Students with Interrupted Formal Education (SIFEs): Actionable Practices

Abstract

Students with Interrupted Formal Education (SIFE) are underrepresented in the professional literature. The purpose of this research brief is to contribute to an emerging line of research by documenting the variable of existing programs which were created specifically to meet the unique needs of the growing SIFE population. The delivery models and actionable practices for SIFEs reported in this paper are a result of a year-long study conducted in three diverse, near-urban school districts. An analysis of the programs and recognition of their strengths and weaknesses, as well as their documented impact, benefit, and success for learning were considered. Findings indicated that with strong teacher involvement, district-wide planning, access to quality materials, and a keen understanding of the cultural and economic circumstances of the SIFE population, academic success is achievable. This study adds significantly to the emerging scholarly dialogue noting which factors support successful SIFE programs, while acknowledging the unique cultural and academic needs of SIFEs (Marshall & DeCapua, 2013).

Supporting students with limited or interrupted formal education (SLIFE): Effective policies, practices, and programs

“…Although few studies have been conducted on emerging program models for SLIFE, researchers agree that SLIFE benefit from programs that are designed specifically for students with limited academic experiences and provide the services and supports required to address their needs (Cohan & Honigsfeld, 2017). Three types of programs have been noted in the literature to effectively support SLIFE's academic success and socio-emotional well-being: separate site models, in which students engage in a SLIFE-specific program in a distinct location for multiple years before returning to their home school; within site models, in which students participate in a SLIFE-specific program within their home school for a limited number of years; and whole school models, in which all students in the home school are SLIFE and instruction is targeted to meet their specific needs.…”

Generation Interrupted: Rethinking “Students with Interrupted Formal Education” (SIFE) in the Wake of a Pandemic

“…Still, in some cases, extended graduation timelines are realities that might be considered (Cohan & Honigsfeld, 2017), as well as pass/fail grading for an initial time period following interrupted schooling (WIDA, 2015). Notably, both of these options—with origins in SIFE advocacy—were applied en masse across both K–12 and higher education settings during the initial wave of COVID-19 school closures (Reich et al, 2020).…”

“…SIFE scholarship has documented the benefit of giving teachers extra time and support for within- and cross-departmental collaboration for meeting the needs of SIFE students (Spaulding et al, 2004). Furthermore, these collaborations have been shown to be most effective when supported by school and district administration (Cohan & Honigsfeld, 2017).…”