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ERIC Number: ED347213
Record Type: RIE
Publication Date: 1990-Apr
Pages: 23
Abstractor: N/A
Reference Count: N/A
Dropout Prevention Strategies for Urban Children At-Risk: A Longitudinal Analysis.
Cicchelli, Terry; And Others
This study describes dropout prevention strategies used by social service and school personnel in the Stay-In-School Partnership Project (SSPP), analyzes longitudinal statistical data generated by the 3-year program, and proposes a model for conceptualizing and implementing a dropout prevention program for at-risk minority students. SSPP is a university-school partnership project between Fordham University's Graduate Schools of Education and Social Services and five heavily minority New York City elementary schools serving 100 students and their parents. A pretest-posttest design was used to determine the effects of the program in the following areas: (1) absenteeism; (2) reading and mathematics achievement; (3) adequacy of child care; and (4) self-esteem. The following major results are reported: (1) absenteeism decreased by 60 percent; (2) analyses of reading and mathematics achievement were inconclusive due to incomplete and inadequate prior test data; (3) case managers perceived students as living in "neglectful" home conditions; and (4) self-esteem data show variability across sites. A practice profile of the project was developed from the comments of social service and educational staff comprising the following components: (1) assessment; (2) recordkeeping; (3) play therapy; (4) tutoring; (5) coordination; and (6) family problem-solving. SSPP staff observed significant program effects in parental involvement. Ten tables of statistical data and a copy of the practice profile developed by the SSPP are included. A list of 11 references is appended. (FMW)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: New York City Board of Education; Partnerships
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).