Check & Connect has statistically significant positive effects on staying in school for high school students with disabilities¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In the 1998 RCT, ninth-graders enrolled in Check & Connect were statistically significantly less likely to have dropped out by the end of ninth grade (ES = 0.89, improvement index +31). → Dropout Prevention intervention report: Check & Connect 2015 q3 i2 In the 2005 RCT, Check & Connect students were statistically significantly less likely to have dropped out at the end of the fourth follow-up year (ES = 0.47, improvement index +18). → Dropout Prevention intervention report: Check & Connect 2015 (2)

Evidence¶

Dropout Prevention intervention report: Check & Connect 2015¶

Dropout Prevention intervention report: Check & Connect. (2015). What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/78

q3 · i3 · causal · r2

Randomized controlled trial of 94 Minneapolis ninth-graders with learning, emotional, or behavioral disabilities; both groups received Check & Connect in grades 7-8 but only the intervention group continued in ninth grade. The table reports an effect size of 0.89 and improvement index +31, p < .01, for dropout at end of first year after random assignment.

"ninth-grade students enrolled in Check & Connect were statistically significantly less likely than similar comparison group students to have dropped out of school by the end of ninth grade"

Dropout Prevention intervention report: Check & Connect 2015 (2)¶

Dropout Prevention intervention report: Check & Connect. (2015). What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/78

q3 · i2 · causal · r2

Replication RCT with 144 ninth-graders with emotional or behavioral disabilities in seven Minneapolis high schools, assigned at the family level; intervention students received Check & Connect throughout high school. The WWC table row for dropout at end of fourth year reports "19 0.47 +18 < .01" — mean difference 19 percentage points, effect size 0.47, improvement index +18, p < .01.

"Percentage dropped out at the end of the fourth year after random assignment Grade 12 144 students 39 (49) 58 (49) 19 0.47 +18 < .01"

Discussion¶

Related Claims¶

• Outcomes of students with disabilities improve when they receive specially designed instruction responsive to assessment data — the general claim this finding bears on, with the studies behind it
• Check & Connect shows no significant effect on completion by one year after expected graduation (supplemental fifth-year finding) — related
• Check & Connect increases credits accrued (progressing in school) in one RCT — related
• Check & Connect shows no discernible effect on on-time high school completion — related
• Check & Connect increases the percentage still enrolled at end of fourth year (supplemental finding) — a narrower finding that bears on this claim
• ALAS increases the likelihood that high-risk students remain enrolled in school at the end of the intervention — related
• BARR reduces ninth-grade chronic absenteeism in a large school-level randomized study — related
• Dropout prevention and intervention programs increase the odds of school completion, with an average odds ratio of 1.63 — a broader claim this one bears on
• Students show signs of dropout risk early in high school, and schools that reach out in the ninth-grade year can keep them on track to graduate — related
• Demopolis High School's Google Sheets-based student tracker was followed by a 7% drop in chronic absenteeism and over 3% change in graduation rate — related
• Monitoring all students and proactively intervening on early warning signs has minimal-level evidence of improving dropout-related outcomes — a broader claim this one bears on
• Twelve Together has potentially positive effects on staying in school, based on a lower (non-significant) dropout rate than control — related
• Academy graduates report feeling more empowered and staying on the job longer — related
• Former students who dropped out want colleges to proactively invite them to return and explain how to return — related