Effective Dropout Prevention and College Attendance Programs for Students Placed at Risk

Fashola, Olatokunbo S.; Slavin, Robert E.

doi:10.1207/s15327671espr0302_5

Cited by 57 publications

(54 citation statements)

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“…For other students who were considered to be at risk, but who had high aspirations and were on track regarding college readiness, the program had no discernible effect. Fashola and Slavin (1998) similarly concluded that the effects of the program were greatest for Latino students with low educational aspirations. They found that the program increased Latino students' academic coursework by two credits each year.…”

Section: One Example Of a Successful Intervention Strategy Is A Partnmentioning

confidence: 96%

“…The program reports that high schools that participated in SCORE increased student participation in college-preparatory courses, increased college enrollment, decreased remedial course-taking, and increased high school graduation rates. In a review of evaluation data for SCORE, Fashola and Slavin (1998) concluded that the program is likely effective in reducing high school drop-out rates and increasing college enrollment.…”

Section: One Example Of a Successful Intervention Strategy Is A Partnmentioning

confidence: 99%

“…Evaluations at a number of participating high schools have found that the program increases the number of students who completed a core academic curriculum in high school (Snipes et al, 2006). Other evaluations have found some evidence that the program also increases college attendance and completion (Fashola & Slavin, 1998;Opuni, 1999;Project GRAD, 2008).…”

Section: One Example Of a Successful Intervention Strategy Is A Partnmentioning

confidence: 99%

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Advancing the Quality and Equity of Education for Latino Students: A White Paper

Young

Lakin

Courtney

et al. 2012

ETS Research Report Series

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This white paper provides an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. This paper is organized chronologically to reflect the typical educational timeline for students in the United States, and we focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a four-year college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter. It is our hope that this paper will provide an impetus to action and will serve as a guide for future directions for collective research efforts on the critical issues regarding the education of Latino students in the 21st century.Key words: Latino students; Hispanic students; academic achievement; educational transitions; student demographics ii Executive SummaryToday, the state of education for Latino students in the United States is at a crisis point.The loss of human and social capital that results from the underachievement of Latino students is a significant barrier for our country in meeting the demand for an educated and talented workforce to compete globally in the 21st century. On an individual level, when Latino students are not provided with the same opportunity to receive a world-class education as other students, they are denied the chance to fully realize their potential as students, workers, and citizens. The present conditions of education for Latino students will not improve unless concerted efforts are made to effect change from educators, politicians, policy makers, researchers, and parents. ETS, as the world's leading assessment organization, should play a central role in advancing the quality and equity of education for Latino students in the United States through our work in assessment, research, and outreach. This goal is the very embodiment of our corporate mission to advance quality and equity in education for all people worldwide.As a step toward meeting this goal, this white paper was commissioned by ETS. It was written to provide an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. The paper is organized chronologically to reflect the typical educational timeline for students in the United States. We focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a fouryear college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter.To preview the ideas and topics in the white paper, we highlight three key findings on the current status of education for Latino students in Am...

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Section: One Example Of a Successful Intervention Strategy Is A Partnmentioning

confidence: 96%

Section: One Example Of a Successful Intervention Strategy Is A Partnmentioning

confidence: 99%

Section: One Example Of a Successful Intervention Strategy Is A Partnmentioning

confidence: 99%

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Advancing the Quality and Equity of Education for Latino Students: A White Paper

Young

Lakin

Courtney

et al. 2012

ETS Research Report Series

View full text Add to dashboard Cite

show abstract

“…Of course, effect size varies depending on the outcome measure. We did not expect much difference between groups on GPA because the intervention was not primarily designed to increase in-school achievement and because even intervention studies with thousands of participants have sometimes failed to show GPA differences (Fashola and Slavin, 1998). Thus, we were not concerned that power was only .30 to detect a small effect size.…”

Section: Participantsmentioning

confidence: 99%

Effects of a college access program for youth underrepresented in higher education: A randomized experiment

2007

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“…In addition to being enrolled in advanced classes the students receive an hour a day coaching lesson from student peers or teachers helping them with study skills and critical thinking (www.avid.org). Programmes such as AVID reduce dropout rates and increase in college enrolment (Fashola and Slavin, 1998;Hammond et al, 2007). In California for instance, AVID schools witnessed a 34% decline in their dropout rates compared to a 14% drop in non-AVID schools (American Youth Policy Forum, www.aypf.org).…”

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confidence: 99%

Taking on the Completion Challenge

Lyche

2010

OECD Education Working Papers

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JT03292077 OECD DIRECTORATE FOR EDUCATION OECD EDUCATION WORKING PAPERS SERIESThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.Comment on the series is welcome, and should be sent to either edu.contact@oecd.org or the Directorate for Education, 2, rue André Pascal, 75775 Paris CEDEX 16, France.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. School failure can be seen as twofold. Firstly, overcoming school failure implies ensuring a basic minimum standard education for each and every student (inclusion). Secondly, since not all individuals are equal, reducing school failure in a targeted way allows strengthening equality of opportunities (fairness).This working paper is part of a series of working papers planned for the project Overcoming School Failure: Policies that Work covering the topics of school choice, in-school measures to reduce failure, and funding strategies to support low performing schools or students. EDU/WKP(2010)164 ABSTRACT This paper reviews international research in the field of dropout from upper secondary education and training in OECD countries in order to present possible solutions to policymakers faced with the completion challenge. The paper begins by presenting existing definitions of dropout and upper secondary completion and states that dropout must be understood as the final step in a process of disengagement that begins early. Causes that lead to dropout in OECD countries are then studied, and the paper illustrates that causes of dropout are highly complex and intertwined. Finally, to address these causes or risk factors, the paper reviews research that had been carried out on piloted or implemented measures across OECD countries. It finds that successful measures address several risk factors and involve action both within school, outside school and at systemic level simultaneously.The paper concludes by presenting a set of solutions according to educational level and emphasizes that preventive measures to reduce dropout should start early. Early identification enables broader, less costly measures to be set up earlier and leaves the more costly one-on-one measures for later stages of education to the remaining at risk students that have not yet been picked up. Overcoming the completion challenge requires a close cooperation between educational authorities and many other parts of government such as social and labour services, health services and justice system in some countries. RÉSUMÉCe rapport étudie la recherche internationale dans le domaine du décrochage scolaire dans l'enseignement secondaire au sein des pays de l'OCDE afin de suggérer aux décideurs confrontés à c...

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Effective Dropout Prevention and College Attendance Programs for Students Placed at Risk

Cited by 57 publications

References 6 publications

Advancing the Quality and Equity of Education for Latino Students: A White Paper

Advancing the Quality and Equity of Education for Latino Students: A White Paper

Effects of a college access program for youth underrepresented in higher education: A randomized experiment

Taking on the Completion Challenge

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