Effective Dropout Prevention: An Analysis of the 1985-86 Program in New York City. Report No. 3, Dropout Prevention Series (original) (raw)

Effective Dropout Prevention: The Case for Schoolwide Reform

1988

/his document has been reproduced as received from the person or organization originating it Minor changes have been made to improve resduction quality, points of viow or opinions stated in this doeu mont do not necez,sanly represent official OERf position or policy The Public Education Association is an independent nonprofit citizens organization committed to support and improve New York City public schools. During recent years, the focus has been on helping the most disadvantat A children receive a quality education. In its 92 year history, PEA has raised public consciousness and stimulated educational reform through research, advocacy, litigation, public information, and demonstration projects.

Facing the Challenges of At-Risk Students in Urban School Districts: The Impact of an Attendance and Dropout Prevention Program in a Non-Traditional School

2002

Students who eventually drop out of school have a long-term disadvantage in becoming productive citizens. The traditionally structured U.S. high school system does not facilitate high school education for at-risk students. Some schools, however, do organize themselves around the needs of the at-risk student population. This study analyzed the impact of a 6-month dropout prevention program in a nontraditional school of a large urban school district. Participants were students enrolled in the alternative high school program. A treatment and a comparison group were randomly assigned for participation in the study. First, the overall pattern of school attendance was analyzed. Second, a random sample of both treatment and comparison group members was assessed in terms of changes on attendance percent rates. Third, a comparison in terms of students dropping out was conducted. Finally, a cost-effectiveness analysis was utilized to examine the data. Findings support the dropout prevention intervention. Implications for practice and future research are discussed. (Contains 15 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Running head: Facing the Challenges of At-Risk Students Facing the Challenges of At-Risk Students in Urban School Districts: The Impact of an

Updating a Searchable Database of Dropout Prevention Programs and Policies in Nine Low-Income Urban School Districts in the Northeast and Islands Region. REL Technical Brief. REL 2012-No. 020

Regional Educational Laboratory Northeast Islands, 2012

REL Technical Briefs is a report series from Fast Response Projects that helps educators obtain evidence-based answers to their specific requests for information on pressing education issues. REL Technical Briefs offer highly targeted responses across a variety of subjects, from reviews of particular studies or groups of studies on No Child Left Behind Act implementation issues to compilations or quick summaries of state or local education agency data, appraisals of particular instruments or tools, and short updates of Issues & Answers reports. All REL Technical Briefs meet Institute of Education Sciences (IES) standards for scientifically valid research. This REL Northeast and Islands Technical Brief describes updates to a database first described in the Issues & Answers report, Piloting a searchable database of dropout prevention programs in nine low-income urban school districts in the Northeast and Islands Region (REL 2008-No. 046) and updated previously in another Issues & Answers report, Dropout prevention programs in nine Mid-Atlantic Region school districts: additions to a dropout prevention database (Issues & Answers Report, REL 2011-No. 103).

Updating a searchable database of dropout prevention programs and policies in nine low-income urban school districts in the Northeast and Islands Region

2012

REL Technical Briefs is a report series from Fast Response Projects that helps educators obtain evidence-based answers to their specific requests for information on pressing education issues. REL Technical Briefs offer highly targeted responses across a variety of subjects, from reviews of particular studies or groups of studies on No Child Left Behind Act implementation issues to compilations or quick summaries of state or local education agency data, appraisals of particular instruments or tools, and short updates of Issues & Answers reports. All REL Technical Briefs meet Institute of Education Sciences (IES) standards for scientifically valid research. This REL Northeast and Islands Technical Brief describes updates to a database first described in the Issues & Answers report, Piloting a searchable database of dropout prevention programs in nine low-income urban school districts in the Northeast and Islands Region (REL 2008-No. 046) and updated previously in another Issues & Answers report, Dropout prevention programs in nine Mid-Atlantic Region school districts: additions to a dropout prevention database (Issues & Answers Report, REL 2011-No. 103).

Student Dropout Problem: Implications for Policymakers

1988

Over 35 percent of all Western Region students (in Arizona, California, Nevada, and Utah) entering the ninth grade in 1980 failed to complete high school. This paper providcs education policy makers with an overall understanding of the Western Region dropout problem, reviews available research, analyzes alternative change strategies, and briefly describes three categories of specific policy options. Students' decisions to leave school are shaped by numerous interrelated factors, including personal reasons, family characteristics, and disappointments in the school. Schools contribute to school leaving by creating dull and uninspiring programs, allowing staff insensitivity to student needs, and failing to develop effective management systems to identify, track, and serve the needs of at-risk students. Promising approaches to reducing early exit behavior must deal with student "disconnectedness" and address three policy levels-the community, the school, and the individual staff member. Coordinated change at all levels is required for maximum effectiveness. Six strategies for reducing school leaving can be identified: risk management, environmental management, incentive management, program management, staff management, and culture management. Three policy options are available: (1) strengthening school cultures and programs; (2) retaining at-risk youth; and (3) enhancing career and vocational programs. (134 references) (HLH)