Model Program

Richland One Evening High School

Building E Second Floor
3455 Pine Belt Road
Columbia, SC 29204
http://www.richlandone.org

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Contact Information:
Mr. Kerry L. Abel
Coordinator of Dropout Prevention and Partnerships
803.231.6749
kabel@richlandone.org

Program Specification:

Emphasis:

Gender:

Rating:

Intervention
Recovery/Reentry

Both

Limited Evidence of Effectiveness

Age/Grade Level:

Target Settings:

Target Groups:

High School
Adult

Rural
Urban
Suburban
Inner City

Individuals
Grade Level

Ethnicity:

Other Participation Criteria:

All Ethnicities

Description:

The Evening High School is designed to serve students aged 16-20, interested in obtaining a high school diploma; but, due to life circumstances, are unable to attend school during the day. The operational time-frame enables students to hold a job, meet family obligations and, upon meeting the requirements, graduate from high school. Evening School Goals & Objectives are: to provide students with a positive educational experience that will assist them in obtaining a high school diploma; to increase the graduation rate; to reduce the school district's overall truancy and drop out rate; to provide students with career counseling and the opportunity for them to be prepared; for post secondary education, the workforce or the military after graduation; and to provide computer-assisted and specialized instruction. Admission Requirements: Students who are documented "No Shows" for the current school year Students who have dropped out of school the previous year Students who are 11th and 12th grade dropouts for the current school year with preference given to 12th graders Students who have failed one or more grade and are not eligible for enrollment in Adult Education Diploma Program

Program Descriptors Include:
Academic Improvement, Attendance/Truancy, Behavior Management/Discipline, Career Education, Community Collaboration, Computer Assisted Instruction, Counseling/Advisories/Coaches, Credit Recovery, Family/Parental Involvement, Mentoring/Tutoring, Teen Pregnancy, Small Learning Communities

Strategies for Locating Students:
Phone calls, Home visits, Personalized letters, Television ads/radio announcements, Materials distributed in public venues, Posters displayed in public places, Outreach conducted at locations/events attended by youth, Public events focused on dropout recovery, Current students asked to recruit friends, School or district teams to track students, Collaboration with other schools/districts, Collaboration with social service agencies/community-based organizations, Collaboration with law enforcement

Starting Date: 2006
Students Served Per Year: 50-250
Reenrolled Students with Disabilities: 1-5%
Last Verified: 2011

Risk Factors:

Protective Factors:

Program addresses the following:

Individual factors

  • Has a learning disability or emotional disturbance
  • High number of work hours
  • Parenthood
  • High-risk peer group
  • High-risk social behavior
  • Low achievement
  • Retention/overage for grade
  • Poor attendance
  • Low educational expectations
  • Lack of effort
  • Low commitment to school
  • Misbehavior

Family factors

  • Low socioeconomic status
  • High family mobility
  • Low education level of parents
  • Not living with both natural parents
  • Family disruption
  • Low educational expectations
  • Sibling(s) has dropped out
  • Low contact with school
  • Lack of conversations about school

School factors

  • School size: too small/too large
  • School policies and practices
  • Student engagement
  • Teacher expectations

Community factors

  • Family composition/socioeconomic status
  • Youth social attitudes

Program promotes the following:

Relationships

  • Presence and involvement of caring, supportive adults
  • Opportunities and rewards for pro-social involvement
  • Clear social norms
  • Good relationships with parents, peers, and teachers
  • Involvement with positive peer activities

Independence

  • Healthy/conventional beliefs and standards
  • Positive/resilient temperament

Competence

  • Social competencies
  • Self efficacy

Creativity

  • Problem-solving skills
  • Flexibility

Optimism

  • High expectations by community, family, school, and self
  • Optimistic

School

  • Early warning systems
  • Personalized instruction and learning
  • Rigorous and relevant instruction
  • Academic support
  • Instruction on behavior and social skills
  • Supportive school climate
  • Development of vocational skills
  • Encourage family involvement/community supports
  • Teach self-determination and self-advocacy skills including student/person-centered planning
  • Eliminate practices that push students out of school
  • Help students to address problems that interfere with learning

Program Resources:

Annual Cost:

The annual cost range of the program is $200,000 - $500,000 or $1000 - $2000 per student.

Funding Sources Include:

Program Staff Includes:

State Agencies
School Districts

Teachers
Counselors
Volunteers
Social Workers
SROs
Parents
School Administrators

Materials Used:

Supporting / Partner Organizations:

Media/CD/DVD
Instructional Texts/Manuals
Computer/Internet Based

Richland One Middle College, Richland One Adult Education, Richland County Public Library, S.C. Department of Training and Workforce, S.C. Department of Juvenile Justice, Richland One Hearing Office, City of Columbia Parks and Recreation

Evaluation Information:

The Evening High School began December 2006 and the success of the program is measured by the number of students that we have graduated each year. Each year we have had increase in the number of students graduating which inturn has helped the district's overall graduation rate increase. This program has graduated 59 students who were dropouts that returned for their high school diploma. The program began taking students from the District's Hearing Board during the 2008-2009 school year and that has assisted in reducing the number of students being expelled from school. Among this population of students we have seen between 1-5% of them remain with our program instead of returning back to their home school when their probation ended. Another way we measure the effectiveness of the program is by the number of referrals we have received from current and former students.

How evaluation data was collected:
Data collected and analyzed at school/district level