Adult advocacy interventions show promising but variable effects on staying in and progressing in school¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Of three studies including adult advocates as a key component, two interventions showed positive or potentially positive effects on staying in or progressing in school, while a third showed no discernible effect. → Dynarski 2008

Evidence¶

Dynarski 2008¶

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. Retrieved from https://ies.ed.gov/ncee/WWC/PracticeGuide/9.

q3 · i? · review · r2

The panel's review of five experimental studies of four dropout interventions with adult advocacy components. It found 'a fairly wide variation in observed effects' and that no study assessed the discrete effect of advocacy, warranting only a moderate rating. No effect sizes are printed.

"of the three stud - ies that included adult advocates as a key component, only two interventions dem- onstrated positive or potentially positive effects on staying in school or progress- ing in school."

Discussion¶

Related Claims¶

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• High School Redirection shows mixed effects on staying in school, with significant effects in the Stockton trial but not in Wichita or Cincinnati — a narrower finding that bears on this claim
• High School Redirection shows no discernible effects on completing school (diploma or GED receipt) — related
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