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High School CTE

At the school where I teach,

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At the school where I teach, we are focusing on building community among the students by implementing Eagle Time. Eagle Time is built into our schedule twice a week. Students meet with their Eagle groups in an effort to promote support, encouragement, study help, a time to get caught up, and for seniors to meet with their culminating project advisors. Eagle groups are diverse among age, academic level, ethnicity, and free and reduced lunch.

Eagle time is being implemented for the first time this year, but so far it has given me an opportunity to get to know some new students and meet with them one on one to look at grades and missing work. The students have an opportunity to take initiative for obtaining their missing work, communicating a plan for improving their grade, and owning up to their grades, good or bad. I think it is a step in the right direction of raising our graduation rates from 71%. We'll see what the numbers show by the end of the school year.

President of Financial Mentors of America with Game of Real Life

High School Dropouts

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Personal challenges (like having to work to support a family) and poor academic performance are clearly reasons why students drop out of high school. But so is the reason that they do not find education relevant.
To counter this belief, we have students step into their future, select careers based on their interests, explore possible standards of living and the formal education necessary to master these careers.
This all occurs in a 120-hour Game of Real Life course with a 20-hour experiential game, where students interview for jobs and are trained by hundreds of volunteers, then "age" from 19 to 26 while working, paying bills, filing tax returns, buying homes, cars, insurance, paying for college and making real life decisions.
Since 2007, 100% of GAME grads have graduated from high school with 98% enrolled in college.
This may not be the answer for every teen, but at least GAME grads learn what is possible and they develop a plan for achieving their future.

City Year works to support

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City Year works to support students who are at risk for going off-track to graduation. We serve in classrooms as near-peer tutors and mentors to help students improve their attendance, behavior and coursework.

Executive Director, Founder of Arts & Learning Conservatory

See mostly I have heard that

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See mostly I have heard that collage dropouts are the real sucessful people they become truly big ones , and there is no problem even if you are a drop until you earn a lot of money legally , and live a wonderful life.

Emeritus Faculty in the School of Engineering / University of Connecticut

Another Community Approach to Education Transformation

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I read with interest the examples of community organizations working with school systems to improve effective learning for most students. I was heartened to see that they are local efforts - a far cry from the mandated broad picture programs so plentiful from politicians and policy people in government.

I have been developing concepts for yet another approach, one I've been calling Local Education Communities or LECs. I was fortunate to have been asked by Peter DeWitt to write a guest posting for his Education Week "Finding Common Ground" blog about this concept (http://blogs.edweek.org/edweek/finding_common_ground/2013/02/local_educa...). I invite any and all readers of this blog to check out my thoughts. As I continue to explore opportunities to facilitate a LEC effort, I welcome any continued dialogue and feedback anyone might wish to provide.

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