National Center on Secondary Education and Transition
Increasing Rates of School Completion
Moving From Policy and Research to Practice
A Manual for Policymakers, Administrators, and Educators
Part IV: Where Else Can I Go for More Information?
Related Resources & Organizations
The Alliance for Excellent
The Alliance for Excellent Education seeks to ensure that at-risk middle
and high school students achieve high standards and graduate prepared
for college and success in life. This organization promotes the adoption
of four research-based initiatives constituting a framework of excellence.
These initiatives address adolescent literacy, teacher and principal quality,
college preparation, and small learning communities.
Center for Education
of Students Placed at Risk (CRESPAR)
CRESPAR’s mission is research, development, evaluation, and dissemination
of school- and community-based programs and practices aimed at ensuring
that each child reaches his or her full potential, regardless of family
circumstances or other risk factors. CRESPAR’s work is organized
into four programs of study: early and elementary education; middle schools
and high schools; school, family, and community partnerships; and systemic
supports for school reform. CRESPAR is a collaborative effort of Johns
Hopkins University and Howard University.
National Center on Secondary
Education and Transition (NCSET)
NCSET seeks to create opportunities for youth with disabilities to achieve
successful futures. NCSET coordinates national resources, offers technical
assistance, and disseminates information in four major areas: providing
improved access to the secondary education curriculum; ensuring positive
postschool results in postsecondary education, employment, independent
living and participation in community life; supporting student and family
participation in decision making and planning; and improving collaboration
and system linkages.
on Educational Outcomes (NCEO)
NCEO focuses on assuring the participation of students with disabilities
in national and state assessments, standards-setting efforts, and graduation
requirements. Topics addressed by NCEO include accommodations, accountability,
alternate assessments, graduation requirements, Limited English Proficiency
students, out-of-level testing, participation, reporting, standards, and
Prevention Center/Network (NDPC/N)
A clearinghouse for information on dropout prevention, NDCP/N conducts
research, produces publications, and offers a variety of professional
development activities. NDCP/N also compiles a database of promising programs
designed to prevent dropout that can be accessed via its Web site. Program
Assessment and Review is a professional service provided by NDPC/N to
promote student achievement and increase graduation rates.
National Longitudinal Transition
Study – 2 (NLTS2)
NLTS2 is a study designed to document, over the next several years, the
experiences of a national sample of students with disabilities as they
make the transition from high school into adult roles. NLTS2 focuses on
a range of topics including high school coursework, extracurricular activities,
academic performance, postsecondary education and training, employment,
independent living, and community participation. NLTS2 provides access
to data tables online and produces reports, brochures, and newsletters
of interest to many audiences.
of Special Education Programs (OSEP)
OSEP is a federal office that assists states and local school districts
in improving results for infants, toddlers, children, and youth with disabilities.
OSEP offers IDEA-authorized formula grants to states and also makes available
discretionary grants to colleges, universities, and other nonprofit organizations
to support research, demonstrations, technical assistance and dissemination,
technology, personnel development and parent training and information
What Works Clearinghouse
WWC, established in 2002, seeks to become a central, independent, trusted
source of evidence of what works in education. Through Web-based databases,
the WWC will provide decisionmakers with information based on high-quality
scientific research. This information will include reviews of potentially
replicable interventions to enhance student outcomes, information about
evaluation studies of interventions, scientifically rigorous reviews of
test instruments used to assess educational effectiveness, and lists of
individuals and organizations willing to conduct evaluations of educational
Journal Articles & Related Publications
Christenson, S. L., Sinclair, M. F., Lehr, C. A., & Hurley, C. M.
(2000). Promoting successful school completion. In K. M. Minke & G.
C. Bear (Eds.), Preventing school problems - Promoting school success
(pp. 211-257). Bethesda, MD: National Association of School Psychologists.
General Accounting Office. (2002). School dropouts: Education could
play a stronger role in identifying and disseminating promising prevention
strategies. (GAO-02-240). Washington, DC: Author.
National Dropout Forum. (2002, December). Examining the current state
of knowledge on dropout prevention and intervention strategies: A national
dropout forum. Washington, DC: Sponsored by Office of Special Education
Programs, U.S. Department of Education, and National Center on Secondary
Education and Transition, University of Minnesota.
Sutherland, M., & MacMillan, R. C. (2001). Preventing high school
dropout among students with mild disabilities: A literature review.
(Eric Document Reproduction Service No. ED456610).
Thurlow, M. L., Christenson, S., Sinclair, M., Evelo, D. L., & Thornton,
H. (1995). Staying in school: Strategies for middle school students
with learning and emotional disabilities. (ABC Dropout Prevention
and Intervention Series). Minneapolis, MN: University of Minnesota, Institute
on Community Integration.
Thurlow, M. L., Sinclair, M. F., & Johnson, D. R. (2002, July).
Students with disabilities who drop out of school: Implications for policy
and practice. Issue Brief, 1(2). Minneapolis, MN: University
of Minnesota, Institute on Community Integration, National Center on Secondary
Education and Transition.
Wagner, M., Newman, L., D’Amico, R., Jay, E. D., Butler-Nalin,
P., Marder, C., & Cox, R. (1991). Youth with disabilities: How
are they doing? The first comprehensive report from the national longitudinal
transition study of special education students. (SRI International
Contract 300-87-0054). Washington, DC: U. S. Department of Education,
Office of Special Education Programs.
Woods, G. (2001). Reducing
the dropout rate. Portland, OR: Northwest Regional Educational
Laboratory. Retrieved December 17, 2003, from http://www.nwrel.org/scpd/sirs/9/c017.html
Rossi, R. J. (Ed.). (1994). School and students at risk: Context
and framework for positive change. New York: Teachers College Press.
This book includes 13 chapters written by various authors with expertise
in dropout and addressing the needs of students placed at-risk. Topics
that are addressed include the context and history of reform efforts,
culture and cultural conflict in the school, reforms and interventions
to promote school success for students placed at-risk, and frameworks
Schargel, F. P., & Smink, J. (2001). Strategies to help solve
our school dropout problem. Larchmont, NY: Eye on Education.
This book focuses on the problem of dropout in the context of both primary
and secondary schools. The book includes 20 chapters that provide information
on the problem of dropout, who drops out of school and why, and the problem
of dropout in other countries outside of the U.S. In addition, 15 strategies
for preventing dropout are discussed.
Web Sites Providing Data on Dropout Rates
National Center for Education
The National Center for Education Statistics collects and analyzes data
related to education in the United States and other countries. NCES develops
annual reports including Condition of Education and Digest of Education
Statistics. NCES also has several survey and program areas, including
High School and Beyond (a longitudinal study) and the National Assessment
of Educational Progress.
Education Goals Report
The National Education Goals Report (also known as Goals 2000) was released
in 1993. A series of reports describes the status of education in the
United States. A summary of information for each state is provided for
eight national goals including Goal 2, focused on school completion. Additional
information on Goals 2000 legislation and related items may be found at
Annual Report to Congress on the Implementation of the Individuals with
Disabilities Education Act
This report includes a section describing trends since 1993-94 in dropout
and graduation rates for students with disabilities. Graduation rates
vary by disability category and by race/ethnicity. Annual reports from
prior years are also available online.
1.19MB, 84 pages
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.
Permission is granted to duplicate this publication in its entirety or
portions thereof. Upon request, this publication will be made available
in alternative formats. For additional copies of this publication, or
to request an alternate format, please contact: Institute
on Community Integration Publications Office, 109 Pattee Hall, 150
Pillsbury Drive SE, Minneapolis, MN 55455, (612) 624-4512, email@example.com.
This document was published by the National
Center on Secondary Education and Transition (NCSET). NCSET is supported
through a cooperative agreement #H326J000005 with the U.S. Department
of Education, Office of Special Education Programs. Opinions expressed
herein do not necessarily reflect the policy or position of the U.S. Department
of Education Programs, and no official endorsement should be inferred.
The University of Minnesota, the U.S. Department of Education, and the
National Center on Secondary Education and Transition are equal opportunity
employers and educators.