Every Student Must Graduate
One question we at Communities In Schools of Chicago are often asked is:
If your organization’s goal is to end the dropout crisis in our city, why doesn’t it work exclusively in high schools?
Because dropping out is usually a process, not the result of a single event that happens sometime between a child’s ninth-grade and twelfth-grade year.
The dropout process can start on a five-year-old’s first day of Kindergarten, or it can happen during the spring of their senior year. Sometimes a traumatic event – the sudden loss of a parent’s job or a serious health problem – can divert even the most tenacious student’s path from graduating.
More often, dropping out is a slow-drip process. A third-grade student, for instance, might struggle in the classroom, wind up repeating the grade, and from then on, have nagging doubts about their ability to succeed. Or a middle school student might have faced repeated bullying by one of their peers and slowly, but steadily, skip more and more school days.
Principals, teachers, and other school leaders reinforce to students that they can – and must – stay focused on graduating from high school. That’s because a high school diploma, more than ever, is a differentiator in our society. Students who earn a degree enjoy much better economic, social, and health outcomes, on average, than students who drop out.
School leaders in Chicago rely on our organization to help them keep students on the path to graduation. We do that by connecting schools with a range of essential services, and providing direct one-on-one support for students off-track in their attendance, behavior, or grades.
Did You Know?
Perhaps most impactful of all, children of dropouts are more likely to drop out of school than are children of graduates, perpetuating the pernicious cycle.