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SCHOOL DROP-OUT PREVENTION COMMITTEE

SCHOOL DROP-OUT PREVENTION COMMITTEE

Co-chairs: Pamela Perkins-Carn and David Payne
This committee further specified its scope of interest and created subcommittees under the umbrella of school drop-out. The four subcommittees will focus on parenting, instructional issues, policy, and community involvement.
Overall, the committee is working on providing afterschool programs catering to “drop-out factories,” or high schools where less than 70% of the original freshmen actually graduate by senior year on a three-year average. It wishes to directly involve parents and advocate a parenting education component for the participation of the entire family in supporting students. Academic achievement is also crucial for student success and will be addressed by providing supplemental instruction in key subject areas and character education to motivate students. The support of the entire community is necessary to provide such programs of a higher quality. In particular, the committee seeks to connect colleges and universities to existing programs and develop a social network for opportunities to directly provide feedback. Furthermore, it would like to incorporate law enforcement officials, businessmen, specialized college clubs, etc., and expose students to different cultures to broaden their worldview and provide additional career alternatives for them to consider.
There are many challenges that make the success of this endeavor more difficult. Lack of parental cooperation, lack of transportation systems for students in afterschool programs, the difficulty of ensuring quality care, etc. have been identified. Nonetheless, the committee is dedicated to overcoming these obstacles with its collaborative effort.
Lastly, the committee will provide training on policy making at the state and federal level to acquaint all representatives of the coalition with the general process. More specifically within the school drop-out committee, members will advocate funding for more vocational activities and other programs so that children have effective models to keep children in school.
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