Dropping out of high school doesn’t only effect the individual. While students who drop out of high school will personally have less chances of employment, make lower incomes, and are most likely just a piece in the poverty cycle, they also represent a huge drain on our economic potential. On a larger scale, high school graduates and dropouts shape our economy, define the abilities of our workforce, and set the stage for our leaders of the future in business, industry, and government.

Even though “bridging the gap” has become a familiar phrase in education reform, the attention alone won’t  solve anything: we need action. Decades of research strongly suggests that the most effective education reform starts when kids are in preschool, where they are fed and taught in small groups, get home visits by teachers and have meetings with parents, and have teachers who make higher salaries, according to the article.

Our future depends on not only more graduates, but more successful graduates who are ready to succeed in the world of work and their lives as a whole. Starting early, staying consistent, and holding the bar high as students progress will provide a society with the brain potential, talent, and follow through to negotiate and leverage the global challenges that lie ahead.

A new Congress is taking over in January that has college students worrying over a possible 15% cut to their Pell Grant awards. The amount a student receives from the Pell Grant Program is determined by their status as a full- or part-time student, their financial needs, and the costs to attend their school. Grants make it possible for low-income or unemployed students to earn a degree when they otherwise could not financially commit.

So why would Congress want to take money away from a program that gives low-income students the opportunity to earn a college degree? Because there are too many qualifying people returning to school. The Obama administration has been trying to increase Pell Grant awards for students, but as the recession hits more jobs and more people return to school there just isn’t enough money to go around to support both increased college populations and increased demand for grants.

However, students can start becoming more financially secure now so they aren’t broadsided by changes made to their funding in 2011. A student who receives the full Pell Grant award of $5,550 might see a reduction of at least $845 next year. The following are some ways to help students start saving so politics won’t stand in the way of them going to college:

1. Make a budget: “Fail to plan, plan to fail” goes the adage. Creating a plan forces you to see the reality of the amount of money coming in and the amount going money out.

First: assess your income. Include all sources, such as, student loans, scholarships, grants, job money, and allowance.

Second: assess what’s outgoing. Consider food, rent, cell phone, car insurance, gas money, entertainment, etc.

Third: assess the gap. Compare the two ending amounts. Do you have enough to cover  your expenses?  What are your options for more income? What are your options for cutting outgoing expenses? To use a comprehensive expense calculator, go to  www.suzeorman.com

2. Spend only what you have – and not all of it: Most people live paycheck to paycheck and this puts most people at a disadvantage should some unexpected expense arise, like a broken-down car or Congress cutting financial aid awards. Having a long-term savings account might be out of the question right now. But can you set aside 10% of your income a month? Stop dining out for most meals and put the money in an accessible savings account for your education?

3. Confusing wants and needs: Do you get a latte every morning? Go shopping for new clothes once a week? If losing a 15% cut from your Pell Grant award will make or break your chances of attending college and you’ve identified some unnecessary spending adding up after making your budget – it’s time to reassess. When you do spend money, be creative and frugal. Shop at secondhand stores, share clothes with friends for special ocassions, make dinner at home for friends instead of going out, and rent movies.

- Financial literacy tips were adapted from Majoring in the Rest of Your Life. To learn more, visit us at lifebound.com or click HERE to read an excerpt.

In cities with the highest dropout rates, 40 percent of freshmen will repeat the ninth grade, and of those students only 10 – 15 percent will make it to graduation day. These numbers make up what is referred to as the “freshman bulge” – given that name because more students are retained their freshman year than in any other grade. So, what causes the freshman bulge? The school culture changes drastically for a high school freshman. The workload gets harder, relationships intensify, schedules get crammed with part-time jobs, after school functions, homework, etc., and the thought of college moves closer to becoming a reality. Students need guidance during this vulnerable time in their life to reach academic, social and emotional success.

Statistics show a staggering number of inner city students failing at a much higher rate than their suburban peers. In a 2009 study, Cleveland was placed as the city with largest gap with 38 percent of high school inner-city freshmen graduating within four years, compared to an 80 percent graduation rate in the suburbs. The gap cannot be ignored. However, writing this book I found two universal truths: Everybody is unique, different, and special and nobody has it easy. Inner city and suburban high schoolers face different daily problems, but every teen must face the cultural shift and will either succeed or fail based on the choices they make and the actions they take.

Making the Most of High School infuses humor and real-world instruction from students who talk about how to navigate the choppy waters of adolescence and get the most out of high school and beyond. Prompting students to learn their strengths, engage in healthy habits and develop a vision for themselves, Making the Most of High School also addresses critical issues such as:

• Making wise peer choices
• Managing time and priorities
• Harnessing 21st century technology safely
• Developing writing, thinking and reading skills

Share this book with your friends and colleagues who have students who are in their freshmen year of high school or getting ready to start next year  Ask powerful questions about their fears, their goals, their dreams and other topics that allow them to anticipate and fully consider the transition in the most successful terms possible.  Troubleshoot any areas of difficulty, for example in academics they may need extra help through tutors or school resources, and encourage students to be their best self-advocate. Don’t do this work for them or they will not learn adult skills.

Learn more about Making the Most of High School at www.lifebound.com or amazon.com. You can also click here to read a free sample chapter.

The recession has many people questioning the skills of business leaders and politicians today and for the future. According to IBM’s 2010 study, “Inheriting a Complex World: Future Leaders Envision Sharing a Planet,” only 4 out of every 10 students surveyed believe their education is preparing them to address global problems as the next generation of leaders.Where would we be if it was a requirement for leaders to refine their ethics, values, and creative thinking skills? After experiencing the effects of our leader’s bad decisions and our own financial negligence it’s easy to see that great power isn’t synonymous with a great leader.

In the Chronicle for Higher Education, history professor, Richard Greenwald questioned the lack of leadership programs being taught at the college level. He made the point that the world of work is shifting and the next workforce generation will have more freelancers and a variety of jobs that will require self-direction. But why wait until college to start developing leadership skills? Early exposure can prepare high schoolers for leadership roles they will need to secure in college to advance with all the skills they need to fill an impressive portfolio for the workforce.  Additionally, their leadership contributions can greatly enhance their high school experience as well as their college applications.

Students throughout their schooling career are often told to be leaders, yet rarely taught how. LifeBound’s interactive book, Leadership for Teenagers, identifies skills essential for leadership and offers students tactical steps to assess and apply these skills to their own lives, to roles in their schools and community, and to complex global problems. The book features leaders from across the disciplines and from a variety of cultures that challenge conventional ideas about what leadership is and how it’s best executed. In a rapidly changing world, the future and sustainability of the planet depends on harnessing the power and leadership potential of today’s students and tomorrow’s leaders.

Students will develop leadership skills through:

• Analyzing historical leaders with contemporary leaders.
• Developing a vision and seeing their possibilities.
• Cultivating problem-solving skills.
• Understanding what it takes to earn and give respect.
• Communicating clearly, effectively and passionately.
• Mobilizing high-performing teams on the field, in the classroom, and in the community.
• Defining personal values and lead with integrity.

Kitty Thuermer, director of publications for the National Association of Independent Schools says, “Just as Howard Gardner promoted ‘multiple intelligences’ this book tackles multiple leadership styles, which is great—especially with the message that leadership can take many forms that we don’t normally recognize.  Whether teens are taking steps to self-lead and manage their personal lives, or rally support for initiatives with global impact, LifeBound’s book prepares them to stand strong and make a difference.” We can’t expect to find leaders in the future if we aren’t teaching them the skills to succeed today.

Carol’s Summary:

How do high schools increase the number of graduating seniors? One way is to introduce career opportunities as early as middle school to expose students to all their options. We expect high school students to reach a goal, like graduating from high school, when they barely know themselves or their interests.   What if we changed the goal not only to graduation day, but also to their life, their purpose, their mission? If students are given the choice to explore different careers, they will feel more involved in the experience, more motivated to advance to higher education, and develop the ability to see their education as the stepping stones to reaching  their  goals.

According to the ACT’s study, “Career Planning: Students need help starting early and staying focused,” students start thinking about career possibilities as early as 8th grade, and students gain their career interests as a result of experience. Cities and schools who join forces for workforce planning, can provide students the opportunity to meet professionals, network, and ask questions so that they can  learn more about fields and paths of study. Exposing students to careers at a young age can make them intrinsically driven to complete high school, instead of externally driven by parents or teachers. If students are encouraged to learn about, develop and lead with their passions, their high school education becomes a stepping stone for a tangible goal. When the student owns the pathway to their future, they also own the responsibility of whether they reach their goal or not. How does anyone reach a goal if they never set it? How can an elementary, middle, or high school student be driven to graduate if we don’t show them the end of high school is just the beginning, and the rewarding context in long-term outcomes for challenges and sacrifices they may experience today?

Sources:

Career Planning: Students Need Help Starting Early and Staying Focused - act.org

Subject inspired by: Aurora school initiative looks at helping students’ career dreams come true

AURORA — Hinkley High senior Edwin Hernandez-Corral grew up dreaming of being an electrician.

Read the full article at: denverpost.com

Carol’s Summary

Gov. Arnold Schwarzenegger wanted to go further in evaluating teachers and California student governments helped him attain his dream by creating a survey to give student feedback directly to their teachers in order to increase teacher effectiveness, which will be enforced by the bill Schwarzenegger recently signed. This bill hopes to incorporate student feedback into teaching methods and curriculum by letting students have an opinion on who teaches them and how they do it. The surveys will only be shown to the teacher of the class and not be accessible to administrators or be saved in the teacher’s personnel files.

Article: Students to get a voice on teacher performance under new state law

High school students will get a chance to say what they think of their teachers under a bill signed by Gov. Arnold Schwarzenegger.

To read this article: latimes.com

Carol’s Summary:

High schools nationwide are beginning to offer dual enrollment to “high-risk” students, with the goal of improving the students’ options and opportunities to go to college. Dual-enrollment programs place students in college level courses for credit while they are still in high school, and have traditionally only been offered to high-achieving students.

Now researchers are finding that these kinds of programs also benefit students at risk for dropping out of high school, by giving those students more insight into the process of transitioning from high school to college. and showing them that going to college is a realistic goal to reach for. The programs guide students through the college application process and applying for student loans.

Sometimes they offer mentoring and job shadowing. However, currently only 15 states have colleges and universities that accept dual-enrollment credits. It seems implementing more of dual-enrollment programs nationwide and improving correspondence between high schools and colleges could significantly increase high school graduation rates. The percentage of high school students who choose to attend colleges and universities will likely improve as well.
The transition from high school to college can be difficult for many students, especially if they come from less fortunate economic backgrounds or are the first in their families to have the opportunity to attend college. It is crucial for all students to understand that they are capable of pursuing higher education if they so choose. Majoring in the Rest of Your Life is a guide to preparing for college and succeeding in life after secondary school. For more information on our books, visit www.lifebound.com or e-mail contact@lifebound.com.

Article:Dual Enrollment Programs Show Promise for Non-High Achievers
By Dian Schaffhauser

Is it possible that getting high school kids–even those who considered “high risk”–into college courses as part of a dual enrollment program could increase their chances of success and improve school retention efforts? That’s the conclusion of a recent study on the topic.

Dual enrollment programs give students in high school the chance to take courses for college credit. Typically, they’re taken by students who are doing well academically. While dual enrollment courses are true college courses, they may be taken in the high school–in fact, the authors reported that 74 percent of college classes are taught in the high school. Or they’re taught at a college campus or via online delivery.

To read the full article: www.thejournal.com

Remember those comprehension questions on SAT tests that ask, “Rudder is to ship, as bridle is to _________ (correct answer: horse)? Well, a similar analogy can be applied to high school and college… High school is to college as gym class is to team sports. In gym class you get exercise, just as you do when you play sports. But playing on a team involves a deeper, more focused commitment.

Likewise, what you can expect from college is a different kind of experience than high school. It’s more intense, and – for many students — more rewarding because it relates directly to their future. One thing’s for sure, knowing what to expect can help you make a smoother transition between the two worlds.

A is for Academics – Original thoughts count more in college. While you’re still in high school, strengthen your study habits. If you’re having trouble in a subject, don’t delay in getting help. And when you get to college, attend classes regularly and visit your professors during office hours.

I is for Independence - In college, you will become more independent than you were in high school. This means you need to make wise choices about your personal safety, finances, and overall well-being. You need to know when and where to get help in case you get sick or have trouble with a class.

M is for Marketability – The only goal of most high school jobs is to earn a little extra cash. But in college, you’ll need to think more strategically about work. You’ll want to look for internships, work study programs, and summer jobs that relate to your field of interest. Talk to someone who works in that field, and/or set up an appointment with a guidance counselor at school. Find answers to questions such as: Which college majors are ideal for this career? What kinds of skills are needed? What are the personal traits of people who are successful in this job (enjoy details, like to work alone, able to lead, etc.)?

Now, armed with a clearer picture of what will be expected of you in college you’ll know how to take AIM.

Carol’s Summary:
The method by which to identify gifted students at a New York City high school is now being challenged, as the school admits students based on the results of a single test, which is written by a teacher at the school. This test ultimately determines a student’s eligibility to attend, and has  sparked a debate about what qualifies a student as gifted, particularly because this test has caused a decline in black and Hispanic student enrollment at the school.

Critics say that the test gives certain students an unfair advantage, whereas many others who come from less fortunate backgrounds may not be as well-prepared to take such a test. The cost of prep materials and tutoring gives wealthy students a good chance at being accepted, while students who come from less fortunate families may not be able to pay for the preparation.

Therefore, they may not be as well-prepared to take such a test. They say that the admissions tests should utilize several kinds of evaluations, including portfolios of students’ past work, essays, and interviews.

There are currently 3 million students nationwide who are identified as gifted, and it is believed that there are many more who have not yet been noticed or who have undergone one-sided tests such as the one previously mentioned. It is necessary to employ various strategies to identify gifted students, so that they may receive the education they deserve.

To hold back a student who is gifted may make the student likelier to grow bored with school and possibly even drop out, because their abilities are not being recognized. At LifeBound, we believe it is incredibly important to tailor teaching to individual students, their abilities and their needs. In our curriculum that accompanies each of our books, we have included activities for both gifted and at-risk students, so that no child’s needs are left unattended to. Visit www.lifebound.com or e-mail contact@lifebound.com for more information about our books and curriculum.

Article:
Identifying Gifted Students
By Walt Gardner

The latest chapter in the gifted student saga was on display at Hunter College High School in New York City when a graduating senior delivered a commencement address that called into question the basis for admission to the storied school (“Diversity Debate Convulses Elite High School,” Aug. 5). The school uses a single, teacher-written test that has not changed for decades. Although the test is defended by Hunter College, which oversees the high school, as “very valuable in terms of preserving the kind of specialness and uniqueness that the school has,” it has resulted in a decline in the percentage of black and Hispanic students enrolled.

To read the full article: www.edweek.org

Carol’s Summary:

The Mount Olive school district in New Jersey has recently eliminated the D grade from their schools, in order to encourage students to achieve more. Now that students can only earn A’s, B’s, C’s and F’s, it may cause students to see how important it is to get better grades, rather than to put forth minimal effort and earn a barely-passing D in their classes.

Students in the district have openly expressed their disdain for the new policy, saying that it puts more pressure on students and will cause more students to fail. The new policy will allow increased opportunities for make-up work on failed or missed assignments, which will provide students with a better chance to improve their grades before report cards are sent home.

The elimination of the D grade in Mount Olive schools has brought attention to this new policy, but a similar strategy was used in the 90’s in a college classroom in Kansas. The policy is new in the Mount Olive district for this upcoming school year, and administrators hope that it will be effective for improving student work ethic and achievement.

Many students need an extra push to understand that they are truly in control of earning their grades. The work they put forth academically as well as in all aspects of life will appear in the results of their work. Students, especially at high school age, must learn how to take personal responsibility for their study habits and school work.

Our book, Study Skills for High School Students, provides students with tips for improving memory, being more involved in their class work, how to be an independent learner, and how not to procrastinate on assignments. Visit www.lifebound.com or e-mail contact@lifebound.com for more about LifeBound’s books and materials.

Article:
Little as They Try, Students Can’t Get a D Here
Michael Appleton for The New York Times

MOUNT OLIVE, N.J. — Who wants to pay for “D”-quality plumbing? Fly the skies with a “D”-rated pilot? Settle for a “D” restaurant?

Exactly.

The way the Mount Olive school district sees it, its students should not be getting by with D’s on their report cards, either. This fall, there will no longer be any D’s, only A’s, B’s, C’s and F’s.

To read the full article: www.nytimes.com