Now that Moving Up Ceremonies are getting nearer, so is the wrapping up of records and evidences of each teacher in accordance to the Revised Performance Management System or more known as RPMS. And one vital component in the performance of a teacher is to determine the number of dropouts and failure rate of students handled. The question is: Is it really the fault of the teacher-adviser or there is a need to consider other factors? Who are mostly dropping out of school? Who are considered as learners at risk? Is there a remedy for this not to happen again?
According to Rossi (1994), “student performance was lower in the early 1900s than it is today, quite possibly because schools felt much pressure than they do today to achieve equity and excellence among students. While many of the challenges schools encountered during the early 20th century are the SAME challenges in present day schools, they were not addressed back then because they were not a priority. The focus on equity and excellence that has been developed since the turn of the century is worthy of praise.”
However, let us all take a look at the present scenario. Diversity among our students in culture, language and socioeconomic status is not a NEW trend. The school system realizes that all students, including those who differ in some way from the “average” student, or those “at risk” must be provided with an equal, opportune education (Morris, 1991).
The term “at risk” has been used to describe a particular category of students who, on the basis of several risk factors, are unlikely to graduate from high school. We teachers are also confronted with students who have other at-risk conditions. For instance, we work responsibly with students who are at risk due to health problems, domestic abuse, disabilities, socioeconomic status and other varied, yet valid reasons. Such conditions can make academically at-risk, or in danger of not meeting their educational potentialities. That is why one program of DepEd for minimizing these concerns is putting up an Open High School Program, which is intended to be given to coping but deserving students.
But how about dropping out of school? Oftentimes, because of being scared of getting a low performance, teachers tend to do everything, even giving “baon” and fare for students just for them to stay at school. With a meager allowance and a family to provide, teachers sometimes air their unending sentiments, but it doesn’t mean they love their work less. Instead, they find ways to ensure that no student is left behind. Some of these are giving them remedial classes or visiting students’ homes in order to settle issue and come with an agreement. Nevertheless, there are times that no matter what the teacher did, the end result is disappointing: The student still does not go to school anymore, for reasons that only they knew.
Determining the causes of dropouts and risk conditions can be helpful and can contribute to the development of reform programs or other intervention methods. We may not know if we at school might actually be creating at-risk conditions. The end point is, teachers should not be alone in making ends meet between the school and students. Parents and the community should play particular roles in molding the minds and hearts of students.
There is no denying that dropout rates and learners at risk are a major problem in the field of education. But we can agree to form a more optimistic perspective. While it is clear that we desperately need to improve high school graduation rates, it will only become a possible task if the people as well as the policy makers demonstrate the will to do it. We do know how to identify students on track of dropping out, and are candidates for learners at risk. But we also know that action researches, case studies and promising intervention may help solve these problems.
Is there a remedy? Yes. If only we can be able to mobilize the necessary resolve.
By: MAILEEN G. OCAMPO | T-III | BNHS
