The Challenge of Improving Urban High School Graduation Outcomes: Findings from a Randomized Study of Dropout Prevention Efforts

Autor/in	Mac Iver, Martha Abele
Titel	The Challenge of Improving Urban High School Graduation Outcomes: Findings from a Randomized Study of Dropout Prevention Efforts
Quelle	In: Journal of Education for Students Placed at Risk, 16 (2011) 3, S.167-184 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Longitudinal Studies; Urban Schools; High Schools; Dropout Programs; Dropout Prevention; Dropouts; At Risk Students; Grade 9; Graduation Rate; High School Students; Program Effectiveness; Attendance Patterns; Course Selection (Students); Student Needs; High School Graduates; Intervention; Poverty; African American Students; Disabilities; Grades (Scholastic); Mathematics Achievement; Reading Achievement; Scores; Comprehensive Tests of Basic Skills + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; School year 09; 9. Schuljahr; Schuljahr 09; High schools; Student; Students; Schüler; Schülerin; Studentin; Course selection; Kurswahl; Graduate; Graduates; Absolvent; Absolventin; Armut; African Americans; Afroamerikaner; Handicap; Behinderung; Notenspiegel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	This 5-year longitudinal randomized study focused on the effects of a dropout prevention program implemented at two urban high schools. The program incorporated the characteristics of personalization found in previous research to have some positive effects, and typical of the type of programs implemented in many high schools nationwide. The primary program component was the provision of a facilitator for about 60 program students at each school to encourage students regarding attendance, their academic coursework, and personal issues. In particular, the study examined whether at-risk students randomly assigned to the program had better outcomes (particularly attendance, on-time promotion in grade, and high school completion) than those at the same high schools that were assigned to the control group. The article explores reasons for the nonsignificant effects of this program, emphasizing the need for earlier intervention prior to the ninth grade year among at-risk urban students. (Contains 9 footnotes and 9 tables.) (As Provided).
Anmerkungen	Routledge. 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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10