Part III: What Works in Dropout Prevention?

Summary Chart of Sample Dropout Prevention Programs

Summary Chart of Sample Dropout Prevention Programs
Intervention Program/Strategy		*Achievement for Latinos through Academic Success (ALAS)*	*Career Academies*	*Check & Connect*	*Coca Cola Valued Youth Program*	*Interpersonal Relations/Personal Growth Class*	*Ninth Grade Dropout Prevention Program (NGP)*	*Preventing School Dropout Beginning in Elementary Grades*	*Project COFFEE*	School Transitional Environment Project (STEP)	*Support Center for Adolescent Mothers (Family Growth Center)*	*Teen Outreach Program (TOP)*
Intervention Description/ Outcome Variables		A collaborative approach involving the student, family, school, and community. Strategies include problem-solving training, counseling, attendance monitoring, increased feedback to parents, parent training in school participation, and increased awareness and use of community resources. Outcomes: dropout, absenteeism, on track to graduate, credit accumulation, achievement	Employs a combination of career and academic training for students considered at-risk. The focus of career academies varies (e.g., health, technology). Outcomes: grade point average, attendance, credits, retention, courses passed	Promotes student engagement via a monitor/mentor who maintains regular contact with the student, family, and teachers. Students receive basic or intensive interventions based on monitoring risk factors. Outcomes: student engagement, credit load, enrollment status, assignment completion, on track to graduate	Helps to build the self-esteem and self-concept of at-risk youth by giving them the responsibility of being tutors to young children. Outcomes: reading grades, self-esteem, attitude/school, self-concept, dropout	Focuses on both drug use and dropout. Emphasizes study- and decision-making skills training as well as utilizing peer tutors and experiential learning. Outcomes: drug use, grade point average, self-esteem, peer relations, school bonding, achievement, dropout, credits earned, attendance	Schools design interventions to meet academic needs, create a caring atmosphere, and provide relevant and challenging curriculum. Utilizes strategies such as an orientation program, peer tutoring, and small class size and builds relationships between home and school. Outcomes: dropout, attendance	Seeks to reduce student disruptiveness through social and problem-skills training to prevent later dropout. Incorporates a parent training component as well. Outcomes: level of disruptiveness, grade retention, dropout	Offers individualized instruction through an alternative occupational education program. Addresses the academic, social, emotional, and occupational needs of students at high risk for dropout. Outcomes: attendance, grade point average, dropout	Intended to help students during the transition period from one school to another. Alters the environment of the school, modifies the role of the homeroom teacher, and works to enhance communication between home and school. Outcomes: dropout, grade point average, absenteeism, academic environment	Created for first-time mothers to decrease dropout and discourage repeat teen pregnancies. Incorporates a significant community component. Outcomes: dropout, pregnancy	Designed to prevent dropout and teen pregnancy through volunteer and educational experiences and discussion of life-skills topics using the Teen Outreach Curriculum. Outcomes: suspension, dropout, pregnancy, problem behaviors, course failure
Population/Setting	School level^a	middle school/junior high	high school	elementary, middle school/junior high, high school	middle school/junior high, high school	high school	high school	elementary	high school	middle school/junior high, high school	middle school/junior high, high school	middle school/junior high, high school
	Subgroups^b	Hispanic/Latino, students with disabilities, at risk	at risk	students with disabilities, at risk	Hispanic/Latino, at risk	at risk		male, at risk	Native American, at risk	Not specified	female, at risk	at risk
	Setting^c	urban, suburban	urban	urban, suburban	urban, suburban	urban	rural	urban	urban, suburban, rural	urban, suburban, rural	urban	urban
Evidence of Effectiveness	Research design^d	comparison groups without random assignment (e.g., matched)	comparison groups without random assignment (e.g., matched)	comparison groups with random assignment	comparison groups without random assignment (e.g., matched)	comparison groups without random assignment (e.g., matched)	comparison groups without random assignment (e.g., matched)	comparison groups with random assignment	comparison groups with random assignment	comparison groups without random assignment (e.g., matched)	comparison groups without random assignment (e.g., matched)	comparison groups without random assignment (e.g., matched)
	Statistical significance^e	Key outcomes are statistically significant and relevant statistics are reported.	Key outcomes are statistically significant and relevant statistics are reported.	Key outcomes are statistically significant and relevant statistics are reported.	Key outcomes are statistically significant and relevant statistics are reported.	Key outcomes are statistically significant and relevant statistics are reported.	Key outcomes are statistically significant and relevant statistics are reported.	Key outcomes are statistically significant and relevant statistics are reported.	Key outcomes are statistically significant and relevant statistics are reported.	Key outcomes are statistically significant and relevant statistics are reported.	Key outcomes are statistically significant and relevant statistics are reported.	Key outcomes are statistically significant and relevant statistics are reported.
	Effect size^f		Effect sizes are calculated and reported.			Effect sizes are calculated and reported.		Effect sizes are calculated and reported.			Effect sizes are calculated and reported.
	Durability of effects^g	Program effects have been measured at least one year after termination of the intervention.	Program effects have been measured at least one year after termination of the intervention.	Program effects have been measured at least one year after termination of the intervention.	Program effects have been measured at least one year after termination of the intervention.		Program effects have been measured at least one year after termination of the intervention.	Program effects have been measured at least one year after termination of the intervention.	Program effects have been measured at least one year after termination of the intervention.	Program effects have been measured at least one year after termination of the intervention.	Program effects have been measured at least one year after termination of the intervention.	Program effects have been measured at least one year after termination of the intervention.
	Treatment integrity^h		Procedures for measuring integrity of implementation are reported.			Procedures for measuring integrity of implementation are reported.	Procedures for measuring integrity of implementation are reported.	Procedures for measuring integrity of implementation are reported.		Procedures for measuring integrity of implementation are reported.	Procedures for measuring integrity of implementation are reported.	Procedures for measuring integrity of implementation are reported.
	Sample size	286	27,490	94, 366, 149, 363	133	264/259	375	149	NA	1,965	88	1,487
	Use of external evaluator		yes	no	yes	no	yes	no	yes	no	no	no
	Multiple sites or studies	yes	yes	yes	yes	no	yes	yes	yes	yes	no	yes
Implementation	Support personnel required	yes	yes	yes	yes	yes	yes	yes	yes	yes	yes	yes
	Teacher/staff training	yes	yes	yes	yes	yes	yes	yes	TBD	yes	yes	yes
	Additional resources	yes	yes	no	yes	no	yes	no	yes	no	yes	yes
	Duration requirement	2 yrs	3 yrs	2 yrs	no	1/2 year	1 yr	2 yrs	4 yrs	1 yr	none specified	1 yr
	Manual or training available	yes	yes	yes	yes	yes	no	Y, in French	no	no	yes	no
	Cost information available	no	yes	yes	yes	yes	no	no	no	yes	yes	yes
FFI	Contact information	yes	yes	yes	yes	yes	yes	yes	yes	yes	yes	yes
FFI	References	yes	yes	yes	yes	yes	yes	yes	yes	yes	yes	yes

See definition of terms. See individual program abstracts for additional information.
^a School level: E = elementary; M/J = middle school/junior high; HS = high school
^b Subgroup: H/L = Hispanic/Latino; SD = students with disabilities; AR = at risk; M = male; F = female, NA = Native American; NS = not specified
^c Setting: U = urban, R = rural, S = suburban
^d Research design: RA = comparisons groups with random assignment; NRA = comparison groups without random assignment (e.g., matched); PREPO = pre-post comparisons
^e Statistical significance: Y = Key outcomes are statistically significant and relevant statistics are reported.
^f Effect size: Y = Effect sizes are calculated and reported.
^g Durability of effects: Y = Program effects have been measured at least one year after termination of the intervention.
^h Treatment integrity: Y = Procedures for measuring integrity of implementation are reported.

Table of Contents

Cover Page

Introduction & Getting Started

Part I: What Do We Know About Dropout Prevention?

Part II: How Were Sample Intervention Programs Selected?

The Need for Examples of Effective Interventions
Search Process & Initial Criteria
Raising the Bar
Final Parameters for Selection
Abstracts: Coding & Definitions

Part III: What Works in Dropout Prevention?

Summary Chart of Sample Dropout Prevention Programs
The Decision-Making Process
Sample Dropout Intervention Programs: Abstracts

Part IV: Where Else Can I Go for More Information?

Related Resources & Organizations
Journal Articles & Related Publications
Web Sites Providing Data on Dropout Rates

Appendix: Reproducible Handouts on Dropout Prevention

References

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Citation: Lehr, C. A., Johnson, D. R., Bremer, C. D., Cosio, A., & Thompson, M. (2004). Essential tools: Increasing rates of school completion: Moving from policy and research to practice. Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition.

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