Texas High School Dropout Analysis

Numerous data is present within educational institutions. Educational leaders maintain the responsibility of accumulating and evaluating all pertinent details of this information in order to make informed decisions relating to students and the educational institution (Melvin, 2007). Educational leaders make decisions regarding students and the educational institution once the educational leader comprehends the data and is able to enlighten the learning community to the findings of the data (Melvin, 2007). Therefore, the decisions made by educational leaders are data-based with reference to the learning environment. These knowledgeable decisions advocate the educational leaders proficiency in evaluation and understanding of the information (Melvin, 2007). The following treatise will identify data available on the Texas Education Agency website, which can be retrieved from http://www.tea.state.tx.us/. In addition, this treatise will identify student dropout rate as being an educational problem and illustrate how the available data could influence decisions relating to the resolution of the problem. Furthermore, this treatise will include additional information and/or data needed to make sound judgments concerning student dropout.

Types of school data available from the Texas Education Agency Website

The guiding organization for education in Texas is The Texas Education Agency (TEA), according to the TEA (2003a) their mission is to provide leadership, guidance, and resources for schools to meet the educational needs of all students. The data found on the Texas Education website includes information on all schools located in the State of Texas. The data on the TEA website is broken down by year and by county, city, and by district; some information is depicted for specific schools within a district. Geographic information lists counties with cities and districts they contain (TEA, 2007). Data is also available by specific county, districts and campuses for each city within the county. Students Reports data includes graduate reports, economically disadvantaged reports, and enrollment reports. Financial Reports data includes budget report and actual reports. Staff reports include superintendent and staff salary reports (TEA, 2007).

In addition, the TEA website includes snapshot data by year on the number of districts and charters, and the number of schools according to district size. Snapshot data also includes the number of students including ethnicity breakdown, gifted and talented, special education, bilingual, attendance rate, dropout rate, and graduation rate. One can also determine the number of students taking and passing the Texas Assessment of Knowledge and Skills (TAKS) test, which is broken down by subject. Data pertaining to SAT's is also included. Furthermore, the snapshot data includes information on staff and teachers including turnover, ethnicity, and position. Lastly in the snapshot data, taxes and actual revenues, fund balances, actual expenditures, and actual instructional expenditures (TEA, 2004).

Educational Problem

An educational problem in America's schools is students who choose to dropout of high school for one reason or another (Cassel, 2003). Some individuals refer to the dropout rates as an indication of the success or failure of America's schools. This practice can be erroneous since different classifications of dropouts exists, the period when dropout data is collected differs, different data collection methods, different means of following students no longer in school, and different methods used by school districts and states to calculate dropout rates, effect the data of dropout figures (U.S. Department of Education, 1996; Woods, 200; Bracey, 2006). The U.S. Department of Education (1996) includes three types of dropout rates: event rates, which indicate the percentage of students who dropout of school in a single year without graduating; status rates, which indicate the percentage of the population with a specific age range who have not finished high school and are not currently enrolled in school; and cohort rates, which indicate the percentage of a single group of students who dropout of school over time. Status rates are typically higher since this percentage indicates the number of students in a specific age range whom dropout out school over a number of years.

Dropping out of high school relates to a number of negative outcomes including low average income, inability to find work, more prone to be unemployed, have a tendency to be in poor health, tendency to engage in high-risk behavior, and make up a higher percentage of America's prison inmates (National Center for Education Statistics, 2005; Cassel, 2003; Woods, 2001). Numerous social costs can be seen attributed to the dropout problem including lost taxes, underskilled labor force, lower productivity, increased public assistance and crime (Woods, 2001). According to the National Center for Education Statistics (2005) the estimation of individuals in both private and public high schools who left high school between the grades of 10 and 12, without earning a diploma or GED was 3.8% for the 2005 school year. Individuals, regardless of age, who dropped out of high school and never earned a GED, was 9.4%.

In the State of Texas, during the 2004-05 school term, the dropout rate for grades 9-12 was 1.3%. This percentage is an increase from the 1.2% dropout rate for the previous year. In grades 9-12 there were 17,056 students who dropped out of high school in the 2004-05 school year, a 12.5% increase from 15,160 students who dropped out of high school during the 2003-04 school year (TEA, 2006). In considering rate by student group, in the 2004-05 school year in grades 9-12, 1.7% represent African American students, which is twice as high as White students, 0.7%. The rate for Hispanic students was 2.0%, is almost three times that of White students (TEA, 2006). The dropout rate for males, 1.5%, is higher than the female dropout rate, 1.2%. Students recognized as economically disadvantage had a dropout rate of 1.6 %. Students cite various reasons for dropping out of high school including: academic performance, family and personal background, and characteristics of the school (TEA, 2006). There has been a steady increase in enrollment of students and a steady decrease of dropout rates over the years. In the 1987-88 school year out of 1,363,198 students, 91,307 dropped out, the dropout rate was 6.7%. For the 2004-05 school year out of 1,954,752 students, 18,290 dropped out, a dropout rate of 0.9%(TEA, 2006, U.S. DOE, 1996).

Data Influencing Decision to Resolve Educational Problem

The data presented on the Texas Education Agency (2006) website does contain information that may influence the resolution of dropout rates. The student per teacher ratio is important to note as well as the district size. Size and location of the school does play a role in dropout prevention (Woods, 2001). The creation of school within schools has been beneficial in countering dropout rates in large high schools (Woods, 2001). Data on the size of the school is available; however, location, unless otherwise known to the review of the information, will have to be determined. Data concerning the Texas Assessment of Knowledge and Skills (TAKS) can influence the dropout rates. Students take the TAKS test periodically throughout their educational career. In certain grades, students are required to pass the TAKS test in order to progress to the next grade level, which is also the case to exit high school (TEA, 2004). Many deem exit exams unnecessary and could result in higher dropout rates; but in an age of accountability, educators warrant the necessity (Cavanaugh, 2003). The ethnic makeup within the school may influence dropout rates, Hispanics and African American students dropout more often than White students (TEA, 2006).

Additional Information Needed to Affect Decisions Regarding Educational Problem

Information should be gathered on the characteristics of students who dropout of school as well as to the exact reasons for this action. Age at the time of dropout as well as family income level should be data included within the Texas Education Agency. The reasons frequently cited for dropout are included on the website; however, no data exists on this information. A number of risk factors for student dropout include academic performance, substance abuse, legal problems, school related problems, absenteeism, and suspension (Woods, 2001). Data on this information might influence educational leaders to focus on programs for prevention and community involvement. Information on attendance would also be beneficial to include on the website. Research indicates that a correlation exists between student attendance and the decision to dropout of school (Woods, 2001).

In addition, data was not given as to the parents input on the dropout decision. Parents are essential in keeping students in school. The extent and type of family support is crucial and may be determined by tense or unstable home life, socioeconomic status, ethnicity, sibling completion of high school, single-parent households, uneducated parents, and language (Woods, 2001). Data on practices within a school to aid in dropout prevention should be included. This may include data collection of at-risk students, variables that are instructionally effective with at-risk students, school related factors that might influence dropout rates, mutual efforts between schools and communities on dropout prevention programs, and age upon entering high school. Furthermore, attendance, legislative efforts to increase school retention, the history of school completion compared to other schools in the U.S, and methods of evaluating the success of dropout prevention programs (Woods, 2001).

Educators can frequently identify students who will possibly drop out of school (Anonymous, 2006). Educators should identify, target, and monitor potential dropouts early in high school (Woods, 2001). A transitional program may benefit low achieving, at-risk, or minority students entering high school (Cauley, & Jovanich, 2006). Data could then be gathered to determine the effect of the transitional program on students and dropout rates within a school or district. In making sound judgments about the educational problem of dropout rates educator should ensure that the students are involved in the development of the school program (Cauley, & Jovanich, 2006). The involvement of students in the school program increases the student's commitment to the program and thus may reduce the threat of dropping out (Woods, 2001; Gunter, Estes& Schwab, 2003). The school program needs to be student-centered and involve the learning community. No universal curriculum or instruction method exists for all students. In order to address student's needs or aspects that may alienate them from the school, educators should use a variety of strategies (Woods, 2001). Individualized attention and instruction, including the use of tutoring and mentoring programs will benefit students (Woods, 2001). In addition, successful programs contain instruction and management with clear instructional objectives, activities geared to those objects, and monitoring of student progress (Woods, 2001; Wiggins, 1993; Gunter, Estes& Schwab, 2003). Instruction that involves real-world application is beneficial to students within this educational problem. Instruction that concentrates on basic skills, test-taking skills, builds self-esteem and social skills is also beneficial (Woods, 2001;Gunter, Estes& Schwab, 2003). Educators should hold high academic expectations for students as well as for student behavior and show interest and concern in attempts to handle the whole student. These practices will instill a sense of belonging in dropout risk students (Woods, 2001).

In order for America's schools to address at-risk student retention, and reduce the dropout rate, a number of practices that can be put into place. A consistent nationwide system to record dropout data needs to be implemented (Woods, 2001). This will aid in eliminating confusion for individuals who read school data. Schools also need to be aware of how existing policies effect dropout rates including, grade retention, course failure, and suspensions which can have a negative impact on at-risk students (Woods, 2001). Schools should establish policies that encourage curriculum and instructional strategies for diverse groups of students (Diamond, 1997; Marsh & Willis, 2003). Schools should also emphasize outcomes and develop partnerships within the community to aid at-risk students (Woods, 2001).

The change efforts in America's schools continually focus upon improving student performance. The challenge for educational leaders is to proficiently and competently use valuable resources including time and money to focus on the success of students (Melvin, 2007). No one-size-fits all solution to exists to reduce the student dropout rate. Students dropout of high school for various reasons; therefore, programs should respond to individual circumstances and needs. Effective curriculum and instruction will respond to student's levels of readiness, interests, and methods of learning (Tomlinson, 2005). Of course, the factors pertaining to student dropout rates are not all controllable by the schools. This educational problem needs to be address by the whole learning community in order to be effective (Woods, 2001).

Conclusion
An essential measurement of school success is if students are completing their education. Data collection and processing permit the Texas Education Agency to present detailed information concerning high school completion. Data is valid and useful for a particular purpose and provides assessment of the educational aspect that is measured. However, additional information that may aid in the resolution of dropout rates is not included on the Texas Education Agency website. Methodology to improve data collection and specifically dropout rates should continue in schools throughout Texas. America's schools are doing a better job of keeping students in school; however, the dropout rate remains too high.

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