ERIC Number: ED398671
Record Type: Non-Journal
Publication Date: 1995-Dec
Reference Count: N/A
Staying in School: Strategies for Middle School Students with Learning & Emotional Disabilities. ABC Dropout Prevention and Intervention Series.
Thurlow, Martha; And Others
This report summarizes the findings of three 5-year federally financed dropout prevention programs for high risk students and their families known as the ABC programs: ALAS (Achievement for Latinos through Academic Success), the Belief Academy, and Check & Connect. The information is based on a comprehensive report called "Staying in School: A Technical Report of Three Dropout Prevention Projects for Middle School Students with Learning and Emotional Disabilities." Information is provided on who the youth are and why they are at risk of dropping out, what works in preventing dropout, and how to tell if an intervention works. Five interrelated intervention elements that have been demonstrated to be effective in assisting youth to stay in school are discussed. These are: monitoring; relationships; affiliation; problem solving; and persistence, continuity, and consistency. Evidence of the effectiveness of the programs is provided and graphed using measures such as enrollment in school, academic performance, progress towards graduation, attendance, problem behaviors, and satisfaction. Among recommendations to school administrators are the following: develop a system to monitor student progress toward graduation; form a team of stakeholders to develop intervention strategies for high-risk students; and establish a systematic way to measure the effectiveness of interventions. Appendices include a description of the three ABC projects and a further explanation of the data used. (CR)
Descriptors: Adolescents, Behavior Disorders, Dropout Prevention, Emotional Disturbances, Federal Programs, High Risk Students, Hispanic Americans, Intervention, Junior High Schools, Learning Disabilities, Middle Schools, Program Effectiveness, Program Evaluation, Student Development, Teamwork
Institute on Community Integration (UAP), University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive, S.E., Minneapolis, MN 55455 ($8).
Publication Type: Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Audience: Administrators; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: California Univ., Santa Barbara. Graduate School of Education.; Minnesota Univ., Minneapolis. Inst. on Community Integration.; Minneapolis Public Schools, MN.; Seattle Public Schools, WA.; Washington Univ., Seattle. Coll. of Education.