Failure Rates

I just received an email from our outstanding office manager with a list of students who had been withdrawn from school for truancy (etc.) There was a list of about 20 kids which is only a small fraction of the 650 or so left here. Each of the kids were listed with a withdrawal code next to their names. This comment was at the top of the email:

"I'm sending a list of students that have been W/D this past month. Please look over the list to see if any of them are on your class list..... It should be good news for your failure rate."

I was immediately struck by the last line which was emboldened in the original email too. Why should teachers care about their failure rate more than the fact that these kids are losing an opportunity at life? Why are we reducing human life to numbers like wd codes and failure rates? Our school is usually a last chance stop for at-promise students and when they are withdrawn for truancy, they don't make it back to HS. They are done.

Now, its not our office manager's fault for the language she used (although I did send her a biting response). She only reflects the language of the instructors here. If we are more concerned that our student failure rate is low rather than a student's humanity then something is really wrong.

Does Communication Equate to Attendance?

We have a very high at-promise population at my charter school. It wouldn't be a stretch to say that 90% of our kids are at serious risk for not completing HS. This is the time of the year when it really starts to get scary. It seems that the initial burst out of the gate wears off right around week 5 (we are in week 7 now) and student's start missing class. Early on attendance is up but then they hit a wall. They just stop showing up. So far this year that hasn't been true in my courses, but its still true in other classes on campus. It got me thinking. If I'm getting 80-100% attendance everyday but many teachers are only getting 40-80% attendance everyday, is there a relationship somehow. I've made some formal and casual observations through substituting and observing classes throughout the day and I see this pattern a lot. A theory has started to form..... The teachers that spend a lot of time tracking students academic achievement, which includes knowing almost every detail of their coursework, monitoring grades bi-weekly, and calling home on a regular basis, seem to have better attendance. The kids whose teachers are much more blase about tracking progress and calling home have lower attendance numbers. Well, thats my hypothesis anyway. I wonder if it could be true.

It would be really interesting to break down attendance numbers by teacher and compare that to the amount of time each teacher spends monitoring students to see if my hypothesis could become a theory (shout out to my 7th grade science teacher for teaching me the difference). Too bad I can't do that. Its pretty invasive and calls for a lot of formal judgment on my part and probably wouldn't lead to any change at our school anyway. So for now, I will just continue to watch most students fall through the cracks but hope that the work a few great teachers at my school are doing can save enough. Oh yeah, one of my goals for this year is to stay positive so I'm writing this entry with a smile on face to counter balance the negativity in the last paragraph.