This powerpoint presentation describes the following three stepts to reducing dropouts: 1) understand the dropout problem in your community, 2) build an early warning, prevention, and intervention system, 3) involve the community.
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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.
New Hampshire has been recognized for its innovative use of data collection and analysis as the key to unlocking the dropout problem. In their program model titled Achievement in dropout Prevention and Excellence (APEX II), participating high schools are developing dynamic data collection systems at the school level.
This report offers a first school-level look at how early warning systems are being implemented. The research team visited middle and high schools in cities across the country to observe how they are using EWIs to monitor and respond to student needs.
Schools can keep young people on the graduation track by integrating schoolwide reforms, early warning systems, and responsive interventions that address the ABCs of dropout prevention: attendance, behavior, and course performance. In this article, we offer a systematic plan for dropout prevention at the district and school levels through a three-tiered prevention model that directly addresses the ABCs of dropout prevention.
This Early Warning System (EWS) Implementation Guide is a supporting document for schools and districts that are implementing the National High School Center’s Early Warning System (EWS) Tool v2.0.
This guide is intended to be useful to high schools and middle schools in planning and executing dropout prevention strategies. This guide is to help educators and policy makers develop practice and policy alternatives and it includes specific recommendations (and indicates the quality of the evidence that supports these recommendations).
This study describes how teachers and school leaders at the High School of Telecommunication Arts and Technology (familiarly known as Telly) used data and design to strengthen programming for students in grades 9 and 10, thereby improving outcomes for all students.
An article describing how one school’s use of data, small learning communities, and a focus on advisory helped ensure that, Omarina Cabrera, a Bronx middle grade student whose family struggles threatened to distract her from school, did not fall off the track to success.
40 to 60 percent of high school students become chronically disengaged from school — not counting those who already dropped out. Research indicates that social and emotional learning (SEL) programming for elementary- and middle- school students is a promising means to reducing problem behaviors, promoting positive adjustment, and enhancing academic performance.
One of the first articles describing the early warning indicator research conducted by a team from Johns Hopkins University and the Philadelphia Education Fund. This research found that 80 percent of the students who dropped out of high school had sent a distress signal in the middle grades or during the first year of high school, and these “early warning signals” are failing grades in English and math, poor behavior, and poor attendance. These data serve as an early warning system to flag at-risk students and intervene to keep them on the path to graduation.
The researchers created a middle level school-based model designed to keep students on track and prepare them for high school. They have learned that it is possible to create a multi-tiered school improvement and intervention model in middle grades schools in high-poverty neighborhoods where large numbers of students need a range of supports to stay on track. The following are key components of the Early Warning Systems model.