Graduation rates in most states are not accurate. You need to understand very few states have follow up programs to see if these students did the program their parents said they were going to do. Further eye opening data is here http://www.nea.org/home/13579.htm
As part of the programming of Title 1 a component exists for helping parents help their children. Research shows improving the education level of parents often improves the life of a child and helps them be a partner in the child's education. In elementary often counselors and parent educators offer GED classes so parents can receive a high school diploma. At Ashbel Smith Elementary they often were hired as the secretaries, cafeteria help, maintenance people and other positions in the school.
In secondary the drive becomes to promote college and activities that foster elite levels of performance.Life long learning should be the focus of school and that includes moving on to other programs in the post secondary phase. The system needs support from the business community to be fully implemented.It has been refunded but it takes time to put programs in place in schools or outreach programs in the community such as community centers and churches.
Schools have an immense amount of record keeping to handle. A faction exists wanting money to have grade level secretaries but what people do not realize is some of the most effective documentation takes a trained teacher's diagnostic and prescriptive abilities. It exists in special population programs but rarely mainstream. Effective documentation is that documentation which shows relationships in the data that indicate specific issues.
Title 1 will not work if you can not motivate the teachers to help with it. I understand must become your favorite phrase. First most teachers like the lifestyle and helping young people. At the same time most teachers hate the bureaucracy, testing, and pressure administrators must put on them. We gave chocolate and peppermint regularly at Ashbel Smith Elementary. As a facilitator I would take some students for a walk or watch the classroom so a teacher could take a small break.
Title 1 at campus level is hands on and intense. It involves an immense amount of input from teachers. It says it takes a year of planning but the real truth is it takes about 2 years of planning and then a year of trying the components and making adjustments all the while new students and teachers enter the scenario. You have to think long term as in 5 to 10 years down the road. Short term thinking does not get it there and creates band aids. What you want is to solve the problem as a system.
Title 1 supports school wide programs with materials, personnel, and programs. If a school has at least 40 percent of its enrollment Title one funds can be used school wide. Otherwise the funds are only targeted at failing students. Funds support extra math and reading instruction, preschool programs, summer programs, and after school programs. You make the data work for you by using it to obtain money from corporations or the Federal government.
The most important people in the whole education system is the student and the teacher. Everything else in the system is support for those two human beings. With high school graduation as the goal for all students, the term we used was vertical alignment. Will the strategy I put in place today work for a student at Jr. High and High School level? Some items take precursor skills such as logic or following directions being put in place before a student masters it.