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ERIC Number: EJ780922
Record Type: Journal
Publication Date: 2007-Nov
Pages: 13
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0046-1520
Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions
Balfanz, Robert; Herzog, Liza; Iver, Douglas J. Mac
Educational Psychologist, v42 n4 p223-235 Nov 2007
This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation's cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate. We use longitudinal analyses--following almost 13,000 students from 1996 until 2004--to demonstrate how four predictive indicators reflecting poor attendance, misbehavior, and course failures in sixth grade can be used to identify 60% of the students who will not graduate from high school. Fortunately, by combining effective whole-school reforms with attendance, behavioral, and extra-help interventions, graduation rates can be substantially increased. (Contains 3 tables.) [Additional funding for this article was provided by the Interagency Education Research Initiative.]
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: William Penn Foundation, Philadelphia, PA.; National Science Foundation, Arlington, VA.
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305W020003
IES Cited: ED552306; ED556119; ED559739; ED565617; ED555627