Tag » dropout

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  Creating postsecondary pathways to good jobs for young high school dropouts

  1/1/08 - Harris, L., Ganzlglass, E.

  This paper advocates expansion and better integration of efforts to connect high school dropouts between the ages of 16 and 24 to pathways to postsecondary credentials that have value in the labor market. The paper highlights examples of innovations in policy, program delivery, pedagogy in adult education, youth development and dropout recovery, and postsecondary education that should be built upon in developing more robust and successful dropout recovery and postsecondary education policies...

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  Developing early warning systems to identify potential high school dropouts

  1/1/08 - Heppen, Jessica B., Therriault, S. B.

  The information that follows and an accompanying tool developed by the National High School Center can help schools and districts to systematically collect early warning indicator data so they can identify students at highest risk of dropout. An early warning system can be implemented at the school as well as at district levels. The role of the state is critical for providing support that can help districts and schools collect the key information with relative ease, including the use of...

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  Grad Nation: A guidebook to help communities tackle the dropout crisis

  1/1/09 - Balfanz, R., Fox, J. , Bridgeland, J., McNaught, M.

  This guidebook provides information on the dropout crisis and how communities can take action to reduce high school dropouts.

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  High school dropout: A quick stats fact sheet

  1/1/07 - Monrad, Maggie

  This fact sheet highlights the problem of dropout prevention facing America’s high schools today. It provides information on the students most likely to drop out, and examines the impact of dropouts on crime, the economy, personal incomes, and employment.

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  Prioritizing the Nation’s Dropout Factories

  1/1/09 - Tara Tucci

  The crisis is neither silent nor invisible: one in three high school students do not graduate,1 and more than half of those dropouts are produced by just 12 percent of high schoolsa-schools commonly known as ―dropout factories,‖ where just 60 percent or fewer of entering freshman progress to their senior year three years later.2 Although it‘s a concentrated problem, with a small number of schools producing a large share of dropouts, it is not a localized one. Dropout factories are...

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  The High Cost of High School Dropouts: What the Nation Pays for Inadequate High Schools

  1/1/09 - Alliance for Excellent Education,

  If the high school students who dropped out of the Class of 2009 had graduated, the nation’s economy would have benefited from nearly $335 billion in additional income over the course of their lifetimes, according to a new issue brief from the Alliance for Excellent Education. According to the brief, The High Cost of High School Dropouts: What the Nation Pays for Inadequate High Schools, more than seven thousand students become dropouts every school day. Annually, that adds up to almost...

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  Addressing dropout related factors at the local level: Recommendations for administrators

  1/1/08 - Smith, S.C., Bost, L.W.

  With diligence and the appropriate framework, administrators can create positive change at the local level for both students and faculty, while increasing school completion rates for students with disabilities.

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  Addressing dropout related factors at the local level: Recommendations for teachers

  1/1/08 - Smith, S.C.

  As educators and practitioners continue to seek effective interventions to prevent dropout, they must focus on identifying, monitoring, and addressing risk factors that are influenced by teachers (e.g., academic performance, peer and adult interactions, attendance, and behavior).

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  An analysis of State Performance Plan data for indicator 2 (Dropout)

  1/1/08 - National Dropout Prevention Center for Students with Disabilities,

  This report summarizes the NDPC-SD’s findings for Indicator 2 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. For the sake of convenience, in this report the term “states” is inclusive of the 50 states, the commonwealths, and the territories, as well as the BIE. The evaluation and comparison of dropout rates for the states was confounded by several issues, which are described in the context of the summary...

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  An analysis of States’ Annual Performance Report data for Indicator 1 (Graduation)

  1/1/08 - National Dropout Prevention Center for Students with Disabilities,

  This report summarizes the NDPC-SD’s findings for Indicator 1 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. For the sake of convenience, in this report the term “states” is inclusive of the 50 states, the commonwealths, and the territories, as well as the BIE. The evaluation and comparison of graduation rates for the states was confounded by several issues, which are described in the context of the summary...

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  Approaches to dropout prevention: Heeding early warning signs with appropriate interventions

  1/1/07 - Kennelly, Louise, Monrad, M.

  This report outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma. Further, the report discusses the use of early warning data systems to target interventions for groups and individual students, offers a variety of best practice approaches undertaken by higher-performing high schools, and presents effective programs that are currently being implemented to...

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  Cognitive behavioral interventions: An effective approach to help students with disabilities stay in school

  Riccomini, P., Bost, L.W. , Katsiyannis, A., Zhang, D.

  This Practice Brief based on the Office of Special Education Programs (OSEP) supported work by The What Works In Transition Synthesis Center, The Effects of Cognitive-Behavioral Interventions on Dropout for Youth with Disabilities (Cobb, Sample, Alwell, & Johns, 2005), provides educators with a conceptual understanding and technical information to assist in implementing cognitive-behavioral interventions that reduce aggressive behaviors in students.

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  Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

  1/1/04 - Martha Countinho, Donald Oswald

  The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately...

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  Dropout prevention for students with disabilities: A critical issue for state education agencies

  1/1/07 - National High School Center,

  This issue brief provides guidance to states as they respond to requirements presented in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) in the area of dropout prevention for students with disabilities. It also highlights the role of State Performance Plans as starting points for states to develop data collection and monitoring procedures, and supplies states with considerations and recommendations for providing a consistent method of tracking dropout data.

• Engaging students with school: The essential dimension of dropout prevention programs TELESEMINAR

  1/22/08 - Christenson, S.

  Student engagement with school, a multidimensional construct, is considered the primary theoretical model for understanding dropout and is, quite frankly, the bottom line in interventions to promote school completion. Variously described as a commitment to and investment in learning, identification and belonging at school, participation in the school environment, and initiation of an activity to accomplish an outcome, engagement is associated with desired academic, social, and emotional...

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  English learners in Boston public schools: Enrollment, engagement, and academic outcomes of native speakers of Cape Verdean Creole, Chinese dialects, Haitian Creole, Spanish, and Vietnamese

  1/1/09 - Uriarte, M., Lavan, N., Agusti, N., Kala, M., Karp, F., Kiang, P., Lo, L., Tung, R., Villari, C.

  "In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they...