Keeping Young People in School: Community Programs That Work. [Report No.: NCJ-162783

Autor/inn/en	Cantelon, Sharon; LeBoeuf, Donni
Institution	Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention.
Titel	Keeping Young People in School: Community Programs That Work. [Report No.: NCJ-162783
Quelle	(1997), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Programs; Disadvantaged Youth; Dropout Programs; Dropouts; High Risk Students; High School Students; High Schools; Partnerships in Education; Prevention; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulpartnerschaft; Prävention; Vorbeugung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	The National Center for Education Statistics reported that in 1992 approximately 4.5% of all high school students dropped out of grades 10 through 12, and 11% of all persons in the age group 16 through 24 had not completed high school and were not currently enrolled. The Communities in Schools (CIS) network is a web of local, state, and national partnerships that work together to fight the dropout problem and to bring the basics every child needs to at-risk youth. Most CIS programs take place inside traditional schools, but some are delivered through a CIS academy, a free-standing facility that is sponsored largely by an individual organization. The CIS classroom model allows students to sign up for the program as an elective class, while the academy model is organized as an alternative school. The Urban Institute conducted an evaluation of CIS from 1991 through early 1994, tracking 594 CIS enrollees and evaluating the CIS programs as they existed 5 years earlier. The evaluation found that CIS had effectively promoted its model of social service delivery and had provided leadership that led to the expansion of CIS from 26 programs in 128 school sites to 93 programs with 612 schools by the end of 1993. High proportions of CIS students remained in school or graduated. The majority of students interviewed believed that participation has helped them. Five other programs that work with high-risk students are profiled, and the National Dropout Prevention Center/Network is described. Local, state, and federal agencies, through programs like these, are making strides to keep youth in school and support them through graduation and beyond. (Contains eight references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01