How Can We Help? What We Have Learned From Recent Federal Dropout Prevention Evaluations

By Mark Dynarski, P. Gleason. 2002

127 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8ebe9ab3ebe895aaaf5d739592d76db5d165824a

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Citations in the corpus

Students at Risk for School Dropout: Supporting Their Persistence (2008, background): “Teachers were asked to identify participants in the present study because dropout is only weakly predicted by risk factors (Dynarski & Gleason, 2002).”
The Importance of School Attendance: Findings From the Cambridge Study in Delinquent Development on the Life-Course Effects of Truancy (2017, background): “Similarly, Dynarski and Gleason (2002) found that youth who were chronic truants had high-dropout rates in the future.”
Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, background): “Recommendations for these interventions include promoting engagement through smaller, more personal settings (Dynarski & Gleason, 2002); connections to student choices and interests; support from school personnel (Christenson & Thurlow, 2004; McPartland, 1993); and the availability of counseling,…”
Violence Victimization on a College Campus (2016, background): “Other studies (Dynarski & Gleason, 2002) find that demographic factors do not efficiently predict which students will dropout.”
Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates (2015, background): “The vast majority of research in the area of high school dropout prevention has been focused on either identifying risk factors for students likely to dropout or conducting intensive student-level interventions (Dynarski & Gleason, 2002; Mann, 1986; Prevatt & Kelly, 2003; Rumberger, 1995).”
Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts (2010, background): “…literature, four main factors predicting student dropout were identified including academic achievement, as measured by teacher-assigned grades, absenteeism, retention and family SES (Barrington & Hendricks, 1989; Ensminger & Slusarcick, 1992; Finn, 1989; Fitzsimmons et al., 1969; Lloyd,…”
Stand and Deliver: Effects of Boston’s Charter High Schools on College Preparation, Entry, and Choice (2016, unknown): “The results of this exploration are inconsistent with the notion that changes in peer composition For example, Dynarski et al. (1998) and Dynarski and Gleason (2002) document an array of discouraging findings for interventions meant to reduce dropout rates.”
Why Tenth Graders Fail to Finish High School: A Dropout Typology Latent Class Analysis (2012, background): “Given the current lack of significant results of recent dropout intervention and prevention research (Dynarski, 2004 ; Dynarksi et al, 2008 ; Dynarski & Gleason, 2002 ; Gleason & Dynarski, 2002 ; Hammond, Linton, Smink, & Drew, 2007 ; Rumberger, 2004a ), an approach targeted at these students ”
School Dropouts (2004, background): “In a comprehensive review of federal dropout-prevention evaluations, Dynarski and Gleason (2002) identified smaller class sizes, more personalized settings, and individualized learning plans as characteristics that lowered dropout rates in both General Educational Development (GED) programs for olde”