The fundamental purpose of dropout-risk analysis is to gauge the external and internal environments of the schools in which the district manages. Identifying individual school-communities specific-risk factors is a key consideration in a systematic evaluation analysis. By using a qualitative risk analysis five –forces framework is particularly useful for assessing “individual risk”.
This qualitative risk analysis-model five-force framework is based on whether risks to individuals are acceptable giving the current environment. Starting with 1) Number of Male Student’s Not-Proficiency in Math or Reading; 2) Student’s Family Structure; 3) Family Income Levels; 4) Current School Learning Environment; and 5) the establish School’s Academic Standards.
The following questions will assist you in preparing your drop-out risk analysis profile. With this information, we will be in a position to provide you with substantially greater confidence in assessing your District’s risks.
The Risk Assessment
The fundamental purpose of an academic-risk analysis is to gauge the external, and internal challenges of students in each of the schools in which the district manages. Developing a framework to define and identify academic risk factors is a key consideration in the early identification of students who are experiencing difficulties within their academic and social skill levels.
By using our Social Behavioral Developmental Index (SBDI) four-force academic-risk analysis framework, will empower school administrators to create a particularly useful evaluation procedure to minimize student’s risk of failure.
The first method for assessing risk is:
- The student’s specific academic risks (which can be discovered largely by their current reading and math levels) and their unsystematic critical thinking and problem solving capabilities.
The second focuses on their family support system:
- That addresses risk factors that can measure the lack of importance of education within the household.
The third risk assessment represents the additional obstacle borne by:
- Their peers as a result of the introduction of fixed behavior traits, which are created by poverty and crime rates from within their neighborhood communities.
The fourth risk factor views the school’s current academic standards as well as the learning environment conditions that include:
- School violence, teen pregnancies, and drug and alcohol usage.
With this information, we’re in a position to provide you with substantially greater confidence in assessing your district risks. The following 20 questions will help you in preparing your district or school’s academic-risk analysis profile assessment.
- How many students are below their reading and math grade levels?
- How many male students have a GPA of C or below in science and English?
- How many English Language Learning (ELL) students do you have in your school?
- How many Special Need students do you have attending your school?
- What is your average school day attendance?
- How many students were retained last year in your school?
- What was your male out-of-school suspension rate?
- How many students had to attend summer school last year?
- How many school transfers did you have last year (out & in), and at what grade levels where they transferring?
- How many students come from a single-parent household?
- What’s the average family income level for your students?
- What is your school racial make-up and the female to male ratio?
- How many students became teen parents last year at your school?
- How many students participated in extra-curriculum activities in your school?
- How many students are on juvenile probation or parole at your school?
- How many students also had a job while attending school last year?
- How many students had a summer job last year?
- What is your high school graduation rate?
- How many of your students attended college last year?
- How many male student drops–outs did you have last year, and at what grade level did they drop out.
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