All program types show positive effects when controlling for other influences, with attendance monitoring and incentives, child care, community service, and school restructuring producing the best results¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? When controlling for other influences on outcome, all program types produced positive results, though mentoring and 'other' programs fell short of significance. → Wilson 2011
q3 i? Attendance monitoring & incentives, child care, community service, and school restructuring programs produced the best results among the program types. → Wilson 2011
Evidence¶
Wilson 2011¶
Wilson, S. J., Tanner-Smith, E., & Lipsey, M. W. (2011). Dropout Prevention and Intervention Programs: Effects on School Completion and Dropout Among School-aged Children and Youth. 2011 SREE Conference. http://ies.ed.gov/ncee/wwc/reports/dropout/topic/#top doi:10.4073/csr.2011.8
q3 · i? · quant-synthesis · r2
Program-type coefficients from the meta-regression (Table 2), e.g., school restructuring (B = 1.41, p = .00), community service (B = 1.74, p = .00), attendance monitoring mixed (B = 2.01, p = .00); mentoring/counseling was not significant (p = .28).
"When controlling for other influences on outcome (e.g., implementation), all program types produced positive results, though the mentoring and “other” programs fell short of significance. Attendance monitoring & incentives, child care, community service, and school restructuring programs produced best results."
Discussion¶
Related Claims¶
- Implementation quality, shorter program duration, and community-based delivery are associated with lower dropout among treated students — related
- Integrated student supports are associated with improvements in attendance, behavior, social functioning, and academic achievement — related
- Longer operating and better implemented community school programs yield more positive results for students and schools — related
- Extrinsic incentives have mixed results on effort and achievement, working better when immediate and larger — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dropout-program-type-effectiveness |
title |
All program types show positive effects when controlling for other influences, with attendance monitoring and incentives, child care, community service, and school restructuring producing the best results |
description |
All program types show positive effects when controlling for other influences, with attendance monitoring and incentives, child care, community service, and school restructuring producing the best results |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wilson-2011 |
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