7000 students drop out everyday!!

Is it okay for her to fail?

Is it okay for her to fail?

7000 Students drop out of high school every day in New England!! Is that possibly true?  I recently took a trip to NYC and on the ride back I passed a billboard with that statistic. I could not believe it, so I looked it up online. In 2012-13, 85% of Massachusetts students graduated from high school. 3.3 million students were expected to graduate in 2013. I was happy to discover that in Massachusetts the number is not nearly as high. An average of 135 students a day or 50, 000 students a year drop out in Massachusetts, which is still a lot of kids.

I think one student is too many.  I am thankful that adult education and GED programs  exist for older students, but what if those students received the preventive supports  they needed before they became so frustrated. I hear stories all the time of children denied service because their grades were okay. I have personally known families’ struggling every day with their child to complete their homework each night, but still not qualifying for services. I have experienced this myself, and I was frustrated trying to get additional reading services for my child who tested above grade level, yet every night struggled to understand the books she read. I even offered to create a program to no avail.

I know as a society we have created a system to help, but students are falling through the crack every day.  Oh, and don’t forget the students who graduate but still don’t have the needed skills. I would like to see support services for typically developing students become more normalized. Unfortunately, for typically developing students accepting additional help all too often feels like a punishment, especially to students of color. How can we normalize and provide additional services to typically developing students with learning differences that they are unable to navigate alone?

Similar posts
  • Asperger’s Syndrome: Context BreakdownContext involves the setting or environment surrounding a situation. People with Asperger’s Syndrome and high-functioning autism notice details, but often fail to take context into consideration. This inability is noticeable in social situations as well as in their written work and verbal expression. [...]
  • 3rd Grade Communication Goals: More than words?3rd-grade Communication Goals: It’s a pivotal year 3rd is a pivotal year for students so it’s important to know 3rd-grade communication goals. Students begin to go from learning to read to reading to learn. Often children who have been receiving speech and language services since preschool are weaned off services because they have a solid language foundation. [...]
  • Homework Support: Who Do I Choose?Identifying homework support isn’t always as easy as calling a math or English tutor.  Sometimes finding the right type of homework support is difficult because what is needed is not just help in one subject, but support for underlying weaknesses, that impact academic learning.  In order to get the right kind of help with homework, [...]
  • Not eligible for speech-language servicesNot eligible for speech-language services “Not eligible for speech and language services!”  What’s going on? Your child has been receiving speech and language services for several years or needs services.  After a recent team meeting, you were informed that your child is not eligible for speech-language services. How can this be? Is this the right time [...]
  • Communication Expectations: Language and RaceStatistics document the fact that African American children are disciplined more harshly than their white peers and is the result of different communication expectations. The statistics point out what every parent of color in the US already knows.  Our kids are treated more harshly than their white peers. If you are a parent of color with a child in [...]

1 Comment

  1. April 14, 2015    

    I do not know how we can do that as a whole, in that it would require policy change which would require agreements about ‘what is helpful’ to change–but I do know we can be embodied examples of the difference we would like policies to reflect. I am a dyslexic person now teaching creative writing to dyslexic children and they want what I want but they need to be shown by example what it is to learn: that learning, in its critical process of reflection does not have to equate to lower-self esteem or an experience of diminished self-worth but rather, learning in its critical process of reflection can be shown as a moment where guidance provided equates to inspiration and motivation for further exploration and discovery. It must become overtly accepted within the experience of the educator that ‘not-knowing’ is a receptive posture of strength as possibility for ‘coming-to-know,’ that not-knowing is a valued strength, in the educator’s personal-inimate experience, and therefor is a value on strength which can be transmitted to the students, as an experience worthy of having. From there – the student can learn to learn that his or her experience of learning can be fun, motivating, inspiring, ravenous, and joyful. – thanks a lot -Troy

Leave a Reply

Your email address will not be published.