As “reported” in the NYTimes, “The soaring dropout rate is causing the United States to lose ground educationally to rivals abroad and is trapping millions of young Americans at the very margins of the economy. The Obama administration acknowledges the problem in its new budget, which includes a $50 million dropout prevention program, but solving this predicament will require a lot more money and a comprehensive national strategy.”

While the dropout rate is disconcerting, the solution that not only this Times author, but many others around the nation believe is that the “solution” is government.  More government, more involvement, more money, more programs, etc., etc., etc.  As evidenced in a concluding statement,

“But at the moment, states and localities are struggling to contain it with little help or guidance from the federal government. Congress, which is just waking up to this issue, can advance the solution by putting its money and muscle behind proven programs…”

Whether or not government programs work, the underlying issue is what do we teach young men and women about where our solutions come from.  In the words of a contemporary Christian tune… “where does my hope come from?”  Where do our solutions come from for life? for school? for our environment?  Where?

Might I offer an answer?  Aside from religion and the guidance we gain from within that, solutions to our lives originate with ourselves.  Second, our solutions for our lives come as we learn to be observant of our situations.  Third, we excel in the areas that we delight in.  As we learn how other areas of learning relate to those areas we really enjoy, we begin to excel in those too.

How then do we decrease dropout rates?  Give control of learning to learners and those stakeholders closest to them… parents and/or guardians.  Learner-driven environments as opposed to student-centric and/or any other contemporary classroom structure incantation.

What is a “learner-driven” environment?  One in which the school is merely a place that offers courses and the learners move freely within, structuring their learning, pace of instruction, course sequence, effectively “tracking” themselves.

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