1. Why are Graduation
Rates so Low?
Taylor Colonna

2. After viewing this PowerPoint,
students will be able to…
 Understand what factors contribute to the high drop-
out rate of English Language Learners (ELLs)
 Take into consideration what research suggests should
be done in order to decrease the drop-out rate among
this population of students.

3. Drop-Out Rates
 Many states and school districts are not tracking the
graduation rates of ELLs; and some are not accurately
reporting their numbers (Zehr, 2009).
 Out of a total of 50 Virginia migrant students, only 11
received a high school diploma (Perritt, 2001).
 In another study, more than 60% of African American
and Latino students they followed did not graduate
(McNeil, Coppola, Radigan, & Heilig, 2008).

4. Why are they so low?
 Poor academic achievement – most often seen in the
area of reading (Bowman-Perrott, Herrera, & Murry, 2010)
 Lack of communication: deep “disconnects” between
schools, students’ families, and communities
 The educational system was designed for the
mainstream, middle-class student, and policies have not
been properly adapted (Housman & Martinez, 2002).
 Teachers sometimes found it difficult to communicate
with immigrant parents (Robert Sterling Clark
Foundation, 2001).

5. More Contributing Factors…
 ELLs are not given the services they need
 The NY State Education Dept. failed to provide adequate
services in agreement with established laws for ELLs:
 Required English classes; trained & certified ESL and
bilingual teachers; lack of extended day, weekend, and
year-round programs (Robert Sterling Clark
Foundation, 2002).
 Lack of teacher support services
 Proper placement of students into classrooms was not
timely
 Not given appropriate classroom materials and supplies
 Not provided with proper professional development
(Robert Clark Sterling Clark Foundation, 2001)

6. There’s More…
 High-stakes testing: disaggregation by race when it comes
to standardized test scores does not increase fairness.
 Instead, ELLs are pushed out of schools; and if they
drop-out, schools show “measureable improvement”
(McNeil, Coppola, Radigan, & Heilig, 2008).
 Cultural Implications - teachers have low expectations,
along with ELLs themselves (King, 2007).
 Interrupted education due to migration, lack of education
facilities, and economic circumstances.
 Difficult to attend school, learn at grade level,
accumulate credits, and meet graduation requirements
(DeCapua, Smathers, & Tang, 2007; Green, 2003; Perritt, 2001)

7. What can
Educators do?
 Solution to low academic achievement: provide early
and intensive reading interventions, which include:
 Vocabulary instruction, error correction, peer and
cooperative learning groupings (Bowman-Perrott,
Herrera, & Murry, 2010).
 Pull-out sessions with tutors and small group instruction
during class reading periods (Slavin & Madden, 1995).

8. Improving Communication
 To improve communication and connectedness:
 School policies adapted to serve the needs of a diverse
population of students.
 Schools’ relationships with families and communities
must be more responsive, collaborative, and student-
centered (Housman & Martinez, 2002).
1. Provide a rigorous, culturally, and socially relevant
curriculum
2. Provide resources needed to create a linguistically and
diverse environment
3. Make all levels of the system accountable for student
success
4. Establish a collaborative partnership for schools and
families

9. More Solutions…
 To increase the support of ELLs and their teachers,
school districts must:
 Provide intensive English language instruction
 Provide an extended school day and year
 Provide professional development for bilingual/ESL
teachers
 Encourage certified teachers to teach ELLs
 Expand bilingual and ESL teacher recruitment efforts
 Communicate effectively with parents of ELLs – schools
may need interpreters and translation services (Robert
Sterling Clark Foundation, 2001; 2002).

10. Decreasing the Drop-Out Rate
 To increase test-performance, schools must become
more culturally competent.
 King (2007) proposes 3 roles for school leaders:
 Goalsetter – assign the most at-risk students to the most
creative and successful teachers
 Instructional leader – individualize instruction based on
test scores; identifies strengths and weaknesses
 Culturally competent leader – eliminate achievement
stereotypes in administration and teachers

11. ELL Charter Schools
 ELL charter schools see good academic growth and
dramatic decreases in drop out rates.
 A California charter school saw a 97% graduation rate.
 All graduates attended college, and 62% of them were
admitted to a four-year institution
 What they do differently:
 Driven by data – identify what’s working and what is not
 Parent coordinators keep parents engaged
 High teacher quality and administrative support
 Focuses on either college or career preparation
Dessoff, A. (2010). English language learner charter schools. District
Administration, 46(2), 32-38.

12. The BIG IDEAS of ELL Drop-Out Rates
 Since the ELL population is expanding so rapidly, it is
important for school officials to pay close attention to
their academic progress and graduation rates.
 It is evident that with proper support, ELLs can
achieve academically, have a higher chance of
graduating, and even attend college.
 Educators must keep in mind the diversity of their
students and provide more unique instruction when
possible.

13. References
Bowman-Perrott, L. J., Herrera, S., & Murry, K. (2010). Reading
difficulties and grade retention: What’s the connection for English
language learners? Reading & Writing Quarterly, 26(1), 91-107.
Dessoff, A. (2010). English language learner charter schools. District
Administration, 46(2), 32-38.
DeCapua, A., Smathers, W., & Tang, L. F. (2007). Schooling Interrupted:
Schools can help English language learners who have experienced
sizeable gaps in their formal education. Educational Leadership, 64(6),
40-46.
Green, P. E. (2003). The undocumented: Educating the children of
migrant workers in America. Bilingual Research Journal, 27(1), 51-71.
Housman, N. G., & Martinez, M. R. (2002). Preventing school dropout
and ensuring success for English language learners and native American
students. (Report No. ED-99-CO-0137). Washington, D.C.: Office of
Educational Research and Improvement. (ERIC Document
Reproduction Service No. ED466343)
King, N. J. (2007). Exit strategies: Cultural implications for graduation
tests. Principal Leadership, 8(1), 42-47.

14. McNeil, L. M., Coppola, E., Radigan, J., & Heilig, J. V. (2008). Avoidable losses:
High-stakes accountability and the dropout crisis. Education Poicy Analysis
Archives,16(3), 1-48.
Perritt, D. C. (2001). The impact of school and contextual factors on the
graduation rates of Virginia migrant students. (Doctoral dissertation, College
of William and Mary, 2001).
Robert Sterling Clark Foundation, Inc. (2001, February). Report from the front
lines: What’s needed to make New York’s ESL and bilingual programs succeed.
(ERIC Document Reproduction Service No. ED466343)
Robert Sterling Clark Foundation, Inc. (2002, June). Creating a formula for
success: Why English language learner students are dropping out of school,
and how to increase graduation rates. (ERIC Document Reproduction Service
No. ED467109)
Slavin, R. E., & Madden, N. A. (1995). Effects of success for all on the
achievement of English language learners. (Report No. R117D40005).
Philadelphia, PA: Pew Charitable Trusts. (ERIC Document Reproduction
Service No. ED388050)
Zehr, M. A. (2009). Graduation rates on ELLs a mystery. Education Week, 29(3),
20-21.