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January 30, 2008

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.

Education is changing. Academic learning and SEL are becoming the new standard for what are considered the basics that children should acquire during their schooling. This chapter outlines ideas to help get social-emotional efforts started as well as to sustain those that have already begun. It identifies eight elements necessary for the kind of academic-social-emotional balance that will lead students to success in school and life:

National research has established that students who are chronically absent as early as kindergarten have lower achievement in later grades. To demonstrate that connection in New York City schools, the Campaign for Fiscal Equity reviewed the attendance records, state assessment scores and various demographic factors for fourth-graders attending New York City public schools in the 2007-08 school year. The study considered attendance in both third and fourth grades, and analyzed
other school and student factors that can weigh heavily on academic performance.

This template helps schools identify the necessary structures and supports for educating adolescents across six dimensions: school practices & structures, physical, cognitive, social, emotional, and moral.

FHI 360 is collaborating with the Caribbean HIV/AIDS Alliance (CHAA) to develop and implement a targeted social media strategy for the Eastern Caribbean Community Action Project II (EC-CAP II). 

This report by details the efforts undertaken by the task force to combat chronic absenteeism in New York City between 2010 and 2013. It examines the extent and nature of chronic absenteeism in New York City in schools with above average rates of chronic absenteeism. It investigates the impact of entering and exiting chronic absenteeism on academic outcomes. Finally, it examines the impact of the task force’s chronic absenteeism prevention and intervention programs on reducing chronic absenteeism and increasing school attendance – and what that means for other cities.

2012

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.

September 2010

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.

May 2007

The purpose of this issue brief is to provide information and guidance to state education agencies (SEAs) regarding their accountability for the Individuals with Disabilities Education Improvement Act (IDEA) 2004 legislative mandates in the area of dropout prevention for students with disabilities. 

July 2008

This guide, intended for educators and policymakers at the school, district, and state levels, is designed to provide information about the following: factors that contribute to a student’s dropping out, research on early warning indicators, school and district-level early warning systems, and states’ roles in supporting early warning systems.

2014

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. 

For districts that want to create their own ISIS data reports using Excel, but need help creating condition formatting to color code student status in each of the indicator areas.

This guide helps individuals collect classroom observation data related to alignment (rigor/relevance), classroom culture/climate, strategies/teaching practices, and engagement/learning.

While chronic absence is not a problem everywhere, it can reach surprisingly high levels even in the early grades. Although teachers take roll every day, most schools currently do not use their data to monitor if they have a problem with chronic absence. This study confirms the premise that districts and schools may fail to detect high levels of chronic absence because the problem is easily masked by average daily attendance.

2011

Although the national high school graduation rate is still too low and too few of our graduates have the skills they need to succeed after high school, an essential foundation has been laid to significantly increase graduation rates to 90 percent for the Class of 2020 and concerted efforts to rise to a standard of excellence are bearing fruit. This report is the first in a series of annual updates that will be provided through 2020, as the nation makes progress and confronts challenges to meet this national goal.