Model addresses national crisis

Recently, a national study, “The Silent Epidemic: Perspectives of High School Dropouts,” found that nearly half (47 percent) of those surveyed said a major reason for dropping out was that classes were not interesting. The study also noted that dropping out was “not a sudden act, but a gradual process of disengagement.”

To address these issues, the study recommended that schools implement “supports” that can improve a student’s chances of staying in school. Among these recommendations: 1) Improve curriculum and instruction to enhance the connection between school and work, and 2) Ensure that students have a strong relationship with at least one adult in school.

South Dakota’s senior project model does both of those things. By focusing on a particular career cluster, students are forced to think about their future and a potential career. The student also is required to have a community mentor – a professional person or an expert in the field of study – who provides that tie to the world of work. Sometimes the community mentor is located in the town where the school building sits. Other times, the expert might be located several states away, and communication between mentor and student takes place mainly through e-mail and telephone conversations.

Each senior also is assigned a faculty advisor, who might be a teacher, counselor or administrator. The faculty advisor provides assistance with topic selection, serves as a liaison between the student and community mentor, and makes sure that the student is meeting project guidelines and deadlines.

Beyond the faculty advisor and community mentor, the school’s English teacher typically plays an important role in the process. The English teacher is responsible for monitoring the research paper. Kimball has taken an added step with its research papers. Students’ papers are run through a college professor for a final grade, Miller said.

When it comes to the final presentation, both schools assemble a committee of judges to review the seniors’ work. The presentations become a community event, involving parents, teachers and local professional people. “We try to make it a big deal,” Schultz said. They decorate the multipurpose room with balloons and flowers and invite the community to an open house to view the projects.

For its first year, Kimball is using two panels of judges to review all of the senior projects. The panels consist of a local business person, an outside professional person, a 4-H leader, and possibly a school administrator or school board member. Students receive a pass/fail grade.

Emery has moved on to letter grades, at the suggestion of its students. This year, they have hired a panel of three judges to review all of the seniors’ presentations. This panel’s score will account for 40 percent of the grade. A second team – consisting of the student’s parents, a sophomore or junior student, the teacher mentor and a community member – also assesses the presentation. This team’s score accounts for 10 percent of the grade. The research paper and portfolio, which are assessed by a team of teachers, account for the final part of the grade.

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