Although some board members and administrators describe the statistics used by the State Board of Education to compute graduation rates as "skewed toward the low side" and "inappropriate," they do agree that a rise in the graduation rate means more students are succeeding in getting their diplomas in a four-year period.

In 1999 the state board’s "School Report Card" showed that only 74 percent of LCHS seniors graduated. However, the figures for the year 2000, which have not yet been officially announced by the state, will be 82 percent, an eight percent increase, according to LCHS Principal Joyce Hubbard. In 1998 the graduation rate was at 79.3 percent, down from a high in 1996 of 85.5 percent. In both 1998 and 1999, LCHS fell below the state averages of 81.8 percent and 81.9 percent.

However, in the previous three years (1995, 1996 and 1997) the LCHS graduation rate was as much as five percent above the state average, running 82.7 percent in 1995, 85.5 percent in 1996 and 85.3 percent in 1997. In the same years, the state average was 80.7 percent, 80.5 percent and 81.6 percent.

Hubbard says she believes this year’s LCHS rate will be just about at the state average. "When our rate is 82 percent, I’m guessing the state rate will be right around that figure as well."

This year, for example, 33 students did not graduate with their class. According to Hubbard, 11 of those 33 will finish their requirements and graduate within the coming year, but they will not be counted in the graduation statistics.

"Every year, some come back and graduate as fifth-year students," she explained. "We typically have three, four or five who will get that diploma after summer school. Maybe they failed something required, like American history or civics. There are a variety of reasons – we can’t pigeonhole what they need." Others will get diplomas after first or even second semester next year.

Hubbard estimates that another 11 of those 33 students will eventually realize they need a diploma and take the GED. They will not be counted in the graduation rate, either.

But even though they are not satisfied with the state’s method of computing graduation rates, when administrators and board members saw the figure starting to go down, they determined to do something about it. "We saw a trend and started putting programs in place to reverse it," Hubbard said.

"With some students, there is an attendance problem. Two years ago we got a state grant to employ a truancy social worker, Janet Hudleson. She works closely with the dean of students. She is also working with the families to encourage them to get their children back in school," Hubbard said.

Another step the school took was to ask for more help from Logan-Mason Mental Health. That organization has provided counseling services for LCHS students for the past 10 years, but during the 1999-2000 year a counselor was available at the school four days a week. "This counselor can help the students who are having personal problems that are getting in the way of their education," Hubbard said. "This gives us one more helping hand."

Last year LCHS also started an after-school program for students who needed to make up classes. An evening program and summer remedial programs were already in place, but the new program gave students one more option.

"If they fail a class the first semester, they can make it up in an after-school program during the second semester. Then they don’t get so far behind and get discouraged," Plesé said.

Most students who fall behind do so in the first two years, he said, and tend to drop out at age16. "They look at their record and see that they haven’t passed very many classes. We are trying to help them stay on track. They are less likely to give up on themselves if they see we don’t give up on them."

LCHS also has a tutor who works three days a week. The tutor’s emphasis is working with freshman and sophomore students to keep them on that graduation track, Hubbard said. She also noted that teachers are more than willing to come in early and stay late to work with students.

Hubbard has inaugurated still another program to help new students feel comfortable at LCHS. Before the school year begins, she will visit all incoming freshmen who have indicated they would like to have a home visit. "We are trying to bridge the gap from junior high school to high school," she explained.

Yet another option for students who don’t function well in the ordinary academic environment is Salt Creek Academy, an alternative education program housed in a former elementary school in the Athens school district. This school has a small setting, a self-paced program, less stimulus and more focus, Hubbard said, and serves students in the counties of Logan, Mason and Menard. Students can stay from one to four years in Salt Creek Academy and can elect to come back to the home school whenever they are ready. Lincoln area Salt Creek students do get diplomas from LCHS and are counted in the graduation rate statistics.

"We are trying to help our community’s children obtain their high school diplomas. It may not be the best way to raise the graduation rate statistics as the state computes them, but we don’t regulate what we’re doing based on state statistics."

[Joan Crabb]