The News Journal wrote about Delaware’s latest graduation rates. It seems after years of increasing rates, the numbers are now flat! Tomorrow, at the State Board of
WEIC Education meeting, we will hear the State Board members justifying why this isn’t a bad thing. Someone, probably Pat Heffernan, will say something to the effect of “it looks like Common Core is working”. But they will remain oblivious to the facts before them.
In 2014’s graduating class, 8,202 out of 9,713 students graduated for a rate of 84.4%. For 2015, 8,293 graduated out of 9,832 students at 84.3%. Yes, 91 more students graduated, but 28 more dropped out. In 2014, 1,511 students dropped out and in 2015, 1,539 dropped out. That isn’t really something to be proud of. On the downward trend are students with disabilities, English Language Learners, Hispanic students, multi-racial students, and low-income students.
In comparing the 2014 rates to 2015, the biggest drop in graduation rates was for English Language Learners, dropping over six percentage points from 75% to 68.7%. Low-income students also took a pretty big drop. But this is hard to figure out, when you look at the numbers, since the Delaware Department of Education changed the definition of “low-income” from those eligible for free and reduced lunch to those on public assistance. But still, in 2014 only 77.8% of low-income students graduated compared to 73.7% in 2015. Even though more graduated in 2015, the percentage of students with disabilities dropped .4% between 2014 and 2015.
These are the statements I predict we will hear tomorrow at the State Board meeting:
“This isn’t necessarily a bad thing. At least we didn’t take a sharp drop.”
“We have to stay on course. We cannot relent.”
“I think personalized learning will be a driver for future growth.”
“After four years of Common Core implementation, we are seeing the fruits of a rigorous educational environment.”
“We will continue to have robust conversations on how to make all students college and career ready.”
“I don’t understand all these numbers. What does all this mean?”