Support for At-Risk Students
Why is this topic important?
Editorial Projects in Education’s estimated on-time graduation rate for 2005 for African American students was 55% and only 48% for African American males.
English Language Learners: The number of Limited English Proficient students has grown by 57.17% from 95/95 to 2005/2006 and Spanish speakers make up roughly ¾ of those students. The estimated on-time graduation rate for Hispanic students in 2005 was 58%.
Students Experiencing Homelessness: Over 679,000 students are experiencing homelessness. Homeless students face many barriers that may limit their ability to graduate. For more information, visit the National Center for Homeless Education.
Migrant Students: Migrant students may drop out of school due to multiple risk factors, including high poverty, limited formal schooling, limited English proficiency, and high mobility. It is estimated that the average migrant student moves 2-3 times in one school year.
What resources can we suggest?
Issues & Answers:
Reducing Stereotype Threat in Classrooms: A Review of Social-Psychological Intervention Studies on Improving the Achievement of Black Students - Stereotype threat arises from a fear among members of a group of reinforcing negative stereotypes about the intellectual ability of the group. The report identifies three randomized controlled trial studies that use classroom-based strategies to reduce stereotype threat and improve the academic performance of Black students, narrowing their achievement gap with White students.
EBE Request Desk Responses:
EBE Response #222 – Innovative programs for Black male dropouts.
EBE Response #209 - What are states doing to improve graduation rates?
EBE Response #228 - Which states have laws that require schools to serve expelled students?
EBE Response #359 - Which states are currently implementing a "Graduation Coach" initiative and how do they compare on a number of dimensions?
EBE Response #470 - How are data being used to identify students at-risk for not graduating and/or not achieving career and college readiness?
EBE Response #387 - What is the research on early warning indicator systems for secondary schools?
Evidence Based Education Request Desk – Visit our EBE Request Desk for information about submitting a question.
The Graduation Challenge Webinar - view archive of webinar, featuring Joanna H. Fox.
Response to Intervention: What the research tells us about the effective interventions for
English Language Learners presentation - Cara Richards, PhD, California State University,
Visit our Early Warnings Indicator section
Visit the National Center for Homeless Education's Website
IES Regional Educational Laboratory Program Publications:
Berliner, B., Barrat, V.X., Fong, A.B., and Shirk, P.B. (2008). Reenrollment of High School Dropouts in a Large, Urban School District (Issues & Answers Report, REL 2008–No. 056). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.
Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., and Smink, J. (2008). Dropout Prevention: A Practice Guide (NCEE 2008–4025). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Myint-U, A., O’Donnell, L., Osher, D., Petrosino, A., & Stueve, A. (2008; revised January 2009). Piloting a Searchable Database of Dropout Prevention Programs in Nine Low-Income Urban School Districts in the Northeast and Islands Region (Issues & Answers Report, REL 2008–No. 046). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands.
Alliance for Education
America’s Promise Alliance
IES National Laboratory Network Publications
National Dropout Prevention Center