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Dropout
References
Met WWC evidence standards
Larson, K. A., & Rumberger, R. W. (1995). ALAS: Achievement for Latinos through Academic Success. In H. Thornton (Ed.), Staying in school. A technical report of three dropout prevention projects for junior high school students with learning and emotional disabilities. Minneapolis, MN: University of Minnesota, Institute on Community Integration.10
Additional sources:
Gándara, P., Larson, K. A., Mehan, H., & Rumberger, R. W. (1998). Capturing Latino Students in the Academic Pipeline. Berkeley, CA: Chicano/Latino Policy Project.11
Rumberger, R. W., & Larson, K. A. (1994). Keeping high-risk Chicano students in school: Lessons from a Los Angeles junior high school dropout prevention program. In R. J. Rossi (Ed.), Educational Reforms for At-Risk Students (pp. 141–162). New York: Teachers College Press.
Larson, K. A., & Rumberger, R. W. (1995). Doubling school success in highest-risk Latino youth: Results from a middle school intervention study. In R. F. Macías and R. G. García Ramos (Eds.), Changing Schools for Changing Students. Santa Barbara: University of California Linguistic Minority Research Institute.
Larson, K. A. (1989). Task-related and interpersonal problem-solving training for increasing school success in high-risk young adolescents. Remedial and Special Education, 10(5), 32–42.
11 This analysis focused on a subsample of the initially randomly assigned sample (81 of 94 students). It meets WWC standards with reservations because different rules were used to exclude students from the treatment group and the control group. Here, the additional study is treated as a subgroup analysis, which does not affect the intervention rating of effectiveness.