Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions

By R. Balfanz, Liza Herzog, D. M. Mac Iver. 2007

876 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6d33f38b7e1469a3868e9c64ad37f70b7bc8c0da

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In Education

Citations in the corpus

Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates (2015, background): “Students who are at risk for dropping out can be identified as early as elementary school (Balfanz et al., 2007; Carnahan, 1994; Catterall, 1987), and schools that are able to keep students engaged early on may reduce their need for high-intensity interventions later on (Bryk & Thum, 1989; Coie,…”
Returns to Teacher Experience: Student Achievement and Motivation in Middle School (2017, background): “Moreover, the interaction of negative student behaviors such as not doing homework, skipping school, and acting out in class, can worsen undesirable outcomes (Balfanz et al. 2007).”
Analyzing the Longitudinal K-12 Grading Histories of Entire Cohorts of Students: Grades, Data Driven Decision Making, Dropping out and Hierarchical Cluster Analysis. (2010, background): “Third, these past studies have also overly focused on single grade levels, such as the grade 6 study by Balfanz et al. (2007).”
A Machine Learning Framework to Identify Students at Risk of Adverse Academic Outcomes (2015, background): “While there could be a variety of reasons for academic difficulties ranging from lack of motivation to economic concerns, recent research has demonstrated that these diverse causes often manifest themselves through a common set of indicators such as academic performance, behavior, and attendance[4, ”
Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, background): “…& Olson, 2010), understanding the unique interplay of school, family, and individual academic and nonacademic factors allows schools to better know each student, be able to tell that student’s “story,” and use the aforementioned factors to make more informed decisions (e.g., Balfanz et al., 2007).”
Taking on the Completion Challenge: A Literature Review on Policies to Prevent Dropout and Early School Leaving (2010, background): “…covering the causes of early school leaving, students reported that they would have worked harder if more had been demanded of them (Hernes, 2010; Balfanz et al., 2007; MacIver and MacIver, 2009) and Rumberger and Lim (2008) found that schools with more course requirements have lower dropout…”
Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “In contrast, a more proximal target for promoting achievement outcomes would be objective forms of student engagement (e.g., Balfanz et al., 2007/this issue; Guthrie et al.).”