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Overview
The findings in this topic report summarize the first wave of WWC dropout prevention intervention reports prepared in 2006–07. www.whatworks.ed.gov.
WWC identified 59 studies of 16 dropout prevention programs
Dropout prevention programs are school- and community-based
initiatives that aim to keep students in school and encourage them
to complete their high school education. To be included in the What
Works Clearinghouse (WWC) review, programs have to operate
within the United States and include dropout prevention as one of
their primary objectives. Programs that aim primarily to address
risky behaviors correlated with dropping out—such as delinquency,
drug use, and teen pregnancy—are not included. The reviewed
programs provide a mix of services, such as counseling, monitoring,
school restructuring, curriculum redesign, financial incentives, and
community services to mitigate factors impeding academic success.
The review focused on three outcome domains: staying in school, progressing in school, and completing school. The WWC looked at 59 studies of 16 dropout prevention programs that qualified for our review. Of these, 16 studies of 11 programs met WWC evidence standards—7 without reservations and 9 with reservations. The five other programs did not have studies that met WWC evidence screens.
In looking at the three outcome domains for the 11 programs:
- ALAS (Achievement for Latinos through Academic Success) had potentially positive effects on staying in school
and on progressing in school - Career Academies had potentially positive effects on staying in school and on progressing in school
- Check & Connect had positive effects on staying in school
and potentially positive effects on progressing in school
Dropout prevention in practice
Mentoring and monitoring students. In a large urban high school, students at risk of dropping out are paired with "monitors," who regularly assess their academic progress and intervene as soon as students appear to be struggling. Monitors work with students to identify social services in the community that will help them address problems that may be hindering their academic success. They also provide ongoing feedback and encouragement.
Alternative high schools. To reduce dropping out, students struggling academically in regular high schools can earn their diplomas and continue on to postsecondary education at a small alternative school on a community college campus. The school's interdisciplinary curriculum focuses on developing critical thinking skills and providing individualized attention from a team of teachers. The school offers career-oriented courses and internships. Faculty and students have access to the college's educational resources and facilities, and students can take college-level classes.
Schoolwide restructuring. Under another approach to dropout prevention, schools are reorganized into small "learning communities"—including ninth-grade academies for first-year students and career academies for those in upper grades—to reduce student isolation and anonymity. As part of the schoolwide restructuring, schools introduce a new curriculum that emphasizes high academic standards and provides all students with a college-preparatory academic sequence—with a focus on English and math instruction.
Absence of conflict of interest
Several studies in the WWC review of dropout prevention programs were conducted by Mathematica Policy Research, Inc. (MPR). Because the principal investigator for the WWC review is an MPR staff member, these MPR studies were rated by staff from Caliber, an ICF International Company, which also prepared the corresponding intervention reports. These reports were then reviewed by MPR staff, as well as the WWC Technical Review Team and external peer reviewers.
