By FULLER ROYAL

During 2004-05, nearly one out of every 20 high school students in the Whiteville City and Columbus County schools dropped out, mirroring the state’s rate for dropouts during that same time.

The Columbus County Schools had a rate of 5.27 dropouts per 100 students, a slight increase from last year’s 4.84 students but still lower than 1999-2000’s 7.53 students.

The Whiteville City Schools had a rate of 4.76 dropouts per 100 students, a decrease since last year’s rate of 5.28 students. The 1999-2000 school year was Whiteville’s highest year this decade with a rate of 6.13 dropouts per 100 students.

The state average was 4.74 dropouts per 100 students, down from last year’s rate of 4.86.

Whiteville City Schools Superintendent Danny McPherson said the system had seven fewer dropouts than the previous year.

“Actually, in looking back over the past six years this was our second lowest rate,” he said.

In the region, Robeson County had the highest dropout rate with 7.28 dropouts per 100 students. Cumberland County had the lowest – only 3.33 dropouts per 100 students.

More than 20,000 students dropped out in North Carolina in grades nine through 12.

Locally, East Columbus High School had the most dropouts – 48. Half were male and half were female. Sixteen were white, 15 were black, 11 were American Indian and four were Hispanic.

West Columbus High School had the next highest number of dropouts with 40. Twenty-eight were male while 12 were female. Seventeen were white, 20 were black and one was Hispanic.

Whiteville High School was next with 35 dropouts. Seventeen were male and 18 were female. Eighteen were white, 16 were black and one was American Indian.

South Columbus High School had the fewest dropouts among local high schools with 25. Of those, 13 were male and 12 were female. Twenty were white, four were black and one was Hispanic.

In every school system in Southeastern North Carolina, the majority of dropouts were male.

The N.C. Department of Public Instruction reported last week that dropout rates and numbers have remained fairly steady over the last several years, but there have been some indications of improvement.

DPI said that while the dropout rates for American Indians, Hispanics and blacks, respectively, were higher than for the overall average for the state, the dropout event rates for all ethnic minority groups declined.

The report showed that one-third of all dropouts occurred during the ninth grade and nearly 3 percent of all dropouts in 2004-05 were with students who had dropped out at least once before.

Most dropouts occurred among students between the ages of 16 and 19.

In North Carolina, the compulsory attendance law requires school attendance between the ages of 7 and 16.

State Board of Education Chairman Howard Lee said that it is time to change the law.

“We do students a disservice to send the message that it is acceptable to drop out of school when they are 16 years old. A high school diploma is a minimum requirement for future success, and we will continue to press for changing the compulsory school attendance age.”

In the report, State Superintendent of Public Instruction June Atkinson said that there are a number of efforts underway to strengthen high school in ways that will help engage students and keep them in school.

“Smaller learning communities and courses that students see as relevant to their goals are key elements to helping students stay in school,” Atkinson said. “In addition, many students need special support to help them successfully transition from middle school to high school. As the numbers show, ninth grade is a vulnerable year for many young people.”

In 2004-05, 60 percent of the dropouts left school because of attendance issues.

Other key issues included enrolling in a community college or the student moved away and it wasn’t known if they re-enrolled.
Nearly 5 percent of the dropouts quit after being suspended or arrested.

Dropout data have been collected each year since 1988-89, although specific reporting methods changed in 1991 to conform to new federal guidelines and in 1999 because of changes in the state’s definition of a dropout.

Schools systems are scrambling to come up with solutions to the dropout problem.

Locally, both the city and county schools are waiting word on final grant approval for the Southeastern Early College – the early college high school being planned in conjunction with Southeastern Community College.

Kids identified as potential dropouts are underachievers will make up the population of this SCC-based school. The idea is to offer both a high school diploma and an associate’s degree in a viable job skill in just five years.

“Hopefully, this will help,” McPherson said. “As we get it in place for next year, we believe that it will be one of the more significant things we can do locally. It makes good available alternatives for some of our kids who may be disconnected.

“I think it has good possibilities, especially for the ninth and tenth grades where the majority of our kids drop out,” McPherson said.

Around the state 97 of North Carolina’s 359 high schools are involved in Learn and Earn and the New Schools Project, program efforts to reform high schools.

According to DPI, these efforts, as well as others across the state, are, “helping students access rigorous curricula, participate in smaller learning communities and receive the support they need to be successful in high school.”

In addition to these local efforts, the State Board of Education has an Ad Hoc Committee on Rigor, Relevance and Relationships that is studying high school issues.

As a result of the committee’s work, the board has strengthened high school exit standards beginning with the ninth grade class entering high school in the fall 2006.

The new standards will require that students pass the five core end-of-course tests and successfully complete a graduation project.

High school reform efforts in other disciplines are helping encourage students to remain in school.

The importance of career Technical Education classes has had a significant effect on potential dropouts.

Approximately 50 percent of Career Technical Education students report that CTE courses were a primary reason for their interest in remaining in school.