You are here

Resources

Filters

Displaying 1 - 12 of 12
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.

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.

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. 

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.

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.

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.

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. 

August 2009

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.