Teens with attention-deficit/hyperactivity disorder (ADHD) are more likely to drop out of high school or delay completing high school than other kids, a new study has found. Researchers analyzed U.S. data and found that nearly one-third of students with the most common type of ADHD either drop out or delay high school graduation. That rate is twice that of students with no psychiatric disorder. “Most people think that the student who is acting out, who is lying and stealing, is most likely to drop out of school. But we found that students with the combined type of ADHD — the most common type — have a higher likelihood of dropping out than students with disciplinary problems,” study senior author Julie Schweitzer, an ADHD expert and associate professor of psychiatry and behavioral sciences at the University of California, Davis , said in a university news release. “This study shows that ADHD is a serious disorder that affects a child’s ability to be successful in school and subsequently in a way that can limit success in life,” she added. Developing methods to help students with ADHD graduate high school could have significant long-term societal benefits, according to Schweitzer. “If you don’t have your high school degree, you’re going to have less income. You can’t buy houses and cars. People who drop out of high school are more likely to be reliant on public assistance. This is a disorder that has serious long-term impacts on your ability to be successful and contribute to society, not just in school, but for the rest of your life,” she said. The researchers also found high drop-out rates among students with other mental health disorders. The rates were 26.6% for those with mood disorder, 24.9% for those with panic disorder, and up to about 20% for those with post-traumatic stress disorder, depression, generalized anxiety disorder and social phobia. Smoking was also associated with a high risk of dropping out. The study found that 29% of students who smoked failed to complete high school on time, compared with 20% of those who used alcohol and 24.6% of those who used drugs. The study was published in the July online edition of the Journal of Psychiatric Research .

WASHINGTON — Nearly 1 million homeless students attended public schools in 2008-09, a 41% increase over the previous two years and another sign of how broadly the economic recession has struck America. The numbers, based on federal data, were released Tuesday by groups advocating for more federal aid for struggling families. South Dakota saw its number rise from 1,038 in 2006-07 to 1,794 in 2008-09 — a 73% increase. The 22,000-student school district in Sioux Falls has seen the number of homeless kids jump 44% over the past five years. Today, more than 1,000 pupils — about one child per classroom — don’t live in permanent homes. “We have homeless students identified in every school in the district,” said Gail Swenson, supervisor of the district’s Office of Homeless Education. “Some would like to believe one part of town would not have a homeless child and another part would. It’s across the board.” The report said there were nearly 680,000 homeless students, classified as those without permanent housing, in the 2006-07 school year. By 2008-09, that number had climbed to almost 957,000 due to increasing bankruptcies, home foreclosures and unemployment. Forty-three states saw their rolls increase, including five states with more than double the national growth rate: Texas (139%), Iowa (136%), New Mexico (91%), Kansas (88%), and New Jersey (84%). Advocates are asking Congress to provide at least $140 million for homeless students next year, the same amount Congress allocated this year to help with medical care, school supplies and transportation. But about half of that was economic stimulus money that may not be available in 2011. More funding could be a long shot with lawmakers increasingly looking for way to cut federal spending and corral the federal debt. “Schools are uniquely positioned to provide safety, structure and services for homeless children,” said Bruce Lesley, president of First Focus , which released the report with the National Association for the Education of Homeless Children and Youth. Swenson said it’s critical that homeless students not miss extended periods of school because of their transient situation. “With every move that a child makes, they can lose from three to six months of academic gain,” she said. “A child who virtually misses third grade loses out on multiplication and cursive writing and that affects the rest of their life.” Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

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WASHINGTON (AP) — Challenging civil rights organizations and teachers’ unions that have criticized his education policies, President Barack Obama said Thursday that minority students have the most to gain from overhauling the nation’s schools. “We have an obligation to lift up every child in every school in this country, especially those who are starting out furthest behind,” Obama told the centennial convention of the National Urban League . RACE TO THE TOP: 18 states, D.C. named $3B grant finalists VIDEO: Education is the key economic issue, president says The Urban League has been a vocal critic of Obama’s education policies, most notably the $4.35 billion “Race to the Top” program that awards grants to states based on their plans for innovative education reforms. A report released earlier this week by eight civil rights groups, including the Urban League, says federal data shows that just 3% of the nation’s black students and less than 1% of Latino students are affected by the first round of the administration’s “Race to the Top” competition. Obama pushed back Thursday, arguing that minority students are the ones who have been hurt the most by the status quo. Obama’s reforms have also drawn criticism from education advocates, including prominent teachers’ unions like the American Federation of Teachers , who have argued that the reforms set unfair standards for teacher performance. Obama said the goal isn’t to fire or admonish teachers, but to create a culture of accountability. He pinned some of the criticism on a resistance to change. “We get comfortable with the status quo even when the status quo isn’t good,” he said. “When you try to shake things up, sometimes people aren’t happy.” Seeking to ease his strained relationship with the powerful teacher’s unions, Obama hailed teachers as “the single most important factor in a classroom,” calling for higher pay, better training and additional resources to help teachers succeed. “Instead of a culture where we’re always idolizing sports stars or celebrities, I want us to build a culture where we idolize the people who shape our children’s future,” Obama said. The president laid the groundwork for what he called “an honest conversation” about education with comments on several recent developments that were designed as sweeteners for his mostly minority audience. For instance, he said his goal with his domestic agenda, including the economy, health care and other priorities, is to create “an economy that lifts all Americans — not just some, but all.” That comment earned him significant applause and pleased murmurs in the room. The president also said he very much looks forward to signing a bill recently passed by Congress to reduce the disparities between mandatory crack and powder cocaine sentences. The matter has been a longtime thorn for the black community, as the quarter-century-old law that Congress changed has subjected tens of thousands of blacks to long prison terms for crack cocaine convictions while giving far more lenient treatment to those, mainly whites, caught with the powder form of the drug. “We got it done,” Obama said. “It’s the right thing to do.” And he forthrightly addressed the racial firestorm over the recent ouster of a black Agriculture Department official. He said the forced resignation of Shirley Sherrod “marked both the challenges we face and the progress we’ve made.” “She deserves better than what happened last week,” Obama said. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

WASHINGTON — More than 10 years have passed since she gave up her pursuit of a degree in computer science, but Yajahira Deaza still has regrets. “I feel incomplete,” says the 33-year-old, a customer service representative for a major New York bank. Her experience reflects the findings of an Associated Press-Univision poll that examined the attitudes of Latino adults toward higher education. LATINOS: Students face barriers Despite strong belief in the value of a college diploma, Hispanics more often than not fall short of that goal. The poll’s findings have broad implications not only for educators and parents, but also for the U.S. economy. In the next decade, U.S. companies will have to fill millions of jobs to replace well-trained baby boomers going into retirement. As the nation’s largest minority group, Latinos account for a growing share of the pool of workers, yet their skills may not be up to par. Aware of the challenge, some California State University campuses are reaching out to Hispanic children as early as the fourth grade. “Aspirations for higher education are very strong among Hispanics, but there is a yawning discrepancy between aspirations and actual attainment,” said Richard Fry, an education researcher at the Pew Hispanic Center. Indeed, the poll, also sponsored by The Nielsen Company and Stanford University , found that Hispanics value higher education more than do Americans as a whole. Eighty-seven percent said a college education is extremely or very important, compared with 78% of the overall U.S. population. Ninety-four percent of Latinos say they expect their own children to go to college, a desire that’s slightly stronger for girls. Seventy-four percent said the most important goal for a girl right after high school is to attend a four-year college, compared with 71% for boys. Enthusiasm about higher education hasn’t been matched by results. Census figures show that only 13% of Hispanics have a college degree or higher, compared with 30% among Americans overall. The poll revealed some of the roadblocks: Latinos do not have enough money, yet many are reluctant to borrow. Family obligations intervene. Parents and teachers provide only lukewarm support. Fifty-four percent said their own parents either did not expect them to go to college, or did not care either way. After graduating high school, Angel Vasquez of Port Arthur, Texas, wanted to go to a technical school to become a diesel mechanic. First he wanted a six-month break. No, said the grandfather who raised him: Go to school immediately or get a job immediately. Now 23, Vasquez works as a technician for a company that repairs buildings damaged by water and mold. “My grandparents raised me pretty good, and I understand where they were coming from,” he said. But “I seriously wish I would have gone to school because I could be making double the money.” In the poll, just 29% cited poor grades in high school as an extremely or very important reason for not going to college. “A main takeaway here for policymakers is that there are a lot of things that are inhibiting Hispanics, other than their academic performance,” said Michael Kirst, a Stanford University education professor. “They have really major barriers that are more intense for this population.” Affordability was the top reason for not completing a college degree, cited by 54% as “extremely” or “very” important. Financial pressure is magnified by a reluctance to borrow that appears to be cultural. The second most common reason for not finishing college was family responsibilities, cited as extremely or very important by 52%. Deaza, the New York bank employee, said that is why she had to leave her computer studies back in the late 1990s. A single mom-to-be, she was expecting her first child, a daughter who’s now 11. Deaza is married with three children now, and says she has a lot to be thankful for. Still, she feels bad not having her degree. “I feel it the worst when I’m trying to find a job,” she said. The AP-Univision Poll was conducted from March 11 to June 3 by the National Opinion Research Center at the University of Chicago , using a sample of Hispanic households provided by The Nielsen Company. The margin of sampling error is plus or minus 3.5 percentage points. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

ATLANTA (AP) — Eighteen states and the District of Columbia were named finalists Tuesday in the second round of the federal “Race to the Top” school reform grant competition, giving them a chance to receive a share of $3 billion. Education Department officials provided The Associated Press with a list of the finalists ahead of a speech by Education Secretary Arne Duncan . The states are: Arizona, California, Colorado, Florida, Georgia , Hawaii , Illinois, Kentucky, Louisiana, Maryland , Massachusetts, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, and South Carolina. Duncan was expected to officially announce the finalists at a speech at the National Press Club. The competition rewards ambitious reforms aimed at improving struggling schools and closing the achievement gap. Applications were screened by a panel of peer reviewers, and finalists will travel to Washington in coming weeks to present their proposals. In all, 35 states and the District of Columbia applied for the second round of the application. The 19 finalists have asked for $6.2 billion, though only $3.4 billion is available. Dozens of states passed new education policies to make themselves more attractive to the judges. New York, which was a finalist in the first round but did not win money, lifted its cap on the number of charter schools that can open annually from 200 to 460. Colorado passed laws that would pay teachers based on student performance and can strip tenure from low performing instructors. Two states, Tennessee and Delaware, were awarded a total of $600 million in the first round. Their applications were praised for merit pay policies that link teacher pay to student performance and for garnering the support of teachers’ unions. Tennessee and Delaware also have laws that are welcoming to charter schools. In the first round of the race, some stakeholders were reluctant to support applications tying teacher evaluations to student test scores. Armario reported from Miami. AP Writer Michael Gormley in Albany, N.Y., contributed to this report. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

U.S. colleges aren’t doing enough to limit student access to alcohol, a new study contends. College administrators do recognize that student drinking is a major problem, but they focus on individual interventions and campus-based alcohol restrictions. They need to do more work with communities to develop policies to reduce excess drinking by students, such as monitoring of illegal sales of alcohol and limiting the number of retail alcohol outlets, according to study author Toben Nelson. SORORITIES: Antics at Miami U. spur alcohol debate REPORT: Alcohol companies go online to lure younger drinkers SOCIAL DRINKING: Alcohol habits of friends impact your own Nelson, an assistant professor in the epidemiology and community health division at the University of Minnesota , and colleagues analyzed the answers given by 351 college administrators who responded to an online survey in 2008. The respondents were asked if they were following recommendations from the U.S. National Institute on Alcohol Abuse and Alcoholism’s college drinking task force 2002 report on the best strategies for reducing student drinking. The 2008 survey showed there was “very little action on the task force recommendations and very little implementation,” Nelson said in a news release from the journal Alcoholism: Clinical and Experimental Research . “Very few had even had conversations in the communities.” Many of the college administrators knew about the task force recommendations, but more than 22% did not know about them, according to the survey. Previous studies had shown that community-based alcohol control is effective in reducing college student drinking through policies such as monitoring of illegal sales of alcohol, limiting the number of alcohol outlets, increasing prices, and mandatory training for servers. But Nelson and colleagues found that only one-third of college communities performed compliance checks for illegal alcohol sales, only 15% mandated server training, only 7% restricted the number of alcohol outlets, and only 2% raised alcohol prices. Among the study’s other findings: • Education about the consequences of excessive drinking was given to students at 98% of the colleges. The methods included lectures, meetings or workshops, poster campaigns and computer-based programs. • Two-thirds of colleges provided interventions for problem drinkers or those at high risk, either on campus or by paying for off-campus services. The study findings were released online in advance of publication in the October print issue of the journal Alcoholism: Clinical and Experimental Research .

PHILADELPHIA (AP) — A movement is underway to make it easier for entrepreneurs to navigate the lucrative and sometimes-tricky education market and introduce new technology and products into classrooms. An educator at the University of Pennsylvania wants to create one of the nation’s only business incubators dedicated to education entrepreneurs. The U.S. Department of Education is also getting into the act with a $650 million fund to boost education innovation. “Here’s this (market) that is huge, that is really important, that needs innovation, and there’s just nothing out there to sort of foster it,” said Doug Lynch, vice dean of Penn’s Graduate School of Education. “Let’s create a Silicon Valley around education.” K-12 schools and degree-granting institutions spend more than $1 trillion on education annually, federal statistics show. That represents immense potential for entrepreneurs — if they can resist the lure of more established tech firms and trendier ventures like social networks. There are other roadblocks. Despite constant talk of making U.S. students more competitive, Lynch said it can be nearly impossible to introduce a new product in the fractured K-12 market because of frequent changes in superintendents, policy and curricula. Each of the nation’s 15,000 school districts has its own needs and often cumbersome purchasing process. “It’s worse than trying to sell to the U.S. Army, in terms of the hoops you have to jump through,” Lynch said. The incubator he envisions at Penn — called NEST, for Networking Ed entrepreneurs for Social Transformation — would identify promising businesses and give them financial and logistical support, such as access to capital, work space and university expertise. Linking educational researchers, who tend to be theoretical, with entrepreneurs, who are more practical and action-oriented, could help unlock the market, said Kim Smith, co-founder of the NewSchools Venture Fund, which invests in education businesses. “If they can figure out a way to bridge those two communities, it could be a real contribution,” said Smith, now CEO of Bellwether Education Partners. Penn, an Ivy League university in Philadelphia, has already held two summits on education entrepreneurship and hosted its first business plan competition, sponsored by the school and the Milken Family Foundation. The top prize went to Digital Proctor, which creators say can identify typists through keystroke biometrics and thereby make it easier for teachers to root out test fraud. Digital Proctor beat out competitors from 27 states and three countries to win $25,000. In an interview, Digital Proctor CEO Shaun Sims said investors’ lack of familiarity with the education industry means entrepreneurs must make a double pitch: first on the market overall, then on the actual product they’ve developed. An incubator would “create an ecosystem for education” that attracts entrepreneurs who might otherwise venture into more investment-friendly efforts, he said. “You’re going to get the country’s best talent working in this market instead of going to Silicon Valley working on the next social network,” Sims said. The U.S. Department of Education hopes to bolster entrepreneurship with its Investing in Innovation fund. Jim Shelton, assistant deputy secretary for the Office of Innovation and Improvement, said it is easier than ever for schools to use new ideas and products because of increasing Internet connectivity, cheaper technology and the growing use of hard data to measure outcomes. “The shift toward evidence as the currency for education … will make it a much more rational market,” Shelton said. “It will be much easier for entrepreneurs to prove that what they have is what people should be spending time and money on.” Arizona State University is also embracing the emerging field. It held its first education entrepreneur summit last spring and has started discussions with Penn for some kind of partnership, said Julia Rosen, associate vice president for innovation and entrepreneurship. Arizona State’s business incubator, SkySong, has all types of companies but is intensifying its focus on education businesses because of the “incredible market potential,” Rosen said. “Individual consumers are increasingly willing to pay for education, whether it’s lifelong learning, private schools, tutoring (or) test prep,” she said. “We think education is going to be the next health care.” Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

Civil rights leaders are criticizing Obama administration education reforms aimed at turning around low performing schools and closing the achievement gap for minority students. Eight civil rights organizations, including the NAACP , contend in a document released Monday the Education Department is promoting ineffective approaches for failing schools. They also claim the $4.35 billion “Race to the Top” grant competition — a program with a goal of spurring innovative reform in states — leaves out many minority students. “We want to be supportive, but more important than supporting an administration is supporting our children across the country and ensuring that they have an opportunity to learn,” said John Jackson, president of the Schott Foundation for Education, one of the groups that developed the document. Education Secretary Arne Duncan and a White House adviser met with the groups Monday, including the Rev. Jesse Jackson , the Rev. Al Sharpton and the presidents of the National Urban League and NAACP Legal Defense and Educational Fund. The groups distributed the document to members of Congress last week. Duncan has called education “the civil rights issue of our generation,” and many of the reforms the administration has pushed aim to improve educational opportunities for the most vulnerable students. “The administration is dedicated to equity in education and we’ve been working very closely with the civil rights community to develop the most effective policies to close the achievement gap, turn around low performing schools and put a good teacher in every classroom,” Education Department spokesman Justin Hamilton said. The Obama administration’s education reforms have drawn criticism from education advocates, including prominent teachers’ unions like the American Federation of Teachers , which gives money to many of the groups that signed the civil rights document. AFT President Randi Weingarten said she supports the proposal but that her organization had nothing to do with writing it. “I think the civil rights movement has done something really important here,” Weingarten said. “They are setting a very different prescription for how to ensure quality education for all.” The proposal calls into question many of the Education Department’s initiatives, including the $4.35 billion Race to the Top competition and the $3.5 billion to turn around low performing schools. Citing federal data, the groups say just 3% of the nation’s black students and less than 1% of Latino students are impacted by the first round of the Race to the Top competition, which awarded about $600 million for Tennessee and Delaware to undertake innovative reforms. Finalists for the second round of grants are to be announced Tuesday. “No state should have to compete to protect the civil rights of their children in their states,” John Jackson said. The document also proposes creating standards for equal access to early childhood education, effective teachers, college preparatory curriculum and quality resources. And it takes a critical viewpoint of the administration’s approach to turn around failing schools, including closing them or replacing much of the staff. “Low-performing schools will not improve unless we also change the resources, conditions and approaches to teaching and learning within the schools or their replacements,” the assessment states. But the plan has one glaring omission: no Hispanic groups signed on to support it. Raul Gonzalez from the National Council of La Raza said his organization decided not to endorse the document because there were concerns with how the groups see charter schools. The civil rights groups want charter schools to focus more on attracting diversity than the needs of the children in their community, Gonzalez said. “To suggest that a charter school started by community members who want to help kids in their community cannot serve 100% Hispanic kids in a community that’s 100% Hispanic — that they should be penalized for that or they shouldn’t be allowed to open up — that doesn’t make sense,” he said. But he applauded the civil rights groups for pushing for more financial support for programs that would help increase parental involvement in schools. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

Civil rights leaders are criticizing Obama administration education reforms aimed at turning around low performing schools and closing the achievement gap for minority students. Eight civil rights organizations, including the NAACP , contend in a document released Monday the Education Department is promoting ineffective approaches for failing schools. They also claim the $4.35 billion “Race to the Top” grant competition — a program with a goal of spurring innovative reform in states — leaves out many minority students. “We want to be supportive, but more important than supporting an administration is supporting our children across the country and ensuring that they have an opportunity to learn,” said John Jackson, president of the Schott Foundation for Education, one of the groups that developed the document. Education Secretary Arne Duncan and a White House adviser met with the groups Monday, including the Rev. Jesse Jackson , the Rev. Al Sharpton and the presidents of the National Urban League and NAACP Legal Defense and Educational Fund. The groups distributed the document to members of Congress last week. Duncan has called education “the civil rights issue of our generation,” and many of the reforms the administration has pushed aim to improve educational opportunities for the most vulnerable students. “The administration is dedicated to equity in education and we’ve been working very closely with the civil rights community to develop the most effective policies to close the achievement gap, turn around low performing schools and put a good teacher in every classroom,” Education Department spokesman Justin Hamilton said. The Obama administration’s education reforms have drawn criticism from education advocates, including prominent teachers’ unions like the American Federation of Teachers , which gives money to many of the groups that signed the civil rights document. AFT President Randi Weingarten said she supports the proposal but that her organization had nothing to do with writing it. “I think the civil rights movement has done something really important here,” Weingarten said. “They are setting a very different prescription for how to ensure quality education for all.” The proposal calls into question many of the Education Department’s initiatives, including the $4.35 billion Race to the Top competition and the $3.5 billion to turn around low performing schools. Citing federal data, the groups say just 3% of the nation’s black students and less than 1% of Latino students are impacted by the first round of the Race to the Top competition, which awarded about $600 million for Tennessee and Delaware to undertake innovative reforms. Finalists for the second round of grants are to be announced Tuesday. “No state should have to compete to protect the civil rights of their children in their states,” John Jackson said. The document also proposes creating standards for equal access to early childhood education, effective teachers, college preparatory curriculum and quality resources. And it takes a critical viewpoint of the administration’s approach to turn around failing schools, including closing them or replacing much of the staff. “Low-performing schools will not improve unless we also change the resources, conditions and approaches to teaching and learning within the schools or their replacements,” the assessment states. But the plan has one glaring omission: no Hispanic groups signed on to support it. Raul Gonzalez from the National Council of La Raza said his organization decided not to endorse the document because there were concerns with how the groups see charter schools. The civil rights groups want charter schools to focus more on attracting diversity than the needs of the children in their community, Gonzalez said. “To suggest that a charter school started by community members who want to help kids in their community cannot serve 100% Hispanic kids in a community that’s 100% Hispanic — that they should be penalized for that or they shouldn’t be allowed to open up — that doesn’t make sense,” he said. But he applauded the civil rights groups for pushing for more financial support for programs that would help increase parental involvement in schools. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.