{"id":57198,"date":"2021-05-08T00:00:33","date_gmt":"2021-05-08T04:00:33","guid":{"rendered":"https:\/\/world.edu\/?p=57198"},"modified":"2021-05-07T16:08:31","modified_gmt":"2021-05-07T20:08:31","slug":"5-factors-that-contribute-to-students-finishing-high-school","status":"publish","type":"post","link":"https:\/\/world.edu\/5-factors-that-contribute-to-students-finishing-high-school\/","title":{"rendered":"5 factors that contribute to students finishing high school"},"content":{"rendered":"

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This past year, the COVID-19 pandemic has disrupted learning for more than\u00a01.6 billion students in over 190 countries<\/a>. With movement between bricks-and-mortar schools and online learning becoming the \u201cnew normal<\/a>,\u201d young people, families, educators and the public are seeking assurance that students are receiving the best education possible.<\/p>\n

They are also concerned about\u00a0students disengaging from school amid these changes<\/a>\u00a0and want to know what schools can do to\u00a0encourage students to finish high school<\/a>.<\/p>\n

With pivots in how students are learning still possible in\u00a0the race between COVID-19 vaccines and variants<\/a>, it\u2019s important\u00a0to look<\/a>\u00a0beyond concerns about how\u00a0students attend<\/a>\u00a0school to what helps them learn and engage with school. Not surprisingly, success leads to more success.<\/p>\n

Our research team in the Werklund School of Education at the University of Calgary\u00a0reviewed more than<\/a>\u00a0130 studies that looked for factors<\/a>\u00a0related to student engagement, achievement and eventual school completion.<\/p>\n

We searched databases for studies from the past decade that referred to school success, student achievement and high school completion or graduation. We\u2019ve summarized our research into five key ideas. We\u2019ve also used this research to provide questions to help school communities talk about what students need now and in a post-pandemic future \u2014 and to consider what matters most, whether students are learning online or in-person.<\/p>\n

Explicit inclusivity<\/strong><\/h4>\n

A commitment to inclusivity and diversity helps equip all students to participate equitably in society. Part of supporting diversity means students have a chance to\u00a0develop identities and relationships that positively promote academic expectations<\/a>\u00a0through positive relationships and relevant curriculum. Having school leaders\u00a0and teachers who develop the critical capacity to challenge stereotypes<\/a>\u00a0is important in policy and practice: education scholar Carl James, for example, has highlighted how stereotypes operate in the social construction of Black males as \u201cat risk\u201d students.<\/p>\n

An inclusive school climate is essential for engaging those historically marginalized by mainstream schooling, including\u00a0Indigenous learners<\/a>,\u00a0Black<\/a>\u00a0and racialized students, LGBTQ+ students and students with disabilities or\u00a0behavioural, communication, intellectual, learning or physical challenges<\/a>.<\/p>\n

In an inclusive school climate, schools find ways to\u00a0allow refugee students to voice their authentic experiences<\/a>. Schools also give students opportunities to explore socio-political issues that develop critical thinking and thoughtful citizenship, and seamlessly accommodate and support\u00a0individual learning needs<\/a>.<\/p>\n

They use resources that authentically represent students from different backgrounds and create classroom experiences that connect students to each other and their communities. They focus on restorative rather than punitive discipline and examine structures and practices for biases.<\/p>\n

Strong relationships<\/strong><\/h4>\n

Students benefit from teachers who\u00a0balance high expectations with empathy and flexibility<\/a>. When\u00a0students describe what contributes to finishing school<\/a>, strong relationships with teachers and other students is at the top of many of their lists.<\/p>\n

A study of Indigenous students in Saskatchewan by education scholars Bonnie Stelmach, Margaret Kovach and Larry Steeves showed that what helps students learn is when teachers\u00a0listen, use humour, foster dialogue and show interest in them<\/a>.<\/p>\n

Peer and community relationships matter. A study of high-achieving Black female students by education scholars Rowena Linton and Lorna McLean found that the students faced racism, including low expectations from teachers at school, and mobilized \u201ccommunity resources and support available to them, including peer relations, as an effective strategy to acquire academic success<\/a>.\u201d<\/p>\n

But strong peer and community relationships and students\u2019 own resourcefulness should not be expected to compensate for students facing racism or biases from teachers. Teachers should affirm students\u2019 strengths and understand and respond to obstacles in student learning.<\/p>\n

Strong relationships do more than make school a nice place to be. Students benefit from\u00a0accepting peers<\/a>\u00a0who collaborate in learning and interpersonal problem-solving. Relationships encourage regular attendance and\u00a0cycles of connection, participation and success<\/a>. They build students\u2019 social and civic capacities. Strong relationships that include family and community connections are fundamental to student success.<\/p>\n

Comprehensive learning opportunities<\/strong><\/h4>\n

Instruction that promotes complex thinking over memorization is associated with strong class participation, achievement and students setting hopeful, aspirational goals for their educational futures.<\/p>\n

Collaborative, interdisciplinary<\/a>,\u00a0active and problem-based learning<\/a>\u00a0have been found to improve student attendance, course completion and graduation rates.<\/p>\n

A comprehensive instructional environment for student success also includes explicit instruction, support for individual needs,\u00a0culturally affirming tasks<\/a>\u00a0and\u00a0culturally responsive curriculum materials<\/a>.<\/p>\n

It also includes regular assessment to help guide teachers\u2019 instruction and students\u2019 learning strategies. When teachers regularly assess students, this helps them guide student learning.<\/p>\n

Tracking and transitions<\/strong><\/h4>\n

Student success occurs over time. Some research from the United States suggests there are\u00a0predictors of whether students are on a path to finishing high school by Grade 6<\/a>. Achievement in language arts and math are important, but overall teacher-assigned grades and patterns of\u00a0attendance<\/a>\u00a0are also key indicators of students\u2019 ultimate success in school. Schools need to monitor attendance and achievement across time and avoid simple responses like\u00a0holding students back a grade<\/a>.<\/p>\n

When students aren\u2019t learning as well as expected, schools need to create\u00a0integrated approaches of support and intervention<\/a>. They should should involve families, other professionals and community resources, and monitor the impact of supports on students\u2019 progress.<\/p>\n

Transitions<\/a>\u00a0between grades, types of learning and schools need special attention as changes in social groups, support systems and new environments and expectations can be challenging for any student.<\/p>\n

Flexible systems<\/strong><\/h4>\n

Having flexibility<\/a>\u00a0matters in terms of whether students complete their studies. Systems that allow students to recover credits if they fall behind keeps students moving forward.<\/p>\n

How high schools schedule classes<\/a>\u00a0can help align course offerings with student needs and interests. It can also create small interdisciplinary groups working together, and encourages supportive relationships and flexible access to instruction. Investments in technology that promote connections to community and complex forms of learning and communication are more effective than those that ask students to practise and demonstrate isolated skills.<\/p>\n

Questions for parents<\/strong><\/h4>\n

If you think about your child\u2019s school:<\/p>\n