Download or read book Developing Early Warning Systems to Identify Potential High School Dropouts Issue Brief written by Jessica B. Heppen and published by . This book was released on 2008 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: The high school dropout problem has been called a national crisis. Educators, researchers, and policymakers continue to work to identify effective dropout prevention approaches. One important element of such prevention efforts is the identification of students at highest risk for dropping out and then the targeting of resources to keep them in school. An early warning system that uses "indicators based on readily accessible data" can predict, during students' first year in high school, whether the students are on the right path toward eventual graduation. Research is clear that ninth grade is a "make or break" year. More students fail ninth grade than any other grade in high school, and a disproportionate number of students who are held back in ninth grade subsequently drop out. Recent research in large urban school districts, including Chicago and Philadelphia, provides information about powerful indicators that can predict, by the end of the first year of high school, or even during the first semester, whether students will complete high school. This brief guide reviews this research and uses it as a basis for providing guidance to schools and districts about using data to address the dropout problem. This guide, intended for educators and policymakers at the school, district, and state levels, is designed to provide information about the following: (1) Factors that contribute to a student's dropping out; (2) Research on early warning indicators; (3) School-level early warning systems; (4) District-level early warning systems; and (5) States' roles in supporting the development and use of early warning systems. (Contains 3 tables and 3 endnotes.).
Download or read book Developing Early Warning Systems to Identify Potential High School Dropouts written by Jessica B. Heppen and published by . This book was released on 2008 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using an Early Warning System to Identify and Support Students at Risk for High School Dropout written by National High School Center and published by . This book was released on 2011 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States high school dropout problem has been called a national crisis, with only 74.9% of public high school students graduating with a diploma in 2008. With states and districts under mounting pressure to raise graduation rates, there is increasing urgency to obtain more accurate and timely data to systematically identify students most likely to drop out of high school so that dropout prevention supports can be offered to get them back on track to graduate. Early warning systems can help educators predict which students may be in danger of dropping out of high school by using indicators based on readily available school-level data (e.g., attendance and course performance). To facilitate the establishment and use of early warning systems across the nation, the National High School Center has developed an" Early Warning System Implementation Guide" and a free downloadable Microsoft Excel-based tool, the "Early Warning System (EWS) Tool v2.0". The EWS Tool v2.0 is based on research on the academic and behavioral predictors of dropout and can be used by schools, districts, and states to identify students who are at risk for dropping out of high school. This brochure details what early warning systems are and how they can be used to identify and support students who are at risk of dropout, and provides a brief overview of the EWS Tool v2.0 and early warning system implementation process. (Contains 4 footnotes.).
Download or read book Issue Brief written by Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service and published by . This book was released on 2016 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2013-14, the high school graduation rate reached a record high of 82 percent (U.S. Department of Education 2015a). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015b). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. "At-risk" students are defined as those failing to achieve basic proficiency in key subjects or exhibiting behaviors that can lead to failure and/or dropping out of school. Dropout prevention strategies are diverse; they vary in type of program, services offered, frequency, intensity, and duration of contact with target students. The U.S. Department of Education (Department) sponsored the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. This brief on Early Warning Systems is the first in a series of briefs being released this fall with key findings about these high school improvement strategies. The report includes the appendix: Early Warning Systems (Survey Excerpt).
Download or read book Building an Early Warning System to Identify Potential High School Dropouts written by Linda Shealy and published by . This book was released on 2011 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over one million high school students drop out of school each year in this country. Dropping out of school is a serious problem for the student, community, and the nation. Often dropouts are unable to compete in an increasingly technological society and face numerous consequences from their decision to leave school early including higher levels of poverty, unemployment, public assistance, incarceration, and poor health. Dropping out is a gradual process of school disengagement and related to individual, family, and school factors. In the past, it has been difficult to track individual student's progress through school and to determine accurate dropout and graduation rates. In 2005, the National Governors Association made a commitment to implement a uniform method to calculate and report graduates and dropouts as well as better data collections systems. This study intended to replicate aspects of other major studies around the county to determine the best early predictors of dropping out of school in this large school district in southern Arizona and use this information to build an early warning system. Student data were obtained from the district's Research and Accountability office for a cohort of students (n=6751) who began the ninth grade in fall 2006 and graduated or should have graduated in 2010. Data collected included general demographic information, academic data, number of schools attended, and school withdrawal codes. The intent of this research was to determine if there were statistically significant differences between dropouts and graduates in the variables collected and which variables yielded the highest effect sizes and should be included in the district's early warning system. Two analyses were used to determine significance differences between dropouts and graduates. Then four analyses were performed to determine the highest-yield variables for this district. Consistent with recent research in the field, the variables of ninth grade attendance, ninth grade English and Math grades, and GPA were the strongest predictors of student dropouts. Local educators can use this early warning information to help identify potential high school dropouts as early as possible and intervene more efficiently and effectively with these students.
Download or read book High School Dropout Graduation and Completion Rates written by National Academy of Education and published by National Academies Press. This book was released on 2011-04-17 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Download or read book Identifying Potential Dropouts written by Craig D. Jerald and published by . This book was released on 2006 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using an Early Warning System to Identify Potential High School Dropouts written by Dawn B. Hillman and published by . This book was released on 2014 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Adolescent Screening The Adolescent Medical History in the Age of Big Data E Book written by Vincent Morelli and published by Elsevier Health Sciences. This book was released on 2019-05-09 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this comprehensive look at adolescent screening and holistic health in the technology age, Dr. Vincent Morelli reviews the history of the adolescent health screen, what is being used now, and what needs to be considered in the future. An ideal resource for primary care physicians, pediatricians, and others in health care who work with adolescents, it consolidates today’s available information on this timely topic into a single convenient resource. Covers the history of the adolescent medical history and the need for an update of the biopsychosocial model, which has not significantly changed since 1977. Discusses nutrition screening, sleep screening, exercise screening, adverse childhood experiences (ACEs) screening, educational screening, behavioral and emotional screening, and more. Presents the knowledge and experience of leading experts who have assembled the most up-to-date recommendations for adolescent health screening. Explores today’s knowledge of health screening and discusses future directions to ensure healthy habits in adolescents, including education and self-efficacy.
Download or read book Identification and Evaluation of Learning Disabilities written by Evelyn S. Johnson and published by Corwin Press. This book was released on 2014-06-19 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get your students the support they need! One size does not fit all for helping students with learning disabilities—and it doesn’t work for identifying learning disabilities either. This practical, easy-to-use handbook offers a comprehensive plan, guiding general educators, special educators, administrators, and school psychologists through the eligibility and evaluation stages that ensure students get the best services and support they need to be successful. You’ll find: Guidance on what data to collect and how to collect it Strategies for combining RTI with a comprehensive evaluation to diagnose SLD Detailed case studies—with graphs, figures, and test scores—at the school, classroom, and individual student level
Download or read book Drought Challenges written by Everisto Mapedza and published by Elsevier. This book was released on 2019-09-25 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drought Challenges: Livelihood Implications in Developing Countries, Volume Two, provides an understanding of the occurrence and impacts of droughts for developing countries and vulnerable sub-groups, such as women and pastoralists. It presents tools for assessing vulnerabilities, introduces individual policies to combat the effects of droughts, and highlights the importance of integrated multi-sectoral approaches and drought networks at various levels. Currently, there are few books on the market that address the growing need for knowledge on these cross-cutting issues. As drought can occur anywhere, the systemic connections between droughts and livelihoods are a key factor in development in many dryland and agriculturally-dependent nations. Connects the biophysical, social, economic, policy and institutional aspects of droughts across multiple regions in developing world Analyzes policy linkages between government agencies, public institutions, NGOs, the private sector and communities Includes a discussion of gender dimensions of drought and its impacts Presents a multi-sectoral perspective, including the human dimensions of drought in developing countries
Download or read book Raising the Grade written by Robert E. Wise and published by John Wiley & Sons. This book was released on 2008-04-21 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sharing educational and economic statistics, the author presents positive solutions for reforming the secondary education system, especially at the federal level.
Download or read book Continuous Improvement in High Schools written by Martha Abele Mac Iver and published by Harvard Education Press. This book was released on 2022-10-18 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Continuous Improvement in High Schools gives educators and policymakers an accessible, actionable framework to address one of the nation's most important educational priorities: improving high school graduation and postsecondary preparedness rates. Martha Abele Mac Iver and Robert Balfanz, national experts in dropout prevention, apply the Carnegie Foundation’s continuous improvement framework to the issue of student success in high school, starting with the critical ninth-grade year. A proven tool for organizational change, the framework provides a systematic structure for examining the root causes of problems and testing possible solutions. Mac Iver and Balfanz draw on their decades of experience working with educators and their deep knowledge of challenges faced by high schools to customize the framework to the high school context. They model the use of improvement science principles such as establishing practical measures, conducting disciplined inquiry, and accelerating learning through networked communities. With real-world examples and ideas for change, the authors show how attention to five key areas can enrich student educational experience and improve high school outcomes. These areas are early warning and intervention systems; family engagement; students’ sense of connectedness to school; social, emotional, and academic development; and teacher instructional practices. The guidance offered in this useful work will enable educators and their collaborating partners to create their own powerful solutions for student success.
Download or read book Early Warning Systems that Support Students at Risk of Dropping Out of High School Research Brief written by Center for Comprehensive School Reform and Improvement and published by . This book was released on 2008 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Allenworth's and Easton's 2007 study, "What Matters for Staying On-Track and Graduating in Chicago Public High Schools," built on their earlier research. The aim was to understand more deeply the school factors that contribute to dropping out of high school. It emphasizes the importance of attendance in overall academic success, and it reveals the need for students having strong relationships with teachers, seeing school as important to their future, and having peer support for academic achievement. This Research Brief summarizes findings from the 2007 Allensworth and Easton study and makes recommendations for supporting students at risk of dropping out of high school. (Contains 11 resources.).
Download or read book Early Warning Indicators and Segmentation Analysis written by Jobs for the Future and published by . This book was released on 2014 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationally, more than one million youth drop out of high school each year. One in four young people do not graduate with their age mates. Thus, in recent years, national leaders have directed sustained attention to what they term the "dropout crisis," particularly in high schools that are graduating less than two-thirds of their students. The U.S. Department of Education has responded by requiring more transparency about graduation rates and providing unprecedented support to address this crisis through programs such as School Improvement Grants and the High School Graduation Initiative. Along with early warning indicators, another important type of data study is segmentation analysis. This study involves looking at data on current high school students who are significantly off track for graduation and using that information to plan appropriate recovery programming for specific groups of students (e.g., those far off track to graduation but still in school). While early warning indicators focus on dropout prevention, segmentation studies help districts assess the numbers of youth who are off track for graduation (and by how much) and inform the growth of appropriate recovery programming. This technical resource guide leads school districts and their staff (at both administrative and school levels) through the technical steps involved in establishing an early warning system and conducting a segmentation study. The guide is organized into the following sections: (1) Section 1 provides basic background on early warning systems for staff at all levels, the research behind these systems, their uses, and the reasons why a school district would set their development as a key goal for its staff and schools; (2) Section 2 is intended primarily for a school district's department of research, assessment, and evaluation. It specifies the type of data needed to establish an early warning system, as well as the simple descriptive ways to analyze the data to determine a set of early warning indicators; (3) Section 3 discusses the types of reporting that are essential to an early warning system. It provides detail on how district-level data can be captured in user-friendly reports for school-level staff who work directly with students. This section is particularly intended for use by the district's technology and information department that generates the reports electronically from databases; (4) Section 4 provides practical examples from school districts that developed and implemented early warning systems. It also suggests some solutions to the most common roadblocks that districts encounter at each stage of developing an early warning system; (5) Section 5 walks districts through the rationale for and steps to conduct a segmentation study; and (6) Appendix A provides some information on additional resources that can help to guide a district with the steps needed to develop an early warning system, first ensuring effective use of information at the school level and then organizing staff and services to fashion a system of effective interventions. Additional resources listed here provide guidance on achieving staff buy-in, providing professional development, building an intervention team and selecting appropriate interventions for identified students. This information is relevant for both district-office and school-based staff. (A bibliography is included.).
Download or read book Getting Students on Track for Graduation written by Ann-Marie Faria and published by . This book was released on 2017 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although high school graduation rates are rising--the national rate was 82 percent during the 2013/14 school year (U.S. Department of Education, 2015)--dropping out remains a persistent problem in the Midwest and nationally. Many schools now use early warning systems to identify students who are at risk of not graduating, with the goal of intervening early to help students get back on track for on-time graduation. Although research has guided decisions about the types of data and indicators used to flag students as being at risk, little is known about the impact of early warning systems on students and schools--and in particular, whether these systems do help get students back on track. This study, designed in collaboration with the REL Midwest Dropout Prevention Research Alliance, examined the impact and implementation of one early warning system--the Early Warning Intervention and Monitoring System (EWIMS)--on student and school outcomes. To assess the impact of EWIMS on student and school outcomes, 73 high schools in three Midwest Region states were randomly assigned to implement EWIMS during the 2014/15 school year (37 EWIMS schools) or to continue their usual practices for identifying and supporting students at risk of not graduating on time and to delay implementation of EWIMS until the following school year (36 control schools). The study included 37,671 students in their first or second year of high school, with 18,634 students in EWIMS schools and 19,037 students in control schools. EWIMS and control schools and students were similar on all background characteristics prior to random assignment. The study examined the impacts of EWIMS on indicators of student risk and on student progress in school after the first year of EWIMS adoption. The study found that EWIMS reduced the percentage of students with risk indicators related to chronic absence and course failure but not related to low GPAs or suspension: (1) The percentage of students who were chronically absent (missed 10 percent or more of instructional time) was lower in EWIMS schools (10 percent) than in control schools (14 percent); this 4 percentage point difference was statistically significant; and (2) The percentage of students who failed one or more courses was lower in EWIMS schools (21 percent) than in control schools (26 percent); this 5 percentage point difference was statistically significant; (3) The percentage of students who had a low GPA (2.0 or lower) was 17 percent in EWIMS schools and 19 percent in control schools; this difference was not statistically significant. However, sensitivity analyses that used continuous GPA data instead of the binary risk indicator showed that, on average, GPAs were higher in EWIMS schools (2.98) than in control schools (2.87); this difference was statistically significant; and (4) The percentage of students who were suspended once or more was 9 percent in both EWIMS and control schools; there was no statistically significant difference. EWIMS did not have an impact on student progress in school. That is, there was not a statistically significant difference between EWIMS and control schools in the percentage of students who earned insufficient credits to be on track to graduate within four years (14 percent in both). At the school level, EWIMS did not have a detectable impact on school data culture, that is, the ways in which schools use data to make decisions and identify students in need of additional support. In nearly all participating schools, overall implementation of the EWIMS seven-step process was low, and implementation was challenging. Nevertheless, EWIMS schools were more likely than control schools to report using an early warning system and having a dedicated team to identify and support at-risk students, but EWIMS schools did not differ from control schools in the frequency of data review or the number and type of interventions offered. This report provides rigorous initial evidence that even with limited implementation during the first year of adoption, using a comprehensive early warning system can reduce the percentage of students who are chronically absent or who fail one or more courses. These short-term results are promising because chronic absence and course failure in grades 9 and 10 are two key indicators that students are off track for on-time graduation. However, because the past research linking indicators to on-time graduation is correlational, it is not yet known if improving these indicators leads to improving on-time graduation rates. Also, EWIMS did not have a detectable impact on other measured indicators that are related to students' likelihood of on-time graduation, including low GPAs, suspensions, and earning insufficient credits. Future research is needed to better understand the mechanisms through which EWIMS had an impact on chronic absence and course failure and why EWIMS did not affect other outcomes. In particular, studies could focus on identifying which staff actions and student experiences lead to improved student outcomes. Studies should also examine whether schools achieve improved overall implementation in subsequent years and whether (and how) the observed impacts fade, grow larger, or extend to other risk indicators (low GPAs and suspensions); to intermediate outcomes (including student persistence and progress in school); and to long-term outcomes (including dropout and on-time graduation rates). The following are appended: (1) Planned implementation of the Early Warning Intervention and Monitoring System; (2) Recruitment, random assignment, and study sample; (3) Data collection and analytic methods; (4) Detailed findings and supplementary analyses; and (5) Disclosure of potential conflicts of interest.
Download or read book Development and Use of Early Warning Systems SLDS Spotlight written by Jenny Curtin and published by . This book was released on 2012 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: An early warning system is a data-based tool that helps predict which students are on the right path towards eventual graduation or other grade-appropriate goals. Through such systems, stakeholders at the school and district levels can view data from a wide range of perspectives and gain a deeper understanding of student data. This "Statewide Longitudinal Data Systems" (SLDS) Spotlight takes a look at some of the early warning system development and expansion work going on in Massachusetts, Maine, and South Carolina. It discusses some of the benefits of using an early warning system and offers tips on the development of this type of system. The content of this brief was derived from an SLDS monthly topical webinar that took place on January 27, 2012.
