H.S. Too Short For Some; Massena Grad Rate At 63 Percent; P-H Hits 90 Percent
POTSDAM - Although their graduation rates are "well above the state average in all categories," Potsdam Central School Superintendent Patrick H. Brady says they won't be satisfied until every senior walks across the stage to receive a Regents diploma.
"We need to continue to strive so that all of our students graduate ready for college," Mr. Brady said.
Figures released by the state Education Department last week showed that 80 percent of the 117 students who entered ninth grade together at Potsdam in 2005 graduated after four years.
The highest graduation rate in St. Lawrence County was at Parishville-Hopkinton Central School, where 90 percent of the students who entered ninth grade in 2005 graduated in four years. The lowest rate was 61 percent at Massena Central School.
Statewide, SED officials said almost 72 percent of the students who started ninth grade in 2005 had graduated after four years, by June 2009. This is compared with a 66 percent graduation rate for students who started ninth grade in 2001.
At Potsdam Central, 2 percent of the students in that Cohort class earned IEP diplomas, 3 percent were still enrolled after four years, 8 percent transferred to a GED preparation program and 7 percent dropped out of school. That students are not officially considered graduates by the state Education Department.
"There are categories that continue to count against school districts in calculating the graduation rates such as those students who've earned an IEP," Mr. Brady said, noting many of those students have multiple handicaps "and have a significant challenge to achieve a Regents or local diploma."
In addition, those who transfer to a GED program are "counted against the school district in calculating graduation rates," he said.
"I don't necessarily agree with all the state methods regarding accountability for dropouts, but they are starting to listen to the field and make some changes. Prior to this year graduation rates only included students who graduated after four years in high school. They are now allowing for those students who continue to remain in school who eventually do receive their Regents or local diploma to be counted in that same graduate rate," Potsdam's superintendent said.
"It's a recognition that not all students are going to meet all the graduation requirements in four years. For some it takes longer to meet state and local standards," Mr. Brady said. "That's a move in a positive direction that the state listened."
However, there are still some issues that need to be worked out, he said, particularly in the case of some students who received a GED, which is counted as a dropout for the district.
"For instance, three students last year received a GED because they went to Clarkson School. These are students who are college-bound students, but because of the requirements to receive federal assistance for tuition to go there they need to receive a GED. They can't graduate from the local school district," Mr. Brady said.
"Here are students who are actually college-bound and they're in fact accelerating because they're taking college classes a year ahead by going to Clarkson School, but yet they're considered a dropout because they're getting a GED," he said.
"It's those types of situations that are a bit frustrating as they count against the districts. We continue to lobby the state to change some of their formulas."
For students at Potsdam Central, Mr. Brady said those who are considered at risk of graduating and place them in programs to keep them in school.
"We take that very seriously. However, we are not successful with all students. Some do not find the structure of school or the environment of school fulfilling to their needs," he said.
This year Mr. Brady said they built in some academic support such as a Student Learning Center at the high school. Students can receive assistance there during their new flex period during the school day.
The high school principal also started a freshman advisory program that Mr. Brady said helps ease the transition from middle to high school, a time that research shows many students are starting to look at dropping out.
In addition, Mr. Brady said, "We're encouraging students to plan ahead if they hope to go to Clarkson School. It might be possible to have those students earn their diploma in three years if they do some advanced planning."
At Parishville-Hopkinton Central School, Superintendent Darin P. Saiff said was "very pleased" with their graduation results, which showed that 90 percent of the 40 students who entered ninth grade in 2005 graduated after four years.
They had 3 percent who earned an IEP diploma, none who were still enrolled, 8 percent who transferred to a GED preparation program and no dropouts.
"We're very pleased with our performance. I think we have a gifted teaching staff and everyone works very hard to make connections with all of our students. I think that makes a difference," Mr. Saiff said.
He said using a semestering format in school h as also been "beneficial."
"It has worked very well for us. I do think it gives us flexibility in our schedule to work with students who may perhaps fall behind in credit sometime in their high school career," Mr. Saiff said.
Overall, he said, "I am very pleased. There's always room for improvement. I think we would always like to set a goal of getting all of our students to graduate and we'll continue to work toward that."
Superintendent Martin J. Bregg said he was also pleased with the number at Colton-Pierrepont Central School, where 84 percent of the 38 students who entered ninth grade in 2005 received a Regents diploma.
The school also saw 3 percent of the students earn an IEP diploma and 3 percent drop out. Eleven percent were still enrolled after four years and none had transferred to a GED preparation program,
"I am pleased with it. I still have an issue with if we have a student that maybe takes five years they don't count that toward graduation. We do have some kids that are fifth-year seniors," Mr. Bregg said.
Those students, he said, should be recognized for sticking with school to earn their Regents diploma and not penalized for taking another year to get it.
"Most North Country schools probably fall in line. I think collectively as a group of superintendents we'd like to see that change," Mr. Bregg said.
Like Parishville-Hopkinton, being a smaller school allows them to provide more individualized instruction, according to the superintendent.
"We have a lot of small classes and a small student-teacher ratio to start with. That does make a difference. If you do get behind we have a lot of people that are monitoring those students," he said.
With 63 percent of 101 students in the 2005 Cohort graduating with a Regents diploma, St. Lawrence Central School Superintendent Stephen M. Putman said those numbers were "not as good as we'd like."
Two percent earned an IEP diploma, 10 percent were still enrolled, 12 percent transferred to a GED preparation program and 13 percent dropped out of school.
"Now everybody has to have a Regents diploma. They're the only ones that count as graduates. IEP doesn't count as a regular diploma and GED doesn't count as a real diploma," Mr. Putman said.
He suggested that improving their numbers was a "long-term process" that begins in the elementary school.
"If we talk about, for example, the Reading First K through 3 program that we started four years ago, those kids will be in a Cohort and we'll get those results 10 years from now," Mr. Putman said.
In St. Lawrence Central's case, he said they want to make sure students who go for their GED have something under their belts too.
"We don't send any students to the GED program over at Seaway Tech at BOCES unless they also go for a career and technical program. We're trying to do everything we can for them. We require them to at least go and get an employable skill along with their GED," Mr. Putman said.
In Massena, 61 percent of the 259 students in the 2005 Cohort graduated after four years, while 1 percent earned an IEP diploma, 25 percent were still enrolled after four years, 2 percent transferred to a GED preparation program and 11 percent dropped out.
In Norwood-Norfolk, 100 students entered ninth grade together in 2005 and 63 percent received their Regents diploma after four years, while 3 percent earned an IEP diploma, 9 percent were still enrolled after four years, 5 percent transferred to a GED preparation program and 20 percent dropped out.
