Dropout Risk Factors and Exemplary Programs: A Technical Report

Autor/inn/en	Hammond, Cathy; Linton, Dan; Smink, Jay; Drew, Sam
Institution	National Dropout Prevention Center, Clemson, SC.; Communities in Schools, Alexandria, VA.
Titel	Dropout Risk Factors and Exemplary Programs: A Technical Report
Quelle	(2007), (282 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dropouts; Risk; Dropout Programs; Dropout Prevention; Program Effectiveness; Family Influence; Individual Characteristics; Program Descriptions; Dropout Research; Instructional Program Divisions + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Risiko; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Communities In Schools (CIS) is the nation's fifth-largest youth-serving organization and the leading dropout prevention organization, delivering resources to nearly one million students in 3,250 schools across the country. To further their network-wide commitment to evidence-based practice, CIS collaborated with the National Dropout Prevention Center/Network at Clemson University (NDPC/N) to conduct a comprehensive study of the dropout crisis in the United States. Specifically, the intent of the study was to: (1) Identify the risk factors or conditions that significantly increase the likelihood of students dropping out of school; and (2) Identify exemplary, evidence-based programs that address the identified risk factors and conditions. A number of lessons can be gleaned from the research on risk factors and evidence-based programs for practitioners implementing either existing programs or developing new ones. First, multiple risk factors across several domains should be addressed wherever possible to increase the likelihood that the program will produce positive results. Second, multiple strategies should be used to help assure program impact. Effective programs often used some combination of personal assets and skill building, academic support, family outreach, and environmental/organizational change (Catalano et al., 1999; Gottfredson, 1998; Lehr et al., 2004). Third, when adopting an existing exemplary program, research points to the need for these programs to be fully implemented and to be implemented as they were designed (Midwest Regional Center for Drug-Free Schools and Communities [MRC], 1994A; National Institute on Drug Abuse [NIDA], 2004). Fourth, program planners who develop their own strategies need to use evidence-based strategies proven to impact the risk factors they are addressing and develop strategies based on best practice. Finally, whether adopting an existing program or developing a new one, practitioners need to use evidence-based strategies to evaluate programs to assure effectiveness. The following are appended: (1) Review and Identification Steps and Criteria; (2) Risk Factor Domains and Categories; (3) Additional Risk Factor Charts and Information; (4) Individual and Family Domain Risk Factor Descriptions; (5) The Matrix of Prevention Programs; (6) Exemplary Program Charts and Additional Information; and (7) Descriptions of Exemplary Programs. (Contains 10 charts and 10 tables.) (ERIC).
Anmerkungen	National Dropout Prevention Center/Network (NDPC/N). Clemson University, 209 Martin Street, Clemson, SC 29631-1555. Tel: 864-656-2599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/publica/publica.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10