Spotting Future Dropouts by Grade 1

In Montgomery County, Maryland, administrators have identified early-warning signs for students at risk of dropping out of school. They can identify flags for 75 percent of dropouts—by the second semester of first grade.  Some of the warning signs are reading below grade level, absences of nine days or more, report card grades, incomplete assignments, and behavior.  Montgomery County Evaluation Specialist Thomas (Chris) C. West, who created the formula for his district, commented in an Education Week article (07/29/2013), “You will not reduce dropout rates by identifying] the students; it’s what you do with them. Early-warning systems are not an intervention strategy; they are part of an intervention strategy. They are not a magic bullet.”

Flipped Learning Research

The Flipped Learning Network, Pearson, and George Mason University have been working together to review Flipped Learning.  According to the Flipped Learning Model whitepaper, to achieve student engagement through Flipped Learning, schools must have flexible environments that allow for varying learning modes and student levels; a student-centered learning culture; intentional content that teachers have evaluated; and professional educators who understand how to observe students, get help from others, and “tolerate controlled classroom chaos.”

A review of the research finds that while Flipped Learning seems promising for K-12 education, there is actually not much empirical evidence about the technique. Surveys of teachers using Flipped Learning found that nearly 70% said student achievement improved, most felt that student attitudes improved, and about 90% said that their job satisfaction improved.  Students surveyed reported favorable comments about the learning.

Concerns reported include the worry that teachers may rely on online videos, some of which may not be the best to use; the fact that some students may not have access to high speed Internet at home; the worry that face-to-face Socratic instruction will be missing because of time needed for activities; and according to journalist Gary Stager, “The model emphasizes traditional homework and lectures” simply flipped and is actually “a means of standardizing learning.”

Creating Your Own Culture of Achievement

The ASCD book, How to Create a Culture of Achievement, by Douglas Fisher, Nancy Frey, and Ian Pumpian, suggests five pillars of practice that are critical to achievement. These include: welcome, do no harm, choice words, it’s never too late to learn, and best school in the universe. It’s all about TLC, understanding, relationships, identity, teacher interaction, giving students attention, and how to enact a culture of achievement. To help schools create their own culture of achievement, ASCD includes a study guide to use while reading or after reading the book.