Virginia's Community Colleges and Public Schools Working Together to Reduce School Dropout Rates

by Karen A. Noel, Stephen R. Parson, and W. Robert Sullins

from VCCA Journal, Volume 4, Number 1, Spring/Summer 1989, 33-40

© Copyright 1989 VCCA Journal

Virginia's school dropout rate is a reflection of a shocking nationwide phenomenon that is a crucial educational, social, and economic problem which virtually every element of our society is called upon to resolve. Young people drop out of elementary, middle, and high schools for many reasons outside the control of the public school professionals. Community colleges and public schools have been challenged by Arthur Flemming (1986), the Carnegie Council (1979), Dale Parnell (1985), and myriad other individuals, government agencies, associations, commissions, and task forces to work together to alleviate this embarrassing and debilitating national problem. Educators in Virginia, and throughout the nation, are tackling the problem through a number of exemplary partnerships between schools and community colleges.

The Dropout Problem

Although the estimates vary widely, the extent of the dropout problem is appalling. The General Accounting Office reported that in "October 1985 there were about 4.3 million dropouts age 16-24, of whom about 3.5 million were white, about 700,000 were black, and about 100,000 were other races" (1986, p. 5). The U.S Department of Education reported that in the 1985-86 school year "682,000 American teenagers dropped out of school--an average of 3,789 each day" (Office of Educational Research and Improvement, 1987, p.1). In Chicago the dropout rate was 38% for whites, 56% for blacks, 57% for Hispanics, and 50.7% for all races (Hahn, 1987, p. 257).

Virginia is not immune to the dropout problem. Using the very conservative data reported by the Virginia Department of Education, more than 17,000 youngsters, grades eight through twelve, dropped out of their schools during 1985-86 (Department, 1987). Tracked by community college regions, the number of dropouts ranged from a high of 3254 in the Northern Virginia Community College area to a low of 149 in the Eastern Shore Community College region. Table 1 provides a graphic picture of the dropout problem in every college region. One needs only to consider the number of dropouts accumulated in each region over a five to ten year period to understand the severity and pervasiveness of the problem.

Table 1
1985-86 School Dropouts in Virginia, Grades 8-12, by Community College Region

The Community College Challenge

The Board of Directors of the American Association of Community and Junior Colleges has recognized the roles community colleges can play in alleviating at least a portion of the dropout problem. The first item of the Association's 1988 Public Policy Agenda includes the charge to "strengthen the high school/community college connection and curricular articulation among higher education institutions." The second agenda item urges promotion of "the design, implementation, and support of special programs and services aimed at helping those less advantaged individuals commonly referred to as `at risk' populations" through means such as "helping member colleges to develop programs and practices aimed at increasing the number of students earning high school diplomas or equivalency certificates" (AACJC, 1987, p. 3).

More recently, the Commission on the Future of Community Colleges expressed a need for expanded partnerships with public schools. Specifically, they urged community colleges to "work with surrounding schools to identify at-risk youth and, beginning in junior high school, provide enrichment programs that would make it possible for such students to complete high school and move on to higher education" (Commission, 1988, p. 36). It seems clear that community colleges can assist in the reduction of dropout rates and that there is growing support for becoming involved with the public schools in collaborative efforts targeted on potential and actual dropouts.

Collaborative Efforts in Virginia's Community Colleges

Recognizing the importance of discovering and sharing information about community college/public school efforts to reduce dropout rates, faculty members at Virginia Polytechnic Institute and State University obtained a grant from Exxon Education Foundation to support a national research project in this topical area. Data reported here comes from this research project.

Virginia is in the top quartile of all states based on percent of community colleges reporting one or more cooperative dropout prevention activities with the public schools in their service areas. States reporting higher percentages of community colleges with public school dropout prevention cooperatives include Maryland, North Carolina, and Florida. Of the 23 institutions in the Virginia Community College System, 20 responded to the mailed questionnaire, an 87% response rate. Of the 20 respondents, 14 (70%) reported one or more cooperative programs, and the remaining 6 (30%) reported no programs.

Dropout prevention may be thought of in terms of three program types: (a) programs that are designed specifically to work with at risk students to keep them in school, (b) programs to recover students once they have dropped out, and (c) improvements in the educational system that have potential for increasing school graduation rates.

Targeted prevention programs were reported by 9 institutions (45%), dropout recovery programs by 9 institutions (45%), and systemic improvements by 4 institutions (20%). A single dropout prevention program can serve both at risk youth who are still in school and those who have already dropped out. When this situation was observed, such programs were counted in both categories to reflect the types of services being provided. It is likely that additional cooperative efforts, especially in the category of systemic improvement programs, exist but were not reported. Dropout prevention usually is not a specifically stated objective of many systemic improvement efforts. Therefore, those efforts may not be reported as dropout prevention even when having that effect.

Targeted Dropout Prevention

The ten targeted dropout prevention programs reported in Virginia use a wide variety of program approaches, reflecting the diverse origins of the dropout phenomenon and an awareness of those groups which have higher than average dropout rates. Some programs focus on teen mothers, others on underachievers, and still others on minorities and low income students.

An adopt-a-school program at Northern Virginia Community College, Annandale Campus, which began in 1985, is an example of an early intervention program with long-term objectives. The college adopted Timber Lane Elementary School and established a relationship that focused on low-income, underachieving, and minority students who do not view college as a possibility. Enrichment activities aimed at raising aspirations and expectations are offered at each grade level and provide services to nearly 500 students each year.

At Danville Community College, Bridging the Gap: Cooperative Program for Minority Recruitment was initiated in 1987 to provide selected junior high school students with academic assistance in reading, English, and math. College students serve as "campus mentors." A career awareness component provides contact with minority professionals and visits to work sites. Contact with participants will be maintained through a four-year-long follow-up plan. Forty-one students are served each year by this State Council on Higher Education of Virginia (SCHEV) funded program.

Also at Danville is a New Focus cooperative that began in 1987. Teen mothers who are present or potential dropouts are provided with an opportunity to complete high school in a regular school setting while enrolled in a cooperative education program to gain marketable skills. Personal and career counseling, life skills training, and pre-employment preparation are funded to serve 30 students per year by the State Vocational and Adult Education Division.

The Teenage Mother Program begun in 1987-88 at Dabney S. Lancaster serves thirty young women ages 13 to 19. This program serves mothers who remain enrolled in high school and those who have dropped out. Child care and transportation assistance, part-time temporary jobs, and personal and career counseling are offered. In addition, tuition, books, and materials are available for those pursuing a General Education Diploma (GED). Project Horizons at Eastern Shore Community College received SCHEV funds to identify middle grade students with academic potential who would not be expected, based on socio-economic status, to prepare for or enroll in college. Tutoring, counseling, and enrichment activities were offered to 19 students in the program's first year of operation. Participation through high school graduation guarantees admission to Eastern Shore with college financial assistance provided by the college foundation.

Talent Search programs are offered at both J. Sargeant Reynolds Community College and Mountain Empire Community College. Talent Search, a federal TRIO program designed to help students overcome social and cultural barriers to higher education, is funded under Title IV of the Higher Education Act of 1965. It provides college information, educational guidance counseling, and support services for low-income high school students, dropouts, and graduates.

At New River Community College, Community Alliance for Recruitment and Retention of Black Students received SCHEV funds to serve 60 students a year. Started in 1986, the program has three components: (a) a tutorial program for black secondary students; (b) an awareness program for parents of black students; and (c) a communications network linking the college, the Minority Academic Incentive and Family Financial Planning Program at Radford University, the Virginia Tech Academic Success program, elementary and secondary schools in the service region, other educational and social service agencies, and the black communities. The goal of the program is to develop a community support system for black students through which they can achieve at the secondary level and strengthen aspirations for higher education. To date, there have been no dropouts among program participants.

The Student Recruitment Identification and Retention Program at Central Virginia Community College is a cooperative that involves the college with both Campbell County Schools and Longwood College. The cooperative endeavor began in 1987-88 to identify minority students and provide them with support services including career planning assistance, mentors, and stipends to cover SAT preparation and testing. Funds are provided by a SCHEV grant to serve 45 students.

The Student Recruitment and Retention Program started in 1984-85 at Piedmont Virginia Community College uses funding from SCHEV and Charlottesville High School (CHS) to work with low income and minority students. Each year 350 students are served by a counselor who provides student support services needed to encourage effective post-high school planning. The counselor, who is jointly funded and appointed, has offices at both the college and CHS. A slight reduction in the CHS dropout rate already has been observed.

Dropout Recovery

In addition to the four programs described above that combine work with at-risk youth still in school and with dropouts, six dropout recovery programs were reported. Project Graduation at Southwest Virginia is officially known as the School Dropout Reduction Initiative. Begun in 1986, the program identified dropouts within one to four units of high school graduation and provided regular college and special courses that could be taken to meet individual needs. The credits earned were transferred to the last high school attended, and the high school awarded the diploma. Using funding from the Appalachian Foundation, four county boards of education (state vocational education funds), and private donations, the program facilitated 36 students who completed graduation requirements in the first year. Other students are nearing completion.

An Adult High School Diploma Program at Wytheville Community College started in 1986 and graduated eight students in 1987. The college provides facilities for the program; diplomas are awarded by the public schools. Funding is 40% local money from Wythe County Schools and 60% state adult education funds. Approximately 25-30 students per year are served.

Adult Basic Education (ABE) and GED Programs were reported by four colleges. Eastern Shore Community College began its ABE/GED program over 10 years ago. ABE funding comes directly from the State Department of Education; GED funding is on a contractual basis with the county schools. Southside Virginia Community College's ABE/GED program began about 1982. The college is funded directly by the state Department of Education for this program. Approximately 100 students per year are served, and some of the graduates have continued on to college courses. TEEN at Mountain Empire is funded by the state Vocational Sex Equity Office. Teen-age mothers who have dropped out are served by providing a support center, cooperative education, tuition, child care, and transportation. Students are encouraged to return to high school or take developmental courses at the college toward the GED. General Education Program Index (GEPI) testing, GED preparation classes, and GED testing are part of the Basic Literacy Instruction program at Patrick Henry. In 1986-87, 342 GEPI tests were administered, 100 basic literacy participants were served, and 30 participants received their GED.

Systemic Improvements

Four colleges reported systemic improvement cooperatives as being related, although indirectly, to dropout prevention. By improving the school programs and providing a focus beyond high school graduation, students may be encouraged to stay in school and graduate. Such agreements, as one respondent noted, can provide motivation for high school students not only to stay in school, but also to go on to college.

Vocational/Technical Articulation at Mountain Empire Community College started in 1987 and includes agreements with Wise, Scott, and Lee Counties as well as Norton City schools. At Virginia Western Community College, 2 + 2 programs have been articulated with the city and county schools. Northern Virginia Community College at Loudon has both articulated programs and a high school enrichment program. College courses have been available to high school students since 1975. The availability of challenging and enriching college courses can provide opportunity for a few students who might otherwise drop out.

The Vocational Program at Southside Virginia Community College, begun in 1983, provides instruction at the college for two school divisions. Students who are bussed to campus receive both high school and college credit as well as some advanced placement in the college program. The local school divisions pay college tuition for the 40 to 50 participants.

Promising Models

Examples of varied approaches to cooperative dropout prevention initiated by Virginia colleges are similar to those reported nationwide. Two promising cooperative models identified in the national study, but not found in Virginia, are worthy of consideration by colleges beginning or expanding dropout prevention efforts with their local schools.

Career Beginnings and Middle College programs are both targeted dropout prevention programs that work with at risk youth who are still in school. Career Beginnings programs are designed to assist high school juniors from low-income families to graduate from high school and get full-time jobs or attend college. Career Beginnings programs, coordinated through the Center for Human Resources at Brandeis University, now operate at 25 colleges and universities that collectively are serving more than 2400 students. Program components include mentors, summer employment, job skills development, college application assistance, and a variety of support services.

Middle College programs based on the La Guardia Community College model are being initiated at a number of community colleges. At risk high school students attend Middle College classes on a community college campus where they have the privilege of using college facilities and interacting with college students. This approach is based on the principle that these students have more in common with college-aged students than with younger public school students and can function better in the Middle College environment than they did at their previous school. The model includes small class size, flexible pacing, individualized instruction, academic program choices, a strong counseling program and service-oriented career education through an internship program.

Conclusion

The energy and enthusiasm evident in cooperative dropout prevention programs underway in Virginia are positive indicators of brighter futures for our at risk students. Most of the reported programs among VCCS institutions began in the 1980's; half of them began during the past two years. Although experience with the programs is brief, their outlook is promising. Follow-up of participants and thorough evaluations of the programs will provide useful information to other colleges as they determine the most successful approaches for implementation in their service areas.

Programs and services already implemented by Virginia's community colleges offer possible approaches for other colleges to undertake. Of special interest are the Career Beginnings and Middle College programs outside Virginia that have been successful with at risk students.

Virginia community colleges are strategically located to serve as dropout prevention partners working with public schools throughout the state. Although there is much to be learned about cooperative dropout prevention programs, enough is known to provide encouragement to proceed with some programs in every community college region. The loss of human potential represented by Virginia's 17,000 annual school dropouts should inspire leaders at every community college to begin efforts directed at assisting public schools solve the dropout problem.

Works Cited

American Association of Community and Junior Colleges. (1987). 1988 AACJC public policy agenda. Washington, D.C.: AACJC.

Carnegie Council on Policy Studies in Higher Education. (1979). Giving youth a better chance: Options for education, work, and service. San Francisco: Jossey-Bass.

Commission on the Future of Community Colleges. (1988). Building communities: A vision for a new century. Washington, D.C.: AACJC.

Department of Education. (1987). Facing Up - 21: Statistical Data on Virginia's Public Schools, 1985-86 School Year. Richmond, VA: Author.

Flemming, A.S. (1986). Community colleges: The untold American story. Harry S. Truman Lecture. Washington, D.C.: American Association of Community and Junior Colleges.

General Accounting Office. (June, 1986). School dropouts: The extent and nature of the problem. Washington, D. C.: Author.

Hahn, A. (1987). Reaching out to America's dropouts: What to do? Phi Delta Kappan, 69(4), pp. 256-263.

Office of Educational Research and Improvement. (1987). Dealing with dropouts: The urban superintendents' call to action. Washington, D. C.: U.S. Department of Education.

Parnell, D. (1985). The neglected majority. Washington, D.C.: Community College Press.

Karen A. Noel is a Graduate Research Assistant at Virginia Tech and is project manager for an EXXON Foundation funded project designed to identify exemplary community college and public school partnerships to reduce dropout rates.

Stephen R. Parson is Associate Dean of the College of Education at Virginia Tech. He is co-director of the EXXON Foundation project on partnerships to reduce dropouts.

W. Robert Sullins, Program Area Leader for Community College and Higher Education at VirginiaTech, is editor of the Community Services Catalyst, the professional journal of the National Council of Community Services and Continuing Education. He is co-director of the EXXON Foundation funded project.