PARIS — High school graduation rates in SAD 17 have increased steadily from almost 69 percent in 2009 to about 86 percent last year.

That puts Oxford Hills Comprehensive High School slightly above the statewide average. OHCHS can also boast being one of 14 schools in Maine that graduated 100 percent of its students not considered “socioeconomically disadvantaged.”

There’s no “silver bullet” that’s boosted the school’s graduation rate, says Principal Ted Moccia; a combination of education initiatives, inventive programming and student engagement have contributed to the school’s success.

Still, challenges exist, especially for socioeconomically disadvantaged students, who make up about 59 percent of the OHCHS population in 2013, according to Maine Department of Education.

DOE statistics show that the graduation rate for students who qualify for free or reduced lunch – a commonly-used proxy for poverty – was 78 percent in 2012.

That is still a substantial improvement from 2009, when the graduation rate for free or reduced-eligible students was only 57 percent, according to data provided by DOE.

Facilities, programming and student engagement are all part of the district’s improved graduation rate, say OHCHS administrators.

“I think there’s just a lot more things that are offered in this facility to meet student needs and student interests,” says Technical School Director Shawn Lambert.

Most school districts have about 5 percent of their students enrolled in technical programs, Lambert says. At OHCHS, 45 percent of students are.

The different opportunities offered at OHCHS give students a chance to engage deeply with subjects they’re interested in, Moccia says. If they’re excited and engaged, there’s a better chance they’ll graduate.

“If we can tap into what a kid is passionate about, they’re going to stick around. They’re not going to leave,” Moccia says.

The school has also extended additional help and personal monitoring for students who are struggling with coursework.

Interacting with a teacher on an individual level can help students build confidence and become more comfortable accessing their coursework. Moccia credits OHCHS staff for helping students feel comfortable with the coursework, leading to fewer drop-outs.

Helping students transition from middle school is also becoming a focus in the district.

The theory is that by giving incoming freshmen a close look at what will be expected of them at OHCHS will better prepare them for how to navigate the next four years.

Despite strides in graduation rates, some students will continue to struggle, according to both Moccia and Lambert.

Students’ academic achievement and disciplinary history data can even be used to pinpoint the students that will struggle in high school as early as fifth or sixth grade, Moccia says.

“A student that is far below their grade level in their reading ability and their math ability when they reach high school will struggle,” Lambert says.

More frequently, however, students are discovering that a high school education is crucial in the real world, Lambert says, even if it takes them until senior year to realize how important it is.

OHCHS staff are constantly getting students to think about their future and where they’d like their degree to take them, Moccia says – as long as they can keep kids engaged, there’s a good chance they’ll succeed.

“You just have to make them think about it,” Moccia says. “If they’re thinking about it, that’s the answer; they’ll get it.”

Copy the Story Link