States, districts and schools should develop comprehensive, longitudinal, student level databases with unique IDs that, at a minimum, include data on student absences, grade retention, and low academic achievement. Data should be reviewed regularly, with a particular emphasis before the transitions to middle school and high school.
Adult advocates should have an appropriate background and low caseloads, and be purposefully matched with students. Adequate training and support should be provided for advocates.
Help students to improve academic performance and reengage in school. This should be implemented in conjunction with other recommendations.
Students should establish attainable academic and behavioral goals and be recognized when they accomplish them. Schools can teach strategies.
A personalized learning environment creates a sense of belonging and fosters a school climate where students and teachers get to know one another and can provide academic, social, and behavioral encouragement.
Engagement can be increased by providing students with the necessary skills to complete high school and by introducing students to postsecondary options.
This practice guide was prepared for the WWC by American Institutes for Research under contract ED-02-CO-0022.
The following research staff contributed to the guide: Kristin Hallgren, and Brian Gill.