School engagement as the organizing framework for dropout prevention¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The panel's organizing account holds that 'The panel viewed increasing student engagement as critical to preventing dropping out.' Engagement has behavioral components — attendance, class participation, effort, and avoidance of suspensions — and psychological components: 'interest and enthusiasm, a sense of belonging, and identification with the school.' Both aspects have been associated with dropping out, and disengagement may begin well before high school. The six recommendations are organized as diagnostic, targeted, and schoolwide means of increasing engagement.

Design Implications¶

Context¶

Requirements¶

• Attention to both behavioral and psychological components of engagement
• Intermediate strategies beginning before the high school years

Constraints¶

• The guide addresses middle and high school practices and does not cover preschool or elementary foundations, community- or family-based interventions, GED recovery, or rule-based efforts such as raised dropout ages

Target Learners¶

• All middle and high school students, with intensive support for those at risk

Target Learning Objectives¶

• Sustained behavioral participation and psychological identification with school

Claims¶

• Attendance, behavior, and course performance (the ABC indicators) reliably predict which secondary students are at risk of dropping out [+W]

Related Theories¶

• Taxonomy of dropout prevention and intervention program types
• Health-promoting schools as a forum integrating educational goals with prevention of risky behaviors

Examples¶

• Provide academic support and enrichment to improve academic performance of at-risk students
• Assign trained adult advocates with low caseloads to students at risk of dropping out
• Implement programs to improve students' classroom behavior and social skills
• Personalize the learning environment and instructional process to foster belonging
• Check & Connect: monitored mentoring dropout-prevention program

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.