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Search Results: (16-30 of 30 records)

 Pub Number  Title  Date
REL 2012134 Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region
This report examines how well the freshman on-track indicator developed by the Consortium on Chicago School Research predicts on-time graduation in two urban districts in the Midwest Region. This indicator classifies students at the end of the first year of high school as on-track or off-track to graduate based on grade 9 course credits earned and failures.

REL Midwest examined on-track and off-track rates and for recent freshman cohorts as well as 4-year graduation rates for on-track and off-track students.

Key findings include:
  • For both districts, students who were on track at the end of grade 9 graduated on time at a higher rate than did students who were off track. This was the case both overall and for student subgroups based on gender, race/ethnicity, special education status, free or reduced-price lunch status, age, and proficiency level on grade 8 state math and reading assessments.
  • For the 2005/06 cohort, the on-time graduation rate in District A was 80.7 percent for on-track students and 30.2 percent for off-track students; in District B, it was 91 percent for on-track students and 45 percent for off-track students.
  • On-track status was a significant predictor of on-time graduation, even after controlling for student background characteristics and grade 8 achievement test scores. The effect size for on-track status was larger than the effect sizes for any student background characteristic and for achievement test scores.
4/25/2012
REL 2012020 Updating a Searchable Database of Dropout Prevention Programs and Policies in Nine Low-Income Urban School Districts in the Northeast and Islands Region
This technical brief describes updates to a database of dropout prevention programs and policies in 2006/07 created by the Regional Education Laboratory (REL) Northeast and Islands and described in the Issues & Answers report, Piloting a searchable database of dropout prevention programs in nine low-income urban school districts in the Northeast and Islands Region (Myint-U et al. 2009). To update the database, a key informant from each of the nine pilot districts was interviewed on the status and characteristics of the dropout prevention pro-grams and policies in 2010/11. Based on this new information, this brief classifies programs and policies as new, discontinued, or sustained since 2006/07, the years in which programs were included in the database (Myint-U et al. 2009). The term active is used to refer to the combination of new and sustained programs and policies—that is, all programs and policies being implemented in 2010/11.
2/9/2012
NCES 2012022 Public-Use Data Files and Documentation (FRSS 99): Dropout Prevention Services and Programs Survey
This file contains data from a fast-response survey titled "Dropout Prevention Services and Programs." This survey provides national estimates on how public school districts identify students at risk of dropping out, programs used specifically to address the needs of students at risk of dropping out of school, the use of mentors for at-risk students, and efforts to encourage dropouts to return to school. NCES released the results of this survey in the First Look report “Dropout Prevention Services and Programs in Public School Districts: 2010–11” (NCES 2011-037).

Questionnaires and cover letters were mailed to the superintendent of each sampled school district in September 2010. The letter introduced the study and requested that the questionnaire be completed by the person most knowledgeable about dropout prevention services and programs in the district. Respondents were offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in October 2010 and completed in January 2011. The weighted response rate was 89 percent.

The survey asked respondents to report information on various services or programs offered by districts specifically to address the needs of students at risk of dropping out of school. Respondents reported on the types of transition support services used to help all students transition from a school at one instructional level to a school at a higher instructional level. Data on the various factors used to identify students who were at risk of dropping out were also collected. Other survey topics included whether the district tried to determine the status of students who were expected to return to school in the fall but who do not return as expected, and whether the district follows up before the next school year with students who drop out to encourage them to return to school. Respondents also reported whether the district used various types of information to determine whether to implement additional district-wide dropout prevention efforts.
10/12/2011
NCES 2011037 Dropout Prevention Services and Programs in Public School Districts: 2010–11
This report provides national estimates about dropout prevention services and programs in public school districts. The estimates presented in this report are based on a district survey about dropout prevention services and programs offered by the district or by any of the schools in the district during the 2010–11 school year.
9/22/2011
NCES 2011312 Public School Graduates and Dropouts from the Common Core of Data: School Year 2008–09
This report presents findings associated with public high school graduation and event dropout counts for the 2008–09 school year. These data were collected as part of the Common Core of Data Survey Collection, a universe collection of public schools operating in the United States and associated other jurisdictions.
5/3/2011
REL 2011103 Dropout Prevention Programs in Nine Mid-Atlantic Region School Districts: Additions to a Dropout Prevention Database
This report describes dropout prevention programs identified by respondents in nine school districts in the Mid-Atlantic Region, along with a searchable database of the programs. The programs expand a database developed in an earlier North-east and Islands Region study. Only 1 of the 58 identified programs has been reviewed for effectiveness by the What Works Clearinghouse.
2/28/2011
WWC IRDPSC10 Service and Conservation Corps
Service and Conservation Corps engages young adults in full-time community service, job training, and educational activities. The program serves youth typically between the ages of 17 and 26 who have dropped out of school, been involved with the criminal justice system, or face other barriers to success. The WWC reviewed 23 studies that investigated the effects of Service and Conservation Corps. One study meets WWC evidence standards with reservations. This study included 626 at-risk youths primarily between ages 17-26 who participated in community service projects in California, Florida, New York, and Washington State. Based on this study, the WWC found Service and Conservation Corps to have no discernible effects on completing school for at-risk youth.
9/29/2010
WWC IRDPNG10 The National Guard Youth ChalleNGe Program
The National Guard Youth ChalleNGe Program is a residential education and training program designed for youth ages 16 to 18 who have dropped out of or been expelled from high school. During the 22-week residential period, participants are offered GED preparation classes and other program services intended to promote positive youth development. The WWC reviewed 14 studies that investigated the effects of the National Guard Youth ChalleNGe Program. One study meets WWC evidence standards. This study included 1,196 youth in 10 states. Based on its review of the research, the WWC found the National Guard Youth ChalleNGe Program to have potentially positive effects on completing school for at-risk youth.
9/29/2010
NCES 2010341 Public School Graduates and Dropouts from the Common Core of Data: School Year 2007–08
This report presents findings associated with public high school graduation and event dropout counts for the 2007–08 school year. These data were collected as part of the Common Core of Data Survey Collection, a universe collection of public schools operating in the United States and associated other jurisdictions.
6/2/2010
NCES 2010338 Education Longitudinal Study of 2002 Base Year to Second Follow-up Public-use Data
These data are a Public-Use version of the ELS:2002/06 Restricted-use Base Year to Second Follow-up data (NCES 2008-346) released previously. These data can be downloaded using a new “EDAT” web application on the NCES website. The application allows users to download the data files they need for research in one of six statistical programming languages and then select the variables they need to perform that research. ELS:2002/06 is a nationally representative longitudinal survey of 16,200 high school sophomores in 2002, who were interviewed again in 2004 when most were seniors, and again in 2006 when many were sophomores in college or in the workforce. Data are included on the academic and other aspects of the environment of the schools in which these students were enrolled, as well as peer and parental influences. At the college level, data on the extent of college search, expectations, and choice processes prior to college enrollment, as well as information about subsequent pathways into and out of various types of postsecondary institutions are included. The initial entry of these youth into adulthood is then traced with respect to employment, living patterns, family formation, volunteerism, and military service. The last data collection in the survey will be in 2012, when most of the sample members who went to college will have left college and entered the workforce.
3/17/2010
NCEE 20104005 Patterns in the Identification of and Outcomes for Children and Youth With Disabilities
This study utilizes existing data collected by the U.S. Department of Education and other federal agencies to provide a national description of identification patterns across time and comparisons of the outcomes for children and youth with disabilities with outcomes of samples including their nondisabled peers. The study found that, across age groups, there was an increase from 1997 to 2005 in the percentages of children either newly identified or continuing to receive early intervention and special education services. Children identified for services under IDEA, while demonstrating growth in their performance, had lower skill levels than their same-age peers not identified for IDEA services or in the general population across outcomes, including developmental skills appropriate for young children, NAEP reading and math scores, and school completion for older school-age youth.
1/19/2010
WWC IRDOYB09 YouthBuild
No studies of YouthBuild that fall within the scope of the Dropout Prevention review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of YouthBuild.
11/3/2009
NCES 2010313 Public School Graduates and Dropouts From the Common Core of Data: School Year 2006-07
This First Look report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools during the 2006-07 school year. State education agencies (SEAs) provided the data to the Common Core of Data (CCD) nonfiscal survey.
10/21/2009
WWC 20094066 Helping Students Navigate the Path to College: What High Schools Can Do
Access to higher education remains a challenge for many students who face academic and informational barriers to college entry. This guide targets high schools and school districts, and focuses on effective practices that prepare students academically for college, assist them in completing the steps to college entry, and improve their likelihood of enrolling in college.
9/15/2009
WWC IRDPHS09 High School Puente Program
The High School Puente Program aims to help disadvantaged students graduate from high school, become college eligible, and enroll in four-year colleges and universities. The program consists of the following components: 1) a 9th- and 10th-grade college preparatory English class that incorporates Mexican-American/Latino and other multicultural literature; 2) a four-year academic counseling program for students; and 3) student leadership and mentoring activities with volunteers from the local community. High School Puente is open to all students and is targeted to students from populations with low rates of enrollment at four-year colleges. Students are identified for the program at the end of their 8th-grade year through an application and selection process. Each High School Puente site is implemented by a team consisting of an academic counselor and an English teacher. These team members receive intensive initial training in program methodologies, along with ongoing training and support for as long as they implement the program. In addition to High School Puente, the Puente Program has a community college program model. The community college program does not fall within the WWC Dropout Prevention protocol.
7/28/2009
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