Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions

Autor/inn/en	Balfanz, Robert; Herzog, Liza; Iver, Douglas J. Mac
Titel	Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions
Quelle	In: Educational Psychologist, 42 (2007) 4, S.223-235 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
Schlagwörter	Urban Schools; Middle Schools; Grades (Scholastic); Graduation Rate; Identification; Grade 6; School Holding Power; Early Intervention; Longitudinal Studies; Educational Indicators; Prediction; Attendance; Behavior Problems; Academic Failure + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Mittelschule; Mittelstufenschule; Notenspiegel; Identifikation; Identifizierung; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Educational indicato; Bildungsindikator; Vorhersage; Anwesenheit
Abstract	This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation's cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate. We use longitudinal analyses--following almost 13,000 students from 1996 until 2004--to demonstrate how four predictive indicators reflecting poor attendance, misbehavior, and course failures in sixth grade can be used to identify 60% of the students who will not graduate from high school. Fortunately, by combining effective whole-school reforms with attendance, behavioral, and extra-help interventions, graduation rates can be substantially increased. (Contains 3 tables.) [Additional funding for this article was provided by the Interagency Education Research Initiative.] (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10