Out-of-school-time programs, especially arts-based programs, can be critical players in a community's efforts to prevent school dropout. This research review suggests the following approaches for arts-based programs: (1) recruitment and retention of target populations with multiple risk factors; (2) long-term skill development that engages youth…

Getting and keeping "all" young people engaged in learning and on track to graduate from high school ready for college and the 21st century workplace is going to require wider, deeper, and more systemic change. Recent policy focus on raising standards for high school graduation and aligning high school curriculum to college entrance requirements…

By now people are all too familiar with the disheartening numbers: approximately 7,000 students drop out each day, which means nearly one-third of high school students will not graduate with their peers. The statistics are even more staggering for minority and low-income students, especially in the nation's largest urban districts, where less than…

It is argued that the social control function of education and training is becoming increasingly explicit in England and France. Education and training can be viewed as a form of custody for young people, with enforced participation post 16 planned in the near future in England. Compulsory education for this age group is not currently planned in…

Georgia's drop-out rate is among the highest in the nation. Relying on statistics to design programs can be misleading. An in-depth study of South Georgia high schools shows the importance of developing drop-out programs for specific situations and students. The six schools helping to develop "Danny Dropout" and "Pine County High…

This study empirically explores the comparability of traditional survey-based retention research methodology with an alternative approach that relies on data commonly available in institutional student databases. Drawing on Tinto's [Tinto, V. (1993). "Leaving College: Rethinking the Causes and Cures of Student Attrition" (2nd Ed.), The University…

A study of 17 dropout prevention programs identified these common characteristics of successful programs: (1) multiple strategies integrated within a single program, (2) placement in environments dissimilar to traditional schools, (3) concentration of resources on a small target population, and (4) emphasis on vocational education and work…

The factors that contribute to student dropouts have been the focus of extensive deliberation during the last decade. Despite expanded attention, the number of dropouts remains unacceptably high. Drawing on the authors' 17-year history of dropout research in Texas, Arizona, and across the country, this article describes the alarming dropout rates,…

A study was conducted (1) to examine characteristics of programs in which students were enrolled, (2) to determine which activities were most effective in dealing with dropouts, and (3) to validate program components that have previously been associated with retentive capacity. Results are reported and discussed. (CT)

States that student retention is significant for measuring institutional effectiveness in the prevailing environment of accountability and budgetary constraints. Presents recommendations for increasing retention, including training staff on retention issues, reviewing admission and advising strategies affecting minority populations, and piloting…

This study examines the impact of school structures on potential dropouts. Data from field notes, interviews, and school records are used to describe and discuss the effectiveness of interventions generated by a school committee which worked to prevent at-risk students from dropping out of high school. (IAH)

Describes dropout prevention programs in the School District of Philadelphia: (1) High School Academies, schools within schools that provide a holistic approach to the transition from school to work; (2) Jobsearch; (3) Education for Employment Initiative, an effort to coordinate programs that prepare students for employment; and (4) Vocational…

It's up to school board members to communicate they want schools to improve academic scores and standards while increasing their holding power. Outlines ways superintendents can act to reinforce such policy. (MD)

Although the national reports have not focused on the problem, effective schools must address the needs of potential school dropouts. The author rebuts some of the common arguments against dropout prevention programs, arguing that successful dropout prevention is one of the key indicators of overall school effectiveness. (Author/TE)

To reduce its dropout rate, Ohio County Schools in Wheeling, West Virginia implemented a multifaceted, sequential intervention plan. Its success indicates that direct, personal, immediate, and caring communication with parents and students remains the most effective and least costly way to link home with school. (Author/LHW)