ERIC Number: ED484287
Record Type: Non-Journal
Publication Date: 2004-Aug
Reference Count: 9
Increasing School Completion: Learning from Research-Based Practices That Work. Research to Practice Brief. Improving Secondary Education and Transition Services through Research. Volume 3, Issue 3.
Lehr, Camilla A.
National Center on Secondary Education and Transition, University of Minnesota (NCSET)
Raising graduation rates for students attending schools in the United States is a national priority. As part of the No Child Left Behind Act, schools are required to track and report the percentage of students who graduate with a regular diploma in four years. The magnitude of the problem for student subgroups (including students of Hispanic and Native-American descent) points to the need for concerted efforts to design and implement programs and strategies that will keep youth in school and facilitate successful completion. Additionally, the cost to students who drop out in terms of lower wages and higher unemployment rates and the costs to society in terms of lost revenue and increased dependence on social programs necessitate effective solutions to the problem of dropout. This brief will highlight findings from a recent review of 45 prevention and intervention studies addressing dropout or school completion described in professional journals. Results can be used to inform practice for those working with youth (with and without disabilities) who are disengaging from school.
Descriptors: Dropout Prevention, Graduation Rate, Student Diversity, High Risk Students, Program Effectiveness, Dropout Programs, Dropout Research, School Holding Power
National Center on Secondary Education and Transition, Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pilsbury Dr. SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; Web site: http://www.ncset.org; e-mail: email@example.com.
Publication Type: Information Analyses
Education Level: Secondary Education
Sponsor: U.S. Department of Education, Office of Special Education Programs
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.