Reviewed: May 2015
Meets WWC standards without reservations
Characteristics of study sample as reported by study author.
Free or reduced price lunch
The study was conducted with eligible students in seven Minneapolis public high schools.
This replication of the Check & Connect intervention included special education students who
entered ninth grade in 1996 (cohort 1) and 1997 (cohort 2). To be eligible for the intervention, participants had to be classified as having an emotional or behavioral disorder. Of the 206 eligible students across the two cohorts, 164 (80%) received permission to participate in the study. Most students were African American (64%), most were males (84%), and most participated in the free or reduced-price lunch program (70%). Students were 14.5-years-old, on average, when they entered ninth grade. Within each cohort, students who were eligible and who had permission to participate in the study were randomly assigned to receive Check & Connect or to serve as a comparison group.
The intervention group participated in Check & Connect for 4 years, starting in ninth grade. Of the
85 students who were assigned to the Check & Connect condition and had parental consent to
participate, 71 students participated in the intervention and completed the study. Students had
their attendance, behavior, and academic performance observed on a daily basis by their monitor,
who also functioned as a mentor and case worker. The monitor stayed with the student even if the
student transferred to another school within the district. Monitors met with students at least twice a
month and more often when acute attendance, performance, or behavior problems arose.
Comparison group students attended the same schools as intervention students but did not
receive Check & Connect.
The outcomes from this study that are eligible under the WWC Dropout Prevention Protocol,
version 3.0 are the percentage of students who had dropped out of school at the end of the
fourth year following random assignment and the percentage of students who either completed
high school or their GED by the end of the fourth year.8 For a more detailed description
of these outcome measures, see Appendix B.
Support for implementation
Information about implementation of Check & Connect focuses primarily on the training and
support provided to monitors. Monitors were overseen by a project coordinator, who was a
school psychologist and former Check & Connect monitor. Monitors participated in an initial
orientation workshop. They also attended weekly or biweekly staff meetings and periodic staff
development sessions. Each monitor received instructions on how to complete the monitoring
sheet to ensure consistency across monitors and settings. Monitors submitted printouts of
attendance records with their monitoring sheets for verification purposes.
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Sinclair, M. F., Christenson, S. L., Evelo, D. L., Hurley, C. M., Kau, M. Y., Logan, D. T., …Westberry, D. (2001). Persistence Plus: Using Check & Connect procedures to improve service delivery and positive post-school outcomes for secondary students with serious emotional disturbance (CDFA No. 84.237H). Minneapolis, MN: University of Minnesota, Institute on Community Integration.