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Overcoming the Poverty Challenge to Enable College and Career Readiness for All: The Crucial Role of Student Supports
This white paper focuses on an important and under-conceptualized thread in the weave of efforts needed to ensure that all students graduate from high school prepared for college and/or career training: enhanced student supports. It argues that in order to overcome the educational impacts of poverty – the poverty challenge, schools that serve high concentrations […]
The Academic Impacts of Career and Technical Schools: A Case Study of a Large Urban School District
With growing public recognition that too many students in the United States fail to complete high school and that those who do graduate often are inadequately prepared for success in postsecondary education and the workforce, policymakers and education leaders are turning their attention afresh to the American high school. Within the past decade, public investments […]
Predicting High School Outcomes in the Baltimore City Public Schools
This study of high school outcomes in the Baltimore City Public Schools builds on substantial prior research on the early warning indicators of dropping out. It sought to investigate whether the same variables that predicted a non-graduation outcome in other urban districts— attendance, behavior problems, and course failure – were also significant predictors of non-graduation […]
The Importance of Being in School: A Report on Absenteeism in the Nation’s Public Schools
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent […]
Learning What it Takes
Growing alarm over high dropout rates has created a groundswell of interest in ways to identify and respond to the needs of students at risk of falling off the graduation path. Groundbreaking research finds a substantial percentage of eventual dropouts can be identified at key transition points (sixth and ninth grades) using attendance, behavior, and […]
On Track for Success: The Use of Early Warning Indicator and Intervention Systems to Build a Grad Nation
Early Warning Indicator and Intervention Systems (EWS) are an evolving strategic response to one of our nation’s most pressing challenges: enabling all students to stay on track to graduate from high school ready for college and career. In an era of data-driven education reform, EWS are at the cutting edge. Their rapid development is a […]
Still a Freshman: Examining the Prevalence and Characteristics of Ninth-Grade Retention Across Six States
Because ninth grade is a make-or-break year for increasing graduation rates, schools with high ninth-grade retention rates face many challenges in improving their graduation rates. In many of these schools there is a mismatch between the number of students who need help and the help available. Ninth-grade retention rates, however, can act as an early […]
Beyond the Indicators: An Integrated School-Level Approach to Dropout Prevention
Beyond the Indicators provides an integrated framework that schools and districts can use to build a foundation to prevent students from dropping out. Based on a tiered public health model, this framework provides universal and school-wide practices designed to produce high attendance, positive behavior, and successful academic achievement for the majority of students. It includes […]
Keeping On Track in Ninth Grade and Beyond
Focusing on a recent Baltimore City ninth grade cohort, the report examines the behavioral factors identified in previous research as key predictors of high school graduation, particularly ninth grade attendance and course passing. The study also demonstrates how ninth grade outcomes are linked to warning indicators in the middle grades. The report suggests that raising […]
Improving student attendance with a school-wide approach to school-family-community partnerships.
Researchers and policy makers have questioned the efficacy of family-involvement interventions. They believe that more studies are needed to compare outcomes of students whose families received a partnership intervention with those who did not. The author used data from the state of Ohio to compare student attendance in elementary schools that developed school-wide programs of […]
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