The issue of kids dropping out of schools has been widely debated. Time magazine devoted a recent cover article to the issue and its ramifications for society. So it was encouraging to read about someone who is actually doing something about it.

As depicted in a recent Spokesman-Review article, Barb Farnsworth, an intervention specialist at Spokane’s Rogers High School, is a potential dropout’s worst nightmare … or savior, if viewed from the proper perspective. Her title is teacher on special assignment, but the work she does ought to be routine.

Depending on how it’s calculated, the dropout rate in the United States is anywhere from 15 percent to 30 percent, and it has held steady for about 30 years. But it’s a bigger problem today because a high school diploma is practically required for any well-paying jobs in our increasingly knowledge-based economy. In the past, dropouts could rely on factory jobs that paid middle-class wages. Now they can expect to permanently cling to the lower-income rungs, if they can get a job at all. A 2002 Northeastern University study found that nearly half of all dropouts ages 16 to 24 were unemployed.

Among the costs to society is the fact that an estimated two-thirds of prison inmates are dropouts.

Some educators are worried that the pressures from standardized testing and No Child Left Behind mandates could cause schools to push out students who could potentially bring down scores. Education leaders should guard against this unintended consequence, because it would do more harm than good.

So, why do students drop out in the first place? The Gates Foundation commissioned a national survey of dropouts and released the results in March. The survey reveals that the problem is quite fixable if we have the will to do so. It also shows that Barb Farnsworth is on the right track.

Most dropouts miss many classes the year before dropping out. They report having too much freedom and taking advantage of it. They point to the lack of parental involvement, saying their parents aren’t aware of absenteeism and failing grades.

Almost all respondents said they regret dropping out and want to return to school with people their own age. So what would’ve stopped them?

The dropouts in the Gates Foundation survey have some answers:

“More engaging curriculum, more real-world learning. Some students need to see the connection between education and a good job.

“More flexible curriculum. Many dropouts have good grades but are bored.

“Better teachers and smaller classes. Some dropouts would have benefited from more individualized attention, whether it was with teachers or tutors.

“More supervision and discipline in classrooms. There are too many distractions, and some dropouts said they didn’t feel safe.

“A personal connection with at least one adult confidant at school.

“Better connection between parents and schools. Forty-eight percent said they or their parents were not contacted when they skipped school. Forty-seven percent said they were not contacted by their school after dropping out. Parents and teachers should collaborate on a graduation plan.

None of these solutions will work without responding to the early signals sent by potential dropouts. In short, we need more Barb Farnsworths.