Assign trained adult advocates with low caseloads to students at risk of dropping out¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The guide's second recommendation pairs at-risk students with a trained adult who acts as a case manager, addressing academic and social needs, communicating with families, and advocating for the student. The panel advises that 'advocates should not have caseloads larger than 15 students,' that meetings occur on a regular schedule, and that advocates receive guidance and training. Advocates may be resource teachers, community members, or social workers.

Design Implications¶

Context¶

Requirements¶

• Caseloads no larger than 15 students per advocate
• Purposeful matching of students and adults taking individual needs into account
• A regular established meeting time in the school day or week
• Training and support for advocates

Constraints¶

• None of the five reviewed studies assessed the discrete effect of adult advocacy, which was bundled with other components; observed effects varied across studies

Target Learners¶

• Middle and high school students identified as at high risk of dropping out

Target Learning Goals¶

• School engagement, belonging, credit accumulation, attendance, and staying in school

Related Strategies¶

• Personalize the learning environment and instructional process to foster belonging
• Provide rigorous and relevant instruction connecting academics to postsecondary options
• Assign a compensated navigator to each family to connect English learner households with learning and support services

Examples¶

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Key Sources¶

• 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.