ERIC Number: ED398673
Record Type: Non-Journal
Publication Date: 1995-Dec
Reference Count: N/A
Tip the Balance: Practices & Policies that Influence School Engagement for Youth at High Risk for Dropping Out. ABC Dropout Prevention and Intervention Series.
Christenson, Sandra; And Others
Taken from findings of federally financed ABC dropout prevention programs--ALAS (Achievement for Latinos through Academic Success), the Belief Academy, and Check & Connect--this report discusses the barriers and supports to effectively intervening and achieving school completion among high-risk students. The first section presents information on the extent of the dropout problem among high-risk youth and tentative information about effective prevention strategies. The following effective intervention elements are identified and discussed: long-term commitment; continuous monitoring; individualized focus; skill acquisition; collaboration across home, school, and community; and parent involvement. The second section includes a list and examples of common practices and policies that either support or alienate youth with disabilities at risk of dropping out of school. Assessment worksheets designed to stimulate discussion among educators are provided in the third section. Appendices further explain data, list and rank supportive and alienating practices and policies, and describe the three ABC projects. (CR)
Descriptors: Adolescents, Behavior Disorders, Change Strategies, Community Involvement, Dropout Prevention, Educational Policy, Educational Practices, Emotional Disturbances, Family Role, Federal Programs, High Risk Students, Hispanic Americans, Incidence, Intervention, Junior High Schools, Learning Disabilities, Parent Participation, Program Effectiveness, Program Evaluation, School Effectiveness, Secondary Education, Student Needs, Teacher Effectiveness, Teacher Student Relationship
Institute on Community Integration (UAP), University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive, S.E., Minneapolis, MN 55455 ($8).
Publication Type: Guides - Non-Classroom; Reports - Descriptive
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.