Resource Library: Dropout Prevention & Intervention

Dropout Prevention

Building a Grad Nation: Civic Enterprises, 2011

After succinctly outlining the Civic Marshall Plan launched in 2009 by President Obama geared towards raising graduation rates to 90% by 2020, the authors go on to describe the progress towards the goal and suggestions as to how progress can be made. Specifically, the report outlines how various partnerships have helped move along progress towards desired benchmarks and outlines federal policy initiatives related to drop-out prevention. 

 

 

Chronic Absenteeism: Attendance Works, 2011

Currently, schools do not have systems in place to accurately track and measure absenteeism in elementary school. Given the connections between elementary absenteeism and future academic outcomes presented in this report, developing such a system would give schools the opportunity to intervene before the negative effects are irreversible. 

 

 

 


Economic Impact

Saving Futures, Saving Dollars: The Impact of Education on Crime Reduction: Alliance for an Excellent Education, 2013

The nation could save as much as $18.5 billion in annual crime costs if the high school male graduation rate increased by only 5 percentage points, a new report from the Alliance for Excellent Education finds. This report examines and builds upon research that links lower levels of educational attainment with higher rates of arrests and incarceration.

 

 

 

Inseparable Imperatives: Equity in Education and the Future of the American Economy: Alliance for an Excellent Education, 2012

As students of color and diverse ethnicities rapidly become the leading population of public school systems in numerous states, closing educational achievement gaps and providing a quality education to all students can secure the United State’s future economic prosperity. Noting that two-thirds of the U.S. economy is driven by consumer spending, this report argues that raising individuals’ education levels will boost their purchasing power and increase the national economy.

 

 

The Economic Benefits of Halving Philadelphia Dropout Rate: Alliance for Excellent Education, 2010

The purpose of this paper is to quantify the economic costs of dropout to the Philadelphia region.

 

 

 

 

 

 


Interventions

Climate Change: Creating an Integrated Framework for Improving School Climate: Alliance for Excellent Education, 2013

Climate Change: Implementing School Discipline Practices That Create a Positive School Climate: Alliance for Excellent Education, 2013

Middle and high school students subjected to harsh school discipline policies and practices such as suspensions and expulsions are more likely to disengage from the classroom and course work, and increases their chances of dropping out, according to this new report from the Alliance for Excellent Education. The report recommends implementing measures that address discipline in fair and equitable ways so that schools and districts can improve school climate and ensure that all students graduate from high school ready for college and a career.

 

Learning What It Takes: Herzog, Davis & Letgers, 2012

This report examines the Diplomas Now program which uses data to trigger a tiered response involving both prevention and intervention to identify and assist students at risk of dropping out. When first implementing Diplomas Now schools should clearly establish roles and responsibilities of staff within the school devote time in the summer to training, establish a full Early Warning Indicator support and intervention team, and develop team schedules in a way that makes attendance less of an inconvenience. Once the system is in place, a number of follow up steps are described.  

 

 

Off-Track Status in High School: Are Students Who Are Off Track to Graduate in the Ninth Grade Able to Get Back on Track:? Strategic Data Project, 2012

In Off-Track Status in High School, SDP analysts observed that almost all students who fall academically off track in high school as measured by credits attained are already off track by the end of ninth grade. This SPI, which tracks the proportion of students who move from being “off track” to being “on track”, can serve to focus a district’s attention on at-risk students while there is time to intervene and improve a student’s chances of timely high school graduation.

 

Dropout Prevention Programs in Nine Mid-Atlantic Region School Districts: Regional Educational Laboratoy Mid-Atlantic, 2011

This report examines existing drop-out prevention program strategies, goals and clientele in the Mid-Atlantic area. After quantifying existing programs, the researchers apply findings presented in the U.S. Department of Education’s What Works Clearinghouse to examine their perceived effectiveness. 

 

 

 

 

Tiered Interventions in High Schools: National High School Center, 2010

This article explores the attempt to apply the tiered RTI (response to intervention) framework in high schools, outlining what each stage might look like within this setting. In applying the RTI to high schools, researchers identify both supporting factors and challenges within this setting, paying special attention to unique attributes of high schools that might affect the application of RTI.

 

 

 

Graduating America: Meeting the Challenge of Low Graduation Rates: Jobs for the Future, 2009

When developing effective educational policies that are responsive the unique characteristics of a particular district or region researchers found that the three most influential factors that should be considered are 1) geographic spread and concentration, 2) district, school and student characteristics and, 3) state and community context – namely socioeconomic status, demographics and political trends. For each of these factors the researchers provide policy recommendations and political strategies that are likely to have the greatest success. 

 

 


Re-Engagement

Re-Engaging High School Dropouts as a Growth Strategy for PA: Operation Restart, 2011

More than 21 percent of Pennsylvania teenagers (nearly 35,000) failed to graduate with their class in 2010. Many of these young people dropped out and set themselves up for a life of insuficient earnings and possible government dependency because they failed to acquire the knowledge and skills necessary to earn a self/family-sustaining wage or compete in a 21st century marketplace.

 

 


Student, Teacher and Principal Perspectives 

On the Frontlines of Schools: Perspectives of Teachers and Principals: Civic Enterprises, 2009

When measuring perceptions of the drop-out rate through focus groups, interviews and surveys, researchers found a significant disconnect between the students reported reasons for dropping out and the perceived reasons identified by principals and teachers. Data measuring which reforms are favorable amongst teacher and principals is also reported on.