ERIC Number: ED398674
Record Type: Non-Journal
Publication Date: 1995-Dec
Reference Count: N/A
Staying in School: A Technical Report of Three Dropout Prevention Projects for Middle School Students with Learning and Emotional Disabilities. Technical Report 1990-1995. ABC Dropout Prevention and Intervention Series.
Thorton, Helen, Ed.
This report compiles data on three 5-year federally sponsored dropout prevention programs: ALAS (Achievement for Latinos through Academic Success), the Belief Academy, and Check & Connect. The introduction to the report presents background information on the dropout problem and related issues that face youth with learning and emotional disabilities. The incidence, outcomes, and risk factors (such as poverty and ethnicity) of dropping out of school are discussed. Each project is described, with information provided on who the youth are and why they are at risk, the type of intervention that occurred, evidence for the intervention's effectiveness, an analysis of the findings, and recommendations for the future. The ALAS program developed and tested promising approaches for educating and graduating high-risk youth (including those with disabilities) of Mexican descent who live in urban neighborhoods with high concentrations of poverty. The Belief Academy consisted of five major components: (1) program stability over time; (2) intensive academic and behavior intervention in grades 7 and 8; (3) family case management services; (4) social support to students; and (5) provision of program options and ongoing support at the high school level. Check & Connect addressed the interacting systems of family, school, and community using continuous assessment of the student's level of engagement with school and monthly strategies to foster this engagement. (Individual chapters contain endnotes.) (CR)
Descriptors: Adolescents, Agency Cooperation, Attachment Behavior, Community Involvement, Dropout Prevention, Emotional Disturbances, Federal Programs, High Risk Students, Hispanic Americans, Incidence, Intermediate Grades, Intervention, Junior High Schools, Learning Disabilities, Mexican Americans, Middle Schools, Parent Participation, Parent School Relationship, Program Effectiveness, Program Evaluation, Student Adjustment, Teamwork
Institute on Community Integration (UAP), University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive, S.E., Minneapolis, MN 55455 ($20).
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
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.
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/79953