National Job Corps AssociationNovember 2, 2015

Leading Provider of Education for

the New Skills Economy

THE HIGH SCHOOL DROPOUT CRISIS

The High Cost of High School Dropouts: What the Nation Pays for Inadequate High Schools, Nov 2013

over 1,000,000every year

7,000 every school day

1 every26 seconds

AMERICAN HIGH SCHOOL DROPOUT RATES

A high school dropout is

90%

NOT ELIGIBLE for of US jobs

There are over

30 MILLION

HIGH SCHOOL DIPLOMA

Americans without a

who face severely limited

career options

CrimePoverty

Chronic DiseaseTeen Pregnancy

Death

INCREASED RATES OF

of

$292,200 LESS

High School Drop Outs have a

NET FISCAL CONTRIBUTION

than graduates over their working lives

The Dropout Crisis impact on

LOCAL COMMUNITIES

http://all4ed.org/wp-content/uploads/2013/06/HighCost.pdf

http://www.infosecurity-magazine.com/view/30325/a-risk-managementbased-look-at-the-infosec-skills-gap/Bureau of Labor Statistics

The Dropout Crisis contributes to the

SKILLS GAP

Employerscannot find or grow enough qualified

workersto fill middle-skilled jobs

More than

12 million remain

unemployed

Nearly

4 million jobs go unfilled

As one of the largest private high schools in the United States, Penn Foster High School is

changing the landscape of America’s dropout crisis by offering blended learning options that

work.

85%Active

Students

60K+ Completion

Rate in blended setting

Graduates a year

20K+

Why Are 17 Million People Not Cheering the Improving Unemployment Rate?By: Frank Britt, CEO, Penn Foster

The Bureau of Labor Statistics reported last week that the March unemployment rate in the United States is 5.5%. On the surface, this is great news despite the flat month-to-month performance. However, if we dig deeper into the data the numbers are still bleak for several key constituents of the employment economy, and education and training are likely the vital factor to addressing chronic challenges in the overall unemployment rate. Take for example the U-6 unemployment rate, the indicator often viewed as the best overall measure of employment. This metric includes total unemployed, plus those who are working part-time because they are unable to find full-time work, as well as those who are too discouraged to be considered actively seeking full-time work. That number is also declining as the economy improves, but is still a staggering 11% or over 17 million people.1

Additionally, the unemployment rate of those in the 20-24 age range is still double digits at 10.6%.2 Level of education also plays a critical role in the unemployment rate. Among those lacking a high school diploma or equivalent, the BLS reports an unemployment rate of 8.6%, versus those with a bachelor’s degree or higher, who are experiencing an unemployment rate of 2.5%.3

The underemployed, as reported by the U-6 data, and those unemployed who are impeded by their education level, could be served well by pursuing higher education or training in skilled trades where there are significant job opportunities. Occupations like healthcare and social assistance, retail trade, transportation and utilities reported significant unfilled positions at the end of 2014.4

Unfortunately for the unemployed and the underemployed, education and training is not a free service post compulsory age, and often times those individuals need to prioritize a roof over their head and food on the table for their families. Progressive employers are beginning to recognize the competitive need to play an expanded role in training and education of the front-line workforce – current and future. Until then, we can continue to celebrate and applaud the 5.5% unemployment rate, but for those who are unemployed and underemployed, we should all continue to advocate for affordable and quality education and training on their behalf.

Sources; (1) http://www.bls.gov/news.release/empsit.nr0.htm visited April 03, 2015. (2) http://www.bls.gov/web/empsit/cpseea13.htm visited April 03, 2015. (3) http://www.bls.gov/web/empsit/cpseea05.htm visited April 03, 2015. (4) http://www.bls.gov/news.release/jolts.a.htm visited April 03, 2015.  # of unemployed calculated based on 5.5% unemployment rate representing 8,705,000 million unemployed. Total workforce = 158,272,800

Will Raising the Legal Dropout Age Help Students? (1 of 2)

By: Bliss Parsons, Penn Foster

Kentucky and Maryland recently raised the legal age a student can drop out of high school. While Kentucky raised its dropout age from 16 to 18, Maryland raised its dropout age from 16 to 17, with plans to raise it again to 18 in 2017. With these new laws, both states hope to underscore the importance of a K-12 education and argue that keeping teens in school longer will help to combat the dropout crisis. However, a series of unintended consequences have challenged these new mandates, and others argue that states and school districts should be investing in other alternative solutions to the dropout age law.

Fraught with Good IntentionsBy passing these new laws, the states are encouraging students to graduate through the traditional system, which, they say, has been designed for student success. In order to produce a 21st century workforce, states demand that students stay in school so they can receive the proper postsecondary and career preparation and guidance they need. The states recognize that many students will be caught in the transition over to the new law. Officials hope to encourage school districts to find solutions in order to smooth over the transition for former dropouts that now must return to school. School districts may offer older students job training and alternative pathways programs as a temporary fix for certain cases.

Unintended ConsequencesThough school districts have had plenty of time to prepare, thousands of students are now in limbo. Students that have dropped out who are underage for the new law must now find their way back into the system that didn’t work for them. Students that had dropped out legally to pursue other education options or jobs, will now be faced with truancy charges if they do not return to high school. However well-intentioned, there are many issues that are not addressed by raising the dropout age. Students who have dropped out and chose to enroll in GED classes must now go back to traditional school. Young parents who dropped out to work full time and take care of their families must now re-enroll. Former dropouts are also faced with transportation and school capacity issues- where getting back to school would be downright impossible. Returning to a place that had failed them after so much time also comes with a variety of social and mental barriers.

Will Raising the Legal Dropout Age Help Students? (2 of 2)Hearing from Students First-HandIn order to hear from students first-hand, Penn Foster interviewed two former high school dropouts that chose to enroll in an alternative pathways program offered by their school district.

Meet Brandon: Brandon a 19 year old father with a 4 year old son. Born and raised in Scranton, PA, Brandon attended public school up until halfway through his senior year. “High school was very stressful for me. Having a young child and trying to balance back and forth wasn’t the easiest. I did enjoy being in school, it just became a lot with being a dad and going to school.” Brandon chose to drop out of high school so he could pursue a full-time job to support his family. Realizing he needed to get his high school diploma in order to get into college to pursue a career, Brandon enrolled in his school district’s dropout retrieval program with Penn Foster. “I chose the Penn Foster program over high school because the hours were very flexible,” he said. “ I feel as though Penn Foster has helped me significantly as a student. In traditional high school I always got overwhelmed. I would feel behind from the other students. I also had a hard time focusing, so when I began Penn Foster and saw that with just a few breaks a day, I scored higher on my quizzes and actually understood the information I was taking in.” After completing his courses and earning his high school diploma, Brandon now plans to attend college for a career in the sports industry. “I think that for some people, having that second option is a blessing. I feel as though it gives people a second chance.”

Some young adults require a flexible alternative to the traditional high school model because they have to help take care of their families or have families of their own to take care of. Other teens seek out alternatives to the traditional high school model because it simply wasn’t working out for them due to social pressures.

Offering Alternative Solutions for StudentsA dropout retrieval program allowed for these former high school dropouts to study at their own pace, at their own time, in and out of the classroom. Pulling teens back into traditional class that has proven not to work for them in the past is not the answer. States should work with school districts to offer more flexible options for students who cannot be in a classroom 7 hours a day 5 days a week, or for students who need to be in a different environment in order to learn.

Why Closing the Achievement Gap is Good for Business (1 of 3)

By: Frank Britt, CEO, Penn Foster

Our nation continues to combat the dropout crisis by increasing the high school graduation rate (from 80 percent in 2012 to 81.4 percent in 2013). It's progress for education, but what about the achievement gap?1 The National Center for Education Statistics defines the achievement gap as the result of when "one group of students outperforms another group and the difference in average scores for the two groups is statistically significant."2 In other words, the achievement gap is a disparity of educational performance measures among groups of students who differ by race and ethnicity, gender or socioeconomic status.

The moment has arrived for progressive employers to redouble their efforts on specific ways to help close this gap to help improve business productivity, performance, competition and overall success.

What Are the Implications of the Achievement Gap?In 2014, the National Assessment of Educational Progress released The Nation's Report Card, which revealed that the academic performance of our nation's high school seniors hasn't changed in five years, indicating educational stagnation.3 White students in grade 12 outperformed black and Hispanic students in grade 12 in both reading and math. Minority students have generally been at risk to experience fewer gains in academic achievement, score lower on standardized tests, not complete high school and be underprepared for college (if they do graduate).

Why Does the Achievement Gap Matter to Employers?The most in-demand jobs in our workforce continue to go unfilled as employers struggle to find qualified, highly skilled workers to hire. It's called the "middle skills gap" — jobs that require specialized skill sets and training beyond high school, but not a four-year degree. For employers, these disparities both in the classroom and workforce ultimately affect business productivity, performance, competition and overall success.

When minority students with nontraditional backgrounds disengage from high school, they're essentially missing out on opportunities in a workforce begging for workers.

How Can Employers Help the Achievement & Middle Skills Gaps?"It is time for businesses to step up and create a more talented, skilled and prepared pool of high school graduate candidates for the labor force of the future." (Frank Britt, CEO of Penn Foster)4

Deep disparities in education — such as unqualified and inexperienced teachers, limited course offerings, low-level curriculum and low standards, predominantly found in black and Latino schools — reinforce the achievement gap. Although employers may not be able to influence these in-classroom factors directly, they can narrow these gaps by doing two things: helping to improve the high school graduation rate and developing partnerships with community colleges.

High School CompletionEmployers rely on a workforce pool of educated high school graduates with basic requirements to refill positions. Yet, our nation still has a 20 percent high school dropout rate. Supporting high school graduation rates is step one.

Organizations can partner with a High School Diploma Program as a way to help high school non-completers re-engage in their education and earn a diploma. "Not all students learn in the same ways and on the same schedule," states Indiana's Education Roundtable on "Eliminating Achievement Gaps."5 A High School Diploma Program is a flexible and individualized learning alternative for adult students. As students complete the program, organizations can help students develop the skills, motivation and confidence to transition into continuing education or the workforce. In-demand, well-paying electrical, plumbing and manufacturing jobs, for example, require high school graduates. This solution can help potential workers earn their diploma, a credential serving as an onramp to advanced occupational training, skills development and ultimately a prosperous career.

Why Closing the Achievement Gap is Good for Business (2 of 3)

College-Employer PartnershipsApprenticeships and internships are known to provide students with valuable on-the-job experience and career readiness. Occupational training and skills development beyond the classroom is step two.By partnering with a community college or regional educational institution, an organization can be on the front lines of preparing students for the realities of the labor force. In a partnership, employers are in a unique position to attract, cultivate and nurture the best talent as they see fit. Employers can explicitly communicate expectations, including the most valuable skills necessary for positions, and even provide onsite occupational training.

Community colleges may be nimble enough to establish short-term or accelerated training programs based on employer needs, suggests Economic Modeling Specialists International's report, "Middle Skill Spotlight."6 EMSI sees community colleges as valuable leaders who can effectively connect students with basic information about their local community. "Community colleges with the biggest impacts tend to be the ones that are closely connected to the needs of local businesses," adds EMSI.Employers who partner with a college can address the workforce demands and help educators offer programs designed to meet those demands. If colleges can fully understand what employers are looking for, then educators, in collaboration with the organization, can shape students into the qualified workers the current labor force lacks.

Why Closing the Achievement Gap is Good for Business (3 of 3)

PROMISE VISION MISSION BELIEF

1. To prepare students with knowledge, skills and

confidence.

2. To expand economic

opportunity for middle-skilled

people.

3. To improve employability and workforce effectiveness.

4. Education should be accessible,

affordable and tied to workforce

outcomes.

High School

Career School

College

GUIDING PRINCIPLES TO IMPROVE LIVES