduce heat and simmer for 5 minutes. Stir in oats, mushrooms and flour and cook 5 minutes longer. Transfer to a bowl and chill for at least 1 hour, preferably longer.

Preheat oven to 350 degrees. Lightly oil baking sheets (see hints below). Shape mixture into burger sized patties and place on baking sheets. Bake for 15 minutes. Remove from oven and let rest for 5 minutes (see hints below). Carefully flip over and bake 10 more minutes.

Before serving:

Place baked patties on a non-stick griddle and grill for about 7 minutes on each side, until browned. Serve on buns with Red Pepper Aioli (recipe follows).

Hints: They are quite fragile until after they are baked, so use extra care when flipping them for the first time. Let them rest out of the oven for at least 5 minutes before trying to loosen them from the pans. Use non-stick baking sheets, but still lightly oil them before using. To lightly oil pans, use a very small amount of vegetable oil on a paper towel, and then rub that over the pan.

Red Pepper Aioli

Use this as a topping for the Chicago Diner Burgers, as a dip for raw veggies, or as a spread for crackers or bread.

1 (12.3 oz.) package soft silken tofu

2 tablespoons lemon juice

1 tablespoon cider vinegar

dash salt

1/2 cup jarred roasted red peppers

Place the tofu in a food processor and process until fairly smooth. Add remaining ingredients and process until very smooth (this may take several minutes). Refrigerate at least 1 hour for flavors to blend.

Extra Blog 1 - "Chicago" a poem by Carl Sandburg

HOG Butcher for the World,

Tool Maker, Stacker of Wheat,

Player with Railroads and the Nation's Freight Handler;

Stormy, husky, brawling,

City of the Big Shoulders:

They tell me you are wicked and I believe them, for I

have seen your painted women under the gas lamps

luring the farm boys.

And they tell me you are crooked and I answer: Yes, it

is true I have seen the gunman kill and go free to

kill again.

And they tell me you are brutal and my reply is: On the

faces of women and children I have seen the marks

of wanton hunger.

And having answered so I turn once more to those who

sneer at this my city, and I give them back the sneer

and say to them:

Come and show me another city with lifted head singing

so proud to be alive and coarse and strong and cunning.

Flinging magnetic curses amid the toil of piling job on

job, here is a tall bold slugger set vivid against the

little soft cities;

Fierce as a dog with tongue lapping for action, cunning

as a savage pitted against the wilderness,

Bareheaded,

Shoveling,

Wrecking,

Planning,

Building, breaking, rebuilding,

Under the smoke, dust all over his mouth, laughing with

white teeth,

Under the terrible burden of destiny laughing as a young

man laughs,

Laughing even as an ignorant fighter laughs who has

never lost a battle,

Bragging and laughing that under his wrist is the pulse.

and under his ribs the heart of the people,

Laughing!

Laughing the stormy, husky, brawling laughter of

Youth, half-naked, sweating , proud to be Hog

Butcher, Tool Maker, Stacker of Wheat, Player with

Railroads and Freight Handler to the Nation.

A Discussion of a Classmate's Blog

In reviewing the blogs of other classmates I was drawn to Justyna's particular blog on the city of Camden, New Jersey. She observes that this city is probably the poorest city in the country. Justyna attached a video by Father Michael Doyle who works with the people of Camden. After viewing this provocative short tour of some of the streets in Camden, I wanted to know a little more about Father Doyle.

Father Doyle is a missionary priest of the Sacred Heart Catholic Parish and has spent the past 35 years working with the people of Camden who are struggling with poverty, drug addictions, and those who have been marginalized and alienated. Father Doyle works to restore human dignity for the citizens of Camden while working to stamp out the many injustices within the community. He works to bring better living conditions to Camden residents, and he works hard to promote positive relationships with all segments of the community.

His work reminds me of the work of my uncle who has spent over fifty years as a Franciscan Missionary Priest working on a Navajo Reservation at the "Four Corners" of New Mexico, Utah, Arizona, and Colorado where his life's work has been to try and improve the quality of life for the most underprivileged within that society.