Current Information on Dropout Prevention: Ideas From Practitioners and the Literature

Abstract

Findings from a review of recent research on dropout prevention were sent to school administrators and other practitioners, who were invited to describe prevention programs they were using to increase the number of at-risk students who graduate from high school or receive an equivalent credential. Interventions described in the literature and recommended by practitioners included offering alternative types of service delivery, enhancing preparation for postschool employment, improving interpersonal relationships between school and family members and among individuals at school, increasing respect and consideration shown by school staff members to students, and individualizing positive and functionbased support for students with behavior or attendance problems. Suggestions for developing action plans based on the information gathered are given. ducational policies are increasingly

Using Preservice Teachers to Improve Computer Skills of At-Risk Alternative High School Students

“…Factors such as unsuccessful experiences in school, family, and socioeconomic background, school size, academic curriculum, urban school problems, and social organization relate to dropout rates. Dropping out of school is a cumulative process, not an impulsive action; it is a process rather than an event (Martin, Tobin, & Sugai, 2002;Martinez & Martinez, 2002;Standard, 2003).…”

Evidence-Based Secondary Transition Practices for Enhancing School Completion

“…The current review provides additional support for mentoring (Dunn et al, 2004;Kemp, 2006;Sinclair et al, 2005;Sinclair et al, 1998), academic engagement (Corbett et al, 2002), and cognitive-behavioral strategies (Martin et al, 2002). In addition, findings provide evidence-based support for a variety of secondary transition practices that promote school completion and/or dropout prevention including (a) completing vocational education coursework including career awareness, career exploration, generic and occupationally specific coursework, and paid employment (Benz et al, 2000;Corbett et al, 2002;Kemp, 2006;Malian & Love, 1998;Martin et al, 2002); (b) involving students in their IEP/transition planning process (Benz et al, 2000;Sinclair et al, 2005); and (c) changing program structures such as adding electives (Kortering et al, 2002) as well as reducing class sizes and increasing opportunities for alternative education programs (Martin et al, 2002).…”

“…In the Martin et al (2002) and Repetto et al (1997) studies the literature reviews and the practitioner surveys supported using wraparound services. Results suggested collaboration between school staff and community agencies to wrap services around a student and his or her family, including behavior programming or additional support to school staff from additional service providers to reduce suspensions (Martin et al) as well as community agency referral services for families (Repetto et al).…”

“…Next, Martin et al (2002) provided support for the program structures of providing flexible programming to meet the needs of individual students by allowing them to recover credits through participation in a program that included small-group instruction with tutors was effective. Further, using student academic performance, attendance, and behavioral data to determine a student's need for additional supports could reduce the dropout rate.…”

“…Fifth, Martin, Tobin, and Sugai (2002) conducted a study that combined a review of research on dropout prevention with feedback from school administrators and workforce development leaders on effective prevention strategies. Interventions that were recommended by practitioners and described in the literature included having a curriculum that was relevant to post-school environments, opportunities for career exploration, and making connections with post-school settings and school-to-work programs.…”