Dropout Prevention and Intervention Programs: Effects on School Completion and Dropout among School-Aged Children and Youth

Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: [email protected]; Web site: http://www.sree.org

N

10

Administrators; Policymakers

Learner Engagement; School Restructuring; Intervention; Dropouts; Academic Achievement; At Risk Students; Graduation; Outcomes of Education; Elementary School Students; Secondary School Students; Child Care; Attendance Patterns; Student Participation; Student Behavior; Comparative Analysis; Program Effectiveness; Student Characteristics; Age Differences; Racial Differences; Gender Differences; Meta Analysis; College Preparation; Financial Support; Mentors; Service Learning; Skill Development

The objective of this systematic review is to summarize the available evidence on the effects of prevention and intervention programs aimed at primary and secondary students for increasing school completion or reducing school dropout. Program effects on the closely related outcomes of school attendance (absences, truancy) will also be examined. Moreover, when accompanying dropout or attendance outcomes, effects on student engagement, academic performance, and school conduct are also included. The primary focus of the analyses presented here will be the comparative effectiveness of different programs and program approaches in an effort to identify those that have the largest and most reliable effects on the respective school participation outcomes, especially with regard to differences associated with treatment modality, implementation quality, and program location or setting. In addition, evidence of differential effects for students with different characteristics will be explored, e.g., in relation to age or grade, gender, race/ethnicity, and risk factors. The results of the regression analyses on the studies coded thus far find that unpublished research and higher quality methods produce significantly smaller treatment differences. Ethnic mix and grade level were not significantly associated with differential effects for treatment. Key program characteristics associated with less dropout among treated students included implementation quality, shorter duration programs, and community-based programs. When controlling for other influences on outcome (e.g., implementation), all program types produced positive results, though the mentoring and "other" programs fell short of significance. Attendance monitoring and incentives, child care, community service, and school restructuring programs produced best results. (Contains 2 tables and 1 figure.)

ERIC

17

2011

ED519121