Running Head: THE HUMBOLDTIAN MODEL OF ACHIEVEMENT 1

The Humboldtian Model of Achievement:

An Analyses of Single Parent Households & Student Retention

Matthew Maloney, Seth Schreffler, & Lukas Sheets

Arizona State University

12 November 2018
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Abstract

This paper will analyze student retention rates in the state of Arizona in relation to

national levels and will discuss the primary sources leading to the staggering student “dropout”

trend. The primary topics of analysis regarding student retention will include external factors

such as familial functions and digital wellness, internal factors such as general educational

practices, as well as structural trends and observations within field observations. Other elements

that will be covered include a possible hypothesis for the student “dropout” trend, the

implications for students individually and nationally, as well as a proposed comprehensive

intervention to shift educational practices toward an inquiry-based model. Literary sources used

in this paper range across diverse pedagogical backgrounds and include interpretations based on

the 18th century works of Baron Wilhelm von Humboldt and the contemporary research of

Robert J. Marzano.
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Introduction

As a nation, the United States has an extremely serious problem within the field of

education. In Arizona alone, one out of every five students are not completing the requirements

necessary to graduate, with two out of every five disabled students also not graduating

(Governing, 2015). Although some states do have scores that may be slightly above or below the

Arizona average, they generally reflect similar ominous graduation rates. This is then

compounded by the fact that by 2020 “65 percent of all jobs in the economy will require post-

secondary education and training beyond high school” (Carnevale, 2013). In addition, the rapid

retirement of baby boomers indicates a large vacancy of high skilled workers, while technology

is on track to eliminate between one third and one half of our current economy’s available jobs

(Williams, 2017).

Some have highlighted that there may still be some hope due the fact that industries

appear and disappear from economies all the time, yet the need to staff those high skilled

positions will remain of vital importance. Just as the last century required furthering one’s own

education in order to gain new opportunities and staff high skilled positions, the future will

require a particular commitment that emphasizes investment in developing skills around

technological literacy, critical thinking, and self-improvement (Carnevale, 2013). In ensuring

that all students have access to a meaningful education, educators must institute a new outlook

on the education system and the methods contained within. It will be important to analyze the

current state of education, as well as the various forms that education has taken since the

development of the traditional school classroom.

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Problem Source

The state of Arizona has recorded appalling student retention rates over the past decade,

with the single digit percentages fluctuating up or down but remaining close to the one in five

and two in five statistics mentioned previously. Although there have been some improvements in

recent years, Arizona graduation rates have fallen back below the high of 78% in 2010 indicating

that interventions have not provided Arizona students effective or timely relief. The trend is the

same with disabled students who have a marginally lower graduation percentage falling below

the 2010 high of 67% down to 64% in 2015. Both of these numbers are problematic as they fall

below the national average and indicate a broader national issue of student graduation. Analyzing

this information in the best-case scenario leaves the reader with a very sobering understanding,

that across the United States one in five students are generally not graduating with a high school

degree, with disabled students or students in poverty suffering at an even higher rate of failure

(Governing, 2018).

The impact of student retention rates has far reaching effects, as in a study conducted by

the Employment Policies Institute (EPI), they found that almost half of those who do not receive

a high school diploma or equivalence, are not literate enough to successfully complete a job

application. In addition, minimum wage hikes have forced employers to conduct business more

efficiently with less of a workforce, leading to a society in which our economy demands skilled

labor. An analysis of data by the EPI found that "between 1998 and 2007, those without a high

school diploma spent an average 154 more days unemployed than their counterparts with a

diploma". Without receiving a high school diploma or the equivalence, the future growth of the

individual is stunted, and the individual forced into a mode of sustenance and survival (EPI,

2010).
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These problems are significant enough alone without the number of outside factors that

create added challenges for educators trying to assist high risk students, however, they are issues

that must be dealt with in order to initiate the proper interventions needed. One such problem

causing additional harm to high risk students, is that in the last fifty years the United States has

had a significant rise in single-parent households. This new household dynamic in many cases is

a major factor in the decline of test scores and overall completion or mastery of assignments in

the classroom. Many teachers that are not familiar with this problem have come to the conclusion

that students are not engaging due to laziness or lack of overall understanding of the subject

matter, while students may actually be rejecting school due to the many problems stemming

from single parent households.

These single-parent households tend to have less time to give to their children, with their

child often missing the vital one on one attention that they need to be successful. In many cases,

a study of this lack of homelife structure would show that lack of parent-student connection leads

to negative effects on the students overall academic status. In addition to having less homelife

structure, single parent households often mean less money within the household in the short

term, with consequences that span a great distance into the future. In a study conducted by the

journal Education Next, researchers came to three staggering conclusions in relation to the single

parent household. First researchers found that an education gap does exist “between young adults

who lived in single-parent families” and that those who “lived in two-parent families”. Second,

researchers found that in 1965 “51 percent of low-income children entering adolescence were

living in single-parent households” which over the next three decades “jumped to 75 percent”.

Last, researchers found that the “likelihood of graduating from college was 8 percentage points

less among those who had lived in single-parent families than their peers with two-parent
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families. In the 11-year period ending in 2009, that gap more than doubled to 17 percentage

points” (NYU, 2015).

Although it can be difficult to sift through the mountains of data and what aspects may

simply be showing elements of data crossing over into multiple categories for analyses, there is

no way that this data can be looked at to provide a positive outlook based on the trends

mentioned above. When analyzing the cause and effect relationship between student retention

and the single parent household, there are a series of elements that could affect student outcomes,

including overworked parents providing for the student, multiple siblings at home in need of the

parents attention and energy, or any other slew of obstacles or problems placing strain on the

family structure at any given time. In order to better tend to this problem that students face,

educators must be willing and able to actively communicate academic progress and status to the

student and their parent.

The topic of single-parent households and its effects on schooling is, sadly, not a new or

rare topic facing the United States. From 1990 to 2010 the single-parent household rate among

fourth graders in the United States has risen an astounding ten percent in 2011 from the twenty-

three percent high in 1990. These percentages mean that one-third of all fourth graders have a

single-parent household (Amato, 2015). This shows just how large the problem has become, with

the effects seeming to stack and compound as the years progress. Taking into account the rate of

progress within our current educational model for secondary education, it is clear that the high

school retention rate and its overarching effect on the country is not sustainable for the long

term.
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Assessing the Problem

In seeking to rectify the problem of the student dropout rate and its correlation to single

parent households, there are many elements that must be analyzed and addressed to close the

education gap. From a practical point of view, educators must address the issues that exist within

their locus of control, meaning that all interventions must be achievable within the confines of

the school structure. Some issues that may affect single parent households and their students in

particular include elements such as attendance, home structure, accountability, and resources.

With one less individual around to assist in the daily tasks, the student may be left in positions

that require the student to spend time focusing on home issues rather than school.

In a Washington Student Oral Histories Project Study, researchers identified the number

one difference between dropping out and graduation as being “the ones who make it” had “some

adult who, at some point, grabs onto them and pulls them over the line”. This same study found

that annually about a half a million students do not graduate, with more than one in three

disabled students not graduating on time. This is then further exacerbated by the many “quick

fixes” conducted by school administrators to improve retention rates by routinely misreporting

“dropouts” as transfers or not including students marked as simply being truant. This number is

further obscured by the students who are truant or dropout and then later return to the learning

environment (Feldman, Smith, & Waxman, 2017, p. 8-9).

Although this oral histories analyses did not identify any particular pattern for the

reasoning behind students eventually dropping out, it did identify the four stages in which we can

identify at risk students in order to provide proper interventions and hopefully intervene before it

is too late. The first stage identified in Why We Drop Out is the initial disengagement stage. This

may be due to multiple sources and often has some reasoning based in the students social,
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behavioral, or familial environment. This stage is typically fairly subtle, but leads to behaviors

that include “tuning out in class, ignoring homework, or failing tests” (Feldman, Smith, &

Waxman, 2017, p. 12). This is not entirely problematic if identified early but can bring about

more intense feelings of frustration and desperation as their grades begin to sink.

The next stage in the process of dropping out was identified as the early skipping stage.

This stage is identified as being “more sporadic” and “under the radar”, as students begin to

leave the learning environment by choice. This is more of an experimental phase and is often

characterized by the skipping of individual classes intermittently due to lack of engagement. This

is an escalation of the problem and leads to the next stage in the dropout process. This stage

should be addressed aggressively by intervening with the incorporation of parental notification

and follow up procedures. If not addressed quickly, the student enters into the third phase known

as the serious truancy phase (Feldman, Smith, & Waxman, 2017, p. 12).

The serious truancy phase is the last actionable phase in which intervention is possible for

implementation and is characterized by the frequent skipping of entire days of school. In their

study, the Washington Oral Histories Project identified serious truancy as the last step prior to

dropping out. This phase creates “serious academic failure” as students miss too much class to

organize a plan of correction. One suggestion that can help slow but not stop the process is to try

re-enrolling in a different school in order to attempt a fresh restart. Although this phase is not

entirely too late to bring back students who have tuned out, interventions should attempt to reach

them prior to this phase as this phase is filled with half commitment and typically ends with the

cessation of attending school. The last phase involves the student dropping out and retreating

into the real world without any of the assistance and support materials available within the

educational arena (Feldman, Smith, & Waxman, 2017, p. 12-13).

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Even with the student dropout rate attempting to be addressed, there are elements that end

up being neglected in single parent households that can range from the simple bus ride that takes

up additional time that others may have spent on homework, or lack of attention at home that

causes the student to seek that affirmation during class. Regardless of the problem, the

consequences are far reaching and all-encompassing for the students that have to deal with them.

Just as adults may cut things out of our day that they deem as excessive and unnecessary due to

time constraints, students may react in kind about their education. Educators must be the

individual responsible for pulling students across the finish line that is graduation and must act as

if they are their students only advocates.

Even though educators may not be able to stop the increasing trend of single parent

households, it may be possible to solve some of the effects by addressing the individual growth

of students. Across the nation is clear that many students are living life with less resources than

their peers, with the debate coming to focus on how educators should aim to provide them with

relief. Through a series of steps and implementations educators can begin to beat back this

scourge that hurts students and stifles the productivity of America. If there is lack of structure

and inconsistency in grading, educators must set expected standards and help students to achieve

them. In cases where students lack transparency or accountability between class and at home,

educators must open new corridors and establish unbreakable lines of communication with

parents. When educators are found collecting paychecks and simply scraping by off the backs of

their students, administrators must remove inefficiencies and reinforce best practices throughout

the educational system by ensuring accountability of students and educators alike.

Plan of Action
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In the contemporary era, many have created new solutions attempting to fix the same old

problem regarding student engagement. Many of these solutions provide pieces to a centuries old

puzzle that seems to have only become more complex and simultaneously watered down over

time. This can be seen most clearly at the post-secondary level of education where certain fields

of study have bifurcated into subfields, even though these subfields may not be of great cultural

importance or enhanced learning. The same has happened in education with every interest group

seeking a piece of the publicly funded pie, resulting in the fracturing of education into various

fields with various base backgrounds and knowledges. In looking at the problem of the student

dropout rate and its connection to single parent households, educators must approach with a

potent three part tincture of old philosophic educational principles implemented on a macro

level, high yield Marzano instructional strategies implemented at the micro level, and a

comprehensive across the board implementation of Mary Lou Fulton Teacher Colleges best

practices such as Inquiry based instruction.

Imagining a perfect ideal educational environment is one sight that most within the

educational field cannot agree on. One proposition is a multi-pronged approach aimed at building

up all elements of the individual's capacity through the implementation of the Humboldtian

model on a macroscale and somewhat based on the implementation of Marzano's high yield

instructional strategies on the microscale. The Humboldtian Model of Education is based on the

18th century works of Wilhelm von Humboldt who went on to lay the basic groundworks for

education in Prussia and the world moreover. Wilhelm and his brother Alexander were

instrumental in 18th century Europe, with Alexander going on to lay the groundworks for

Charles Darwin’s Theory of Evolution (Cambridge, 2009). Even though Wilhelm von Humboldt

has been obscured to some degree over the last few centuries, he still has prominent supporters in
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the contemporary era including University of Arizona Professor and cultural critic Noam

Chomsky. Chomsky gave his take in a recent interview stating that he agrees with Humboldt's

statement that man's essential attribute is to “inquire and create” (Chomsky, n.d.).

In dissecting the Humboldtian Model of Education, there are several large takeaways that

can be derived from Humboldt's Theory of Bildung or "Theorie der Bildung des Menschen". In

describing Bildung, Humboldt elaborated that “the man concerned only with the heightening of

his powers and the elevation of his personality would find an excellent lesson in this work, which

would set out before him, simply and comprehensively, the influence that every business of life

can exercise on our inner Bildung”. Unnoticed to many, the interpretations of education by

Humboldt had solved the question of inner meaning and the worker over a century prior to Marx.

Humboldt understood that only by improving one's self and cherishing ones work can the

individual achieve bildung and be fulfilled (Humboldt, 1793, p. 57-61).

In the Theory of Bildung, Humboldt expresses that the individual must begin to

understand the elemental nature of whatever it is that they are doing and the inner connection of

their work to the timeline of History. Humboldt states that “the mathematician, the naturalist, the

artist, indeed even the philosopher commonly commence their business without knowing its real

nature and without viewing it in its entirety”. An example of this would be that if one is a

mathematician, it should be their goal to understand the content in its entirety, as well as its

connection to nature and the world that it operates within. This involves taking a holistic

approach and attempting to view all elements of one’s trade as interconnected and something to

be understood (Humboldt, 1793, p. 57-61).

Next, Humboldt elaborates on this depth of content knowledge by stating that an “even

worse position, however, is the person who does not choose one field exclusively but wishes to
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draw on them all for the benefit of his education”. This is a particularly important element, as the

current system has students spreading their knowledge across many fields, but only reaching

subdermal in content depth. Understanding this and its implementation into education means

seeking to avoid incorporating elements of all fields to provide broader insight into one's

respective field, instead choosing a subject early on, inquiring on it, and finally committing

toward the respective path. Instituting some form of direction early on means that less time is

spent learning the nuances of content that is useless for a particular application, with the

opportunity for further development latter life (Humboldt, 1793, p. 57-61). In The Sphere and

Duties of Government, Humboldt elaborates on the importance of being able to institute personal

stability by stating that “realizing the effects that education may have on all aspects of life, but

man's life circumstances are far much more important” (Humboldt, 1852, p. 69). This means that

although educational institutions should seek to educate all citizens on the sciences and arts, it is

more important to stabilize the individual in order to provide the room for future growth in their

pursuits. An important element to highlight, is the increased specialization of fields since the

initial development of bildung, as this would have radically accelerated Humboldts desire for

developing the individual’s specificity.

Later in his Theory of Bildung, Humboldt spoke of how “Useful development of

principles is neglected in favor of the higher scientific education of the mind that is suitable for

only the few”. In the modern context this can be seen in relation to the STEM area fields in

which much emphasis is placed, but many neglect to account for the additional time and

resources needed to obtain such goals. Instead educational institutions must build up the

student’s capacity to develop their own skills based on their individual needs. Within education

this is a particular problem as jobs are becoming increasingly more demanding and students less
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capable to fill them. This is why instead of educating students to operate with the exactness of

machines, educators must teach them to operate scientifically moving through the world based

on reason. If it is more reasonable for a student to apply themselves to a family trade in which

they have already developed some degree of experience and possess some level of connection to

their labor, it should not be the goal to develop this individual into a scientist, but instead

develop the potentiality for the student to develop regardless of the field (Humboldt, 1793, p. 57-

61).

Humboldt remarked on the importance of developing the ability to inquire stating that “It

is the ultimate task of our existence to achieve as much substance as possible for the concept of

humanity in our person, both during the span of our life and beyond it, through the traces we

leave by means of our vital activity”. This model of education is based primarily in inquiry and

focuses on a research-based model incorporating students and educators alike. This emphasis on

research develops the ability of students to formulate questions and focuses on the development

of the individual's ability to answers open ended questions unassisted. This would remove forced

engagement in which the student is obligated to conduct research on topics that have little

relation or future meaning for their life. Since all individuals have some level of drive that

pushes them toward the inquiry of their particular nature, it should be the goal to feed this inner

desire to learn regardless of the content area. This is the core of bildung (Humboldt, 1793, p. 57-

61). The inquiry model sets expectations, models’ potentialities, but then allows students the

time and space needed to develop and apply their inner desire for inquiry.

The next portion of introducing meaningful intervention lay in the best practices of Mary

Lou Fulton Teachers College, as well as the works and research of Robert Marzano's high yield

educational strategies. In the more concrete applicational piece of this approach, a

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recommendation is instituting a plan based on the acronym REACH. The R in reach stands for

the Humboldtian research component, in which students and educators are constantly engaging

in scholarly research of their own choice and particular nature. Having students develop a

personal connection to their work and a unique understanding of their particular choice, ensures

that students are engaged in the content while still reaching destinations through inquiry not

possible in the current model. A research-based model banks away from the mechanical factory

training that is so despised in the 21st century, while providing the individualized experience

advocated for by the professors at Arizona State University.

Next, the E of REACH represents the vital evaluation of students’ progress and goals, as

well as setting up the supportive structure to help students achieve them. To achieve this extra

evaluation of student’s goals, institutions should broadly implement a Power-Hour or Response

to Intervention time, in which students can access additional resources, develop life skills, or

explore future paths that they may be interested in. Just as the teacher’s college provides a

“shell” for additional support materials involved in their program, there should be a similar

system instituted for high school students in order to boost the student’s ability for self-efficacy.

In The Limits of State Action Humboldt elaborated on the importance of evaluating goals, stating

that education should be designed to “realize a balance of all opposing impulses” including those

inside and those exerting outside force upon the individual (Humboldt, 1852, p. 68). By

providing specific time for students to focus entirely on personal development, educators ensure

time to simply work on missing assignments or plan for the future while developing positive

habits of mind.

As mentioned previously, there is a massive disconnect that leaves many students not

able to bridge the gap between their classroom education and the application of these learned
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tools in the physical world. Whether managing finances or filling out an application, students

must be able to survive and provide the minimal necessities needed to support oneself. This is

why one proposed approach is the evaluation of the student’s goals and progress, while

incorporating self-taught mini lessons that can help students develop their understandings of

societal elements such as life skills, street law, and civics. During this time students could also

design ‘post-high school’ tracks that establish a clear pathway to a career regardless of whether

their future desires lay in a trade school, the military, or college. Overall, this added time for

intervention is meant to focus on providing students with the structure needed to succeed, a clear

plan for the path ahead, as well as the physical establishment of goals to aim for and track.

The A in REACH is straightforward and focuses on the assessment aspect of improving

education. In ensuring that students are developing the necessary understanding of course

content educators must conduct checks for understanding followed immediately after by

improvements to the content delivery, as well as review of the content that students lack

proficiency in. In improving student engagement during instruction, one suggestion is a model

based mostly in inquiry instruction with a heavy use of Marzano's high yield instructional

strategies. In Marzano’s works, he used a research supporting model that was based in narrative

and meta-analytic studies. In the studies he analyzed, goal setting strategies had a percentile gain

affect between twenty and forty percent (Marzano, 2017, p. 2-3).

Although there are a series of texts that breakdown the many aspects of Marzano's model,

the general breakdown can be characterized as follows. First the educator applies effective

instructional strategies such as those listed in Marzano's Nine High Yield Strategies. The nine

strategies include the elements of identifying similarities and differences, summarizing and note

taking, reinforcing effort and providing recognition, homework and practice, nonlinguistic
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representations, cooperative learning, setting objectives and providing feedback, generating and

testing hypothesis, as well as questions, cues, and advance organizers. These strategies are

scientifically based and place the elements of inquiry into the hands of the student. Next, the

educator must identify specific student mental states and processes, followed by enhancing

student learning based on newly collected data (Room 241, 2012).

Even though a majority of Marzano's strategies are aligned with the Humboldtian Model,

there are elements that can be further incorporated to enhance the nine high yield strategies. One

way that educators can enhance these strategies, is to incorporate simulations or games that help

in providing examples historical moments and lessons (Room 241, 2012). This delivery method

can make content more palatable and provides a positive and engaging learning experience. In

addition, Marzano encourages the observation of other educators, with the implementation of

strategies that work. By scaffolding teaching knowledge across content areas and classrooms,

educators can ensure that they are sharing and promoting the most effective strategies in

accordance with the matching educational activities (Marzano, 2017, p. 103-110).

To support this instruction, is a several step intervention that will reinforce student and

parent accountability. The first step involves the immediate and full transfer of all grading to a

digital platform in order to provide quick and easy access for both students and parents when

checking for student progress. Placing all grading systems into a digital platform ensures that

everyone can access up to date information, while streamlining the process of grading for

educators. An additional step, would be instituting a mandatory weekly newsletter that

incorporates important information that parents may need to know such as upcoming

opportunities for parent-teacher engagement, student progress, as well as opportunities to

improve their students’ performance such as tutoring times, assignment reattempts, and extra
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credit options. Even though it would be ideal to have an automated system to accelerate this

process, it would not take an exponential amount of time if formatted or delegated properly.

By providing all students with the ability to access their progress, instituting the parent

teacher connection, and providing additional time for completing work or future planning,

educators can ensure that assessments are effective and that all students can obtain a meaningful

education. The next letter in REACH is C and stands for the development of the individual as a

citizen of the nation. Educators must assist students in understanding their civic duties and

responsibilities, while developing their ability to think civically by applying cause and effect on

the national scale. In upholding the overarching structures that provide the freedoms in which

students operate, educators must develop students’ understandings of their personal freedoms.

Humboldt stated in The Sphere and Duties of Government that “the happiest result must follow,

it is true, when the relations of a man and a citizen coincide as far as possible” (Humboldt, 1852,

p. 66).

The last letter in REACH is H and represents the holistic element of this approach that

ensures the educational institution is working to develop the student in their entirety. In

developing the student’s connection to education, educators must train the student to engage with

their inner drive and build a meaningful connection to their work. In building students up based

upon their personal direction, they are freed from the monotony and stress of wage labor by

inducing a type of individual fervor for work. Inducing this fervor for achievement is the essence

of bildung and the ultimate state of the individual within the learning environment. Although

some refer to this state of being in different terms, obtaining bildung means reaching what some

have called flow state. This is the state of being in which tasks are completed in full immersion

with pinpoint focus and internal energy.

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Conclusion

Even though this is a significant problem that has obscure causes and few solutions, the

educational community is packed with resources, innovation, and caring individuals. By

implementing a back to the basics approach and ensuring that checks and balances are

established for accountability, all students can be provided with an education that guarantees

them an opportunity for a better future. Although it may not be possible to eradicate the

problems caused by single parent households or stop the trend of the student dropout, steps can

be taken to make instruction more individually tailored and engaging. By applying the practices

discussed, the focus of education is reverted back to the holistic development of the individual as

proposed by Wilhelm von Humboldt, only improved upon by the clear, actionable, and

quantifiable strategies of 21st century thinkers such as Robert Marzano.

When analyzing the additional steps needed in order to provide all students with an

effective education with functional interventions, it is necessary to understand that no single

approach will ever be one size fits all and that adjustments will always be required. In seeking to

raise up those struggling the most, educators must empower individuals within their community

to reflect the most positive attributes of each other and inspire self-development. In reaching all

students, educators must ensure a research-based model that focuses on the establishment and

achievement of student established goals. In addition, educators must conduct assessments

efficiently that then reflect the weaknesses of the class in order to institute proper interventions

and review. Last, educators must focus on the development of the individual as a whole and their

understanding of civic responsibility. If educators and their respective institutions can assist

students in reaching all of the above checkpoints, they can ensure all students have the

opportunity to REACH.
THE HUMBOLDTIAN MODEL OF ACHIEVEMENT 19

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Carnevale, P., Smith, N., & Strohl, J. (2013). "Recovery: Job Growth & Education Requirements

Through 2020". Retrieved from https://cew.georgetown.edu/wp-

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