Early Warning Indicators and Intervention Systems: State of the Field

Balfanz, Robert; Byrnes, Vaughan

doi:10.1016/b978-0-12-813413-9.00004-8

Cited by 33 publications

(23 citation statements)

References 10 publications

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“…The earliest and best predictor for non-thriving found by the model was missing two or more weekly preparation homework assignments. This model is in line with previous models in the sense that early grade points and early engagement cues were found to be predictive of the course final grade (Gray & Perkins, 2019;Williams et al, 2021), hence allowing for early prediction that is actionable and useful in assisting at-risk students (Balfanz & Byrnes, 2019;McMahon & Sembiante, 2020).…”

Section: Fye and Intro To Eg And The Non-thriving Prediction Modelssupporting

confidence: 87%

“…Recent literature reviews of early warning systems have argued that for an intervention to be effective, it should better be tailored to student needs. However, many schools lack the resources for such interventions (Balfanz & Byrnes, 2019;McMahon & Sembiante, 2020). Therefore, a short meeting may serve as the first low-cost step towards assisting the detected student.…”

Section: Discussionmentioning

confidence: 99%

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Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students

Hershkovitz

Ambrose

2022

Learning Analytics

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In this qualitative study (N=6), we explored insights of first-year students’ instructors and advisors into an early identification system aimed at detecting non-thriving students in the context of an all-campus first-year orientation course for undergraduates. Following the development of that prediction model in a bottom-up manner, using a plethora of available data, we focus on how its end-users could help us understand the underlying mechanisms that drive the identification of non-thriving students. As findings suggest, participants were appreciative overall of the prediction and its timing and came up with various behaviours that could explain non-thriving, mostly motivation and engagement. They suggested additional data that could predict non-thriving, including background information, academic engagement, and learning habits.

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Section: Fye and Intro To Eg And The Non-thriving Prediction Modelssupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students

Hershkovitz

Ambrose

2022

Learning Analytics

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“…States and districts vary in their calculation of on-track status. Most capture course grades (e.g., University of Chicago Consortium on Chicago School Research); research also recommends incorporating student attendance and behavior, which are proxies for engagement (Balfanz & Fox, 2011). In the context of the district in this study, the on-track indicator measures the extent to which students have completed the expected number of academic content course credits at the end of each year.…”

Section: Discussionmentioning

confidence: 99%

A Matter of Time: Variations in High School Course-Taking by Years-as-EL Subgroup

Johnson

2019

Educational Evaluation and Policy Analysis

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English learners (ELs) lag behind their peers in academic achievement and attainment, partly due to limited exposure to academic content. Prior studies that examine high school course-taking find significant course access gaps between ELs and non-ELs but provide little information on the relation between course-taking and time spent as an EL. This study improves upon previous research by addressing this dimension of heterogeneity and reporting detailed by-subject analyses. I use student-level data (N = 41,343) from a unique district in California with a large number of Chinese and Spanish ELs. I find substantial heterogeneity in general and advanced course-taking based on time spent as an EL. But differences disappear once eighth grade test scores are taken into consideration.

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“…Absences during a particular grade can also be particularly impactful for students. School absenteeism rates tend to spike in kindergarten-first grade, ease during elementary school years, and spike again during entries into middle and high school and toward the end of high school (Balfanz & Byrnes, 2019). A burgeoning amount of research demonstrates that absences during preschool and kindergarten clearly predict later absenteeism and academic problems (Ehrlich et al, 2018).…”

Section: Functional Impairment Guidelines For School Attendance Problemsmentioning

confidence: 99%

Functional impairment guidelines for school attendance problems in youth: Recommendations for caseness in the modern era.

Kearney¹

2022

Professional Psychology: Research and Practice

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School attendance and its problems (absenteeism) are critical benchmarks of functioning in children and adolescents but also represent highly vexing case presentations for practicing psychologists and other health and school-based professionals. This is especially the case in the modern era marked by multiple teaching and learning platforms. A key challenge in this regard has been determining the point at which a specific case of absenteeism may be considered problematic (i.e., caseness). This article outlines proposed functional impairment guidelines for this population as a common language to define caseness that can apply to various types of school absenteeism, educational formats, jurisdictions and geographical areas, and developmental levels and grades. The guidelines focus on three primary domains: school (timing of school absences; interference with academic competence; administrative/legal action that impedes future school attendance), social (interference with social competence; interference in interpersonal relationships; enhanced risk of harm to others), and family (interference with daily family functioning; significant, maladaptive changes in family dynamics; substantial cost to family members). Recommendations are provided with respect to defining caseness and developing functional impairment assessments for this population. Public Significance StatementThe present article summarizes proposed guidelines for determining whether school attendance problems rise to the level of need for intervention by psychologists, other health care practitioners, and school-based professionals. The guidelines focus on potential problems with respect to school, social, and family functioning that may also help guide solutions for individual cases of school absenteeism.

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Early Warning Indicators and Intervention Systems: State of the Field

Cited by 33 publications

References 10 publications

Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students

Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students

A Matter of Time: Variations in High School Course-Taking by Years-as-EL Subgroup

Functional impairment guidelines for school attendance problems in youth: Recommendations for caseness in the modern era.

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