Dropping Out and Dropping In: A Case Study of a Washington State School Districts' Efforts to Decrease High School Drop Out Rates

Abstract

Defining and accurately portraying the high school dropout crisis continues to be a challenging issue. Though high school dropout rates have decreased in recent years, they continue to remain high amongst low-income, underrepresented minority, English Language Learners. Though multiple reasons exist for addressing the high school dropout crisis, there are three reasons that make addressing the dropout issue of dire need and importance. Firstly, current accountability standards have the potential of directly increasing the number of individuals considered high school dropouts. Secondly, the dropout crisis affects not only individuals but also society as a whole resulting in lasting economic and societal cost. Lastly, current demographic shifts call for immediate attention of the dropout problem. As this country continues to diversify, it is urgent that dropout rates amongst these growing populations be addressed, specifically amongst the Latino population, the fastest growing population with the highest dropout rate. The purpose of this case study is to explore a school district's unique response to their high dropout rates. Through examining the role of Success Coordinator, a position developed as a direct response to the district's high dropout rates, this study seeks to understand the role of data in the practices and intervention methods employed in preventing students "at-risk" from dropping out and enabling students who have dropped out to re-engage into high school.