One in 10 high schools labeled a 'dropout factory'

WASHINGTON -- It's a nickname no principal could be proud of: "dropout factory." The phrase refers to a high school where no more than 60 percent of the students who start as freshmen make it to their senior year. That dubious distinction applies to more than one in 10 high schools across America.

"If you're born in a neighborhood or town where the only high school is one where graduation is not the norm, how is this living in the land of equal opportunity?" asks Bob Balfanz, the researcher at Johns Hopkins University who defines such a school as a "dropout factory."

There are about 1,700 regular or vocational high schools nationwide that fit that description, according to an analysis of Education Department data conducted by Johns Hopkins for The Associated Press. That's 12 percent of all such schools, no more than a decade ago but no less, either.

While some of the missing students transferred, most dropped out, Balfanz said. The data tracked senior classes for three years in a row -- 2004, 2005 and 2006 -- to make sure local events like plant closures weren't to blame for the low retention rates.

The highest concentration of dropout factories is in large cities or high-poverty rural areas in the South and Southwest. Most have high proportions of minority students. These schools are tougher to turn around, because their students face challenges well beyond the academic ones -- the need to work as well as go to school, for example, or a need for social services.

Loretta Singletary, 17, right, laughed during a visit with her sister Thursday in Washington, D.C. Singletary said that although science was her favorite subject in school, she was not scheduled to take any science her freshman or sophomore years of high school. (Jacquelyn Martin ~ Associated Press)

Federal lawmakers haven't focused much attention on the problem. The No Child Left Behind education law, for example, pays much more attention to educating younger students. But that appears to be changing.

House and Senate proposals to renew the five-year-old No Child law would give high schools more federal money and put more pressure on them to improve, and the Bush administration supports the idea.

The current law imposes serious consequences on schools that report low scores on math and reading tests, such as having to replace teachers or principals, but it lacks the same kind of teeth when it comes to graduation rates.

Nationally, about 70 percent of U.S. students graduate on time with a regular diploma. For Hispanic and black students, the proportion drops to about half.

Bethany Little, vice president for policy at the Alliance for Excellent Education, an advocacy group focused on high schools, said some students pushed out of high schools are encouraged to enroll in programs that prepare them to take the GED exam. People who pass that test get certificates indicating they have high-school level academic skills. But the research shows getting a GED doesn't lead to the kind of job or college success associated with a regular diploma.

Loretta Singletary, 17, enrolled in a GED program after dropping out of a Washington, D.C., high school that she describes as huge, chaotic and violent. "Girls got jumped, boys got jumped, teachers [were] fighting and hitting students," she said.

She said teachers had low expectations for students, which led to dull classes. "They were teaching me stuff I already knew ... basic nouns, simple adjectives."

Singletary said she loved science but wasn't offered it and her complaints to administrators went unanswered. "I was interested in experiments," she said. "I didn't have science in 9th or 10th grade."