· Promoting Attendance involves the design and implementation of evidence-based strategies to reduce excused and unexcused absences, and address issues of high mobility.

· Promoting Attachment involves establishing meaningful connections with youth and their families through caring, support, and mutually-defined expectations. It includes developing positive school climates, family and community engagement, and student-focused programs and activities.

· Promoting Achievement involves ensuring that students have the tools and resources to complete courses and graduate from high school.

School Engagement Research

A starting point in developing a report card on school engagement involved a review of emerging research. Of special interest to NCSE were studies that addressed engagement of students at high risk for dropping out of school. The intent was to identify leverage points for school engagement that could be tracked and measured in both low and high performing schools. Consistently, studies show that relationships, resources and school climate play a significant role in school engagement.

In his recent research, Dr. Robert Blum connects positive school engagement to healthy behavior and academic achievement. He identifies three dynamic influences that impact school engagement (Blum, 2005.) They include:

· Individuals: Student and school staff – Positive relationships developed between students and school staff help motivate and energize students in the learning process.

· Environment: School Climate – Includes “a strong emphasis on academic achievement, positive student-teacher relationships, and respect for others, fair and consistent discipline, attention to safety, and family and community involvement.”

· Culture: Social needs and learning priorities – Is related to positive peer relationships, clear rules and conflict resolution skills.

In the area of school completion, there is evidence that school engagement helps to protect individuals from dropping out of school (Fredericks, Blumenfeld, Paris, 2004.) This position is illustrated in the report, The Silent Epidemic: Perspectives of High School Dropouts, sponsored by the Bill & Melinda Gates Foundation. The report is based on focus groups and interviews with over 400 people who dropped out of school (Bridgeland, J., DiIulio Jr, J. and Morison, K., 2006). The report highlights “What Dropouts Believe Would Improve Students’ Chances” and their ideas are consistently interconnected to school engagement. Their suggestions for school success included:

· Opportunities for real-world learning (internships, service learning, etc.) to make classrooms more relevant – 81%

· Better teachers who keep classes interesting – 81%

· Smaller classes with more individual instruction – 75%

· Better communication between parents & school, get parents more involved – 71%

· Parents make sure their kids go to school every day – 71%

· Increase supervision at school: ensure students attend classes – 70%

The research repeatedly corroborates NCSE’s framework for school success. It is becoming clearer that to ensure positive school outcomes, the role of school is not just about knowledge acquisition; it also includes attention to non-academic elements reflected in the Triple A’s of school engagement (Libbey, 2004). Too often our efforts to increase high school graduation rates are limited to a single issue such as increasing test scores, or decreasing truancy, or improving teacher training. While each has merit, it is imperative that we take an integrated approach and look at the big picture. For example, gains in reducing truancy are only short lived if they are not connected to broader strategies that involve academic tutoring to help student catch-up, and establishing attachments to caring adults in schools. Professional development of teachers is important, but attention to student attendance is also needed to ensure that all students are in their seats ready to learn. The Triple As are interdependent.

NCSE SUMMIT – Results of the Community Forum

Given the research, the structure for a report card on Triple A schools is centered around attendance, attachment, and achievement. In this design, relevant subcategories were needed to expand the framework.

At the NCSE Summit held in Boulder, Colorado on September 18, 2006, eighty educators, service providers, administrators, community leaders and parents participated in ten roundtable discussions. Each group was asked to identify primary subcategories of the areas of school engagement. The subcategories and examples offered by groups are listed below by the triple A’s:

Attendance

· Clear expectations of students, families and school staff - roles are understood and contracts are developed to support students' attendance.

· Monitoring and rewarding good attendance – consistent tracking of absence and follow-up with truant students, and providing incentives and rewards to good/improved attendance

· Outreach to families and community on the importance of attendance

Achievement

· High expectations for academic achievement for all students –There is an expectation that every student is important and every student is expected to do well. Teachers support and encourage their students.

· Relevant, rigorous and culturally competent curriculum

· Flexible instruction to address different learning styles –Involves data driven instruction to meet the educational needs of all students and tutoring for students who fall behind and/or struggle academically.

· Multi-measures of success, including college bound, technical/trade school bound, and workforce bound students.

Attachment

· Positive relationships among students, between students-teachers, teachers and families, and schools and communities.

· Safety – Students, staff and family feel safe, and issues of bullying and student harassment are effectively addressed.

· School-based supports and resources such as after school programs, family support programs, mentoring, sports, and arts/music are available and provided in cooperation with community groups.

· Welcoming school climates – Office staff are friendly and familiar with students and families, adults model respectful communication, and positive peer relationships are developed.

Across the Triple A’s

· Family Involvement – opportunities for families to be involved in their children’s education, parent training, and effective communication of successes and problems.

· Professional Development for educators and school administrators on school engagement, welcoming school climate, and individualized instruction

· Leadership – Advisory council of students, families and teachers to track school engagement, inclusion of community partners, inclusive decision making

The subcategories identified are aligned with research cited earlier in this article. Repeatedly it is stated that school engagement is connected to school climate. A welcoming school climate includes a safe and clean environment, responsive office staff, and before/after school programs. It involves effective, two-way communication that supports families in taking an active role in their students’ education. (Constantino, 2003)

To further develop a report card, NCSE invites students, families, educators, and school administrators to provide guidance and input. If you are interested in contributing to design and testing of the report card please contact NCSE at info@schoolengagement.org.

References:

Blum, Robert, School Connectedness: Improving Student Lives. John Hopkins Bloomberg School of Public Health. Baltimore, MD, 2005

Bridgeland, J., DiIulio Jr., J. and Morison, K. The Silent Epidemic: Perspectives of High School Dropouts. Report by Civic Enterprise in association with Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation, 2006.

Constantino, Stephen. Engaging All Families: Creating a Positive School Culture by Putting Research into Practice. Maryland: Scarecrow Education, 2003.

Fredericks, J., Blumenfeld, P., Paris, A. School Engagement: Potential of the Concept, and State of the Evidence. Review of Educational Research, Spring 2004, Vol. 74, No. 1, pp 59-109.

Libbey, Heather. Measuring Students’ Relationships to School: Attachment, Bonding, Connectedness, and Engagement. Journal of School Health, September 2004, Vol 74, No 7, pp 274-283.

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