This analysis revealed that chronic absence is a significant issue in Oregon, dragging down academic performance, for communities and students of all demographic backgrounds, but especially those in families living in poverty.The good news is that this research also shows that chronic absence is a solvable problem. While many schools are struggling with high levels of chronic absence, the research also identified schools that are beating the odds by maintaining higher than expected attendance rates despite serving high risk populations.
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In this report, we look closely at students’ performance in their coursework during their freshman year, how it is related to eventual graduation, and how personal and school factors contribute to success or failure in freshman-year courses in Chicago public high schools. We show that data on course performance can be used to identify future dropouts and graduates with precision, and we compare performance indicators to discern how they might be used for nuanced targeting of students at-risk of dropping out.
This news article discusses the research of Dr. Jay Giedd, chief of brain imaging in the child psychiatry branch at the National Institute of Mental Health, to determine how the brain develops from childhood into adolescence and on into early adulthood.
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.
This Executive Summary to a report on The Importance of Being in School: A Report on Absenteeism in the Nation's Public Schools looks at data from six states on their measures of chronic absenteeism: Georgia, Florida, Maryland, Nebraska, Oregon and Rhode Island. The states reported chronic absentee rates from 6 percent to 23 percent, with chronic absenteeism most prevalent in urban areas, among low-income students, and concentrated in relatively few schools.Chronic absenteeism begins to rise in middle school and continues climbing through 12th grade.
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.
In this longitudinal study, data were collected on schools’ rates of daily student attendance and chronic absenteeism and on specific partnership practices that were implemented to help increase or sustain student attendance. Results indicate that several family–school–community partnership practices predict an increase in daily attendance, a decrease in chronic absenteeism, or both.
This report summarizes the views on the school dropout epidemic based on surveys and focus group discussions of high school teachers, principals, superintendents, and school board members throughout the US.
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.
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.
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.
This article reviews research concerning the causes of children with oppositional defiant disorder (ODD) and the antecedents that trigger oppositional and defiant behavior. Drawing from clinical experience, the authors present a model to alter theses antecedents and offer a wide variety of practical techniques for preventing and responding to oppositional behavior in the classroom.
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).