References

Studies that fall outside the Dropout Prevention protocol or do not meet evidence standards

Cazden, C. B. (2002). A descriptive study of six High School Puente classrooms. Educational Policy, 16(4), 496–521. The study is ineligible for review because it does not examine the effectiveness of an intervention.

Cooper, C. R. (2002). Five bridges along students’ pathways to college: A developmental blueprint of families, teachers, counselors, mentors, and peers in the Puente project. Educational Policy, 16(4), 607–622. The study is ineligible for review because it does not examine the effectiveness of an intervention.

Donnelly, D. J. (1999). An analysis of the impact of the High School Puente Program on the academic, behavioral and college admission patterns of Hispanic students. (Doctoral dissertation, Azusa Pacific University, 1999). Dissertation Abstracts International, 60(05A), 138–1506. The study does not meet WWC evidence standards because it uses a quasi-experimental design in which the analytic intervention and comparison groups are not shown to be equivalent.

Gándara, P. (1998). Final report of the evaluation of High School Puente, 1994–1998: Executive summary. Oakland, CA: Puente Project, University of California, Office of the President. The study does not meet WWC evidence standards because it uses a quasi-experimental design in which the analytic intervention and comparison groups are not shown to be equivalent.

Additional sources:
Gándara, P. (2004). Building bridges to college. Educational Leadership, 62(3), 56–60.

Gándara, P. (2002). A study of High School Puente: What we have learned about preparing Latino youth for postsecondary education. Educational Policy, 16(4), 474–495.

Gándara, P., Larson, K., Mehan, H., & Rumberger, R. (1998). Capturing Latino students in the academic pipeline: CLPP policy report, 1(1). Berkeley, CA: Chicano/Latino Policy Project, University of California, Berkeley.

Gonzales, N. A., Dumka, L. E., Deardorff, J., Carter, S. J., & McCray, A. (2004). Preventing poor mental health and school dropout of Mexican-American adolescents following the transition to junior high school. Journal of Adolescent Research, 19(1), 113–131. The study is ineligible for review because it does not include an outcome within a domain specified in the protocol.

González, N., Moll, L. C. (2002). Cruzando el Puente: Building bridges to funds of knowledge. Educational Policy, 16(4), 623–641. The study is ineligible for review because it does not examine the effectiveness of an intervention.

Grub, W. N., Lara, C. M., Valdez, S. (2002). Counselor, coordinator, monitor, mom: The roles of counselors in the Puente Program. Educational Policy, 16(4), 547–571. The study is ineligible for review because it does not examine the effectiveness of an intervention.

Moreno, J. F. (2002). The long-term outcomes of Puente. Educational Policy, 16(4), 572–587. The study is ineligible for review because it does not include an outcome within a domain specified in the protocol.

Pradl, G. M. (2002). Linking instructional intervention and professional development: Using the ideas behind Puente High School English to inform educational policy. Educational Policy, 16(4), 522–546. The study is ineligible for review because it does not examine the effectiveness of an intervention.

Tierney, W. G. (2002). Parents and families in precollege preparation: The lack of connection between research and practice. Educational Policy, 16(4), 588–606. The study is ineligible for review because it does not examine the effectiveness of an intervention.

University of California, Office of the Vice President of Student Affairs. (2008). University of California Student Academic Preparation and Educational Partnerships: A report to the legislature on student academic preparation and educational partnerships for the 2006–07 academic year. Oakland, CA: University of California, Office of the President. The study is ineligible for review because it does not examine the effectiveness of an intervention.

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