Dropout Prevention and Intervention Programs: Effects on School Completion and Dropout Among School-Aged Children and Youth: A Systematic Review
By S. Wilson, Mark Lipsey, E. Tanner‐Smith, C. Huang, Katarzyna T. Steinka-Fry. 2010
121 citations recorded by the source corpus.
Dropping out of high school is associated with numerous detrimental consequences, including low wages, unemployment, incarceration, and poverty. There are a large number of school and community-based prevention and intervention programs for general population and at-risk students, and there are a number of programs designed specifically to encourage school completion among pregnant and parenting teens. No comprehensive systematic reviews have examined these programs’ overall effectiveness.The objectives of this systematic review were to summarize the available evidence on the effects of prevention and intervention programs aimed at primary and secondary students for increasing school completion or reducing school dropout. The primary focus of the meta-analysis was to examine the comparative effectiveness of different programs and program approaches in an effort to identify those with the largest and most reliable effects on school completion and dropout outcomes. We also sought to summarize the effects of programs designed for pregnant and parenting teens.
Subfields: Clinical Psychology, Education, Pediatrics, Perinatology and Child Health
View Paper: https://www.semanticscholar.org/paper/87154893e0d81a115824915b2fa708d97ee97f28
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In Clinical Psychology
In Education
In Pediatrics, Perinatology and Child Health
Citations in the corpus
- Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis (2017, unknown): “We have used ρ = 0.8 (as, e.g., Hedges et al., 2010, and Wilson et al., 2011).”
- Small-Sample Adjustments for Tests of Moderators and Model Fit Using Robust Variance Estimation in Meta-Regression (2015, methodology): “To illustrate the performance of the AHZ test in practice as well as to better understand differences between it and the benchmark of the naive F-test, we applied both tests to a meta-analysis of dropout prevention and intervention programs conducted by Wilson et al (2011).”
- Factors that influence early school leaving: a comprehensive model (2019, background): “Prevention and intervention strategies (European-Commission, EACEA, Eurydice, and Cedefop 2014; Freeman and Simonsen 2015; Knopf et al. 2015; Wilson et al. 2011) focus on inclusion, with approaches such as orientation, learning in small groups and individualised attention for students with problems.”
- Stressors and Turning Points in High School and Dropout (2015, unknown): “The conclusions of a recent meta-analysis are telling in this regard (S. J. Wilson et al., 2011).”