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Using An Early Warning System To Identify Potential High School Dropouts
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Book Synopsis Developing Early Warning Systems to Identify Potential High School Dropouts. Issue Brief by : Jessica B. Heppen
Download or read book Developing Early Warning Systems to Identify Potential High School Dropouts. Issue Brief written by Jessica B. Heppen and published by . This book was released on 2008 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: The high school dropout problem has been called a national crisis. Educators, researchers, and policymakers continue to work to identify effective dropout prevention approaches. One important element of such prevention efforts is the identification of students at highest risk for dropping out and then the targeting of resources to keep them in school. An early warning system that uses "indicators based on readily accessible data" can predict, during students' first year in high school, whether the students are on the right path toward eventual graduation. Research is clear that ninth grade is a "make or break" year. More students fail ninth grade than any other grade in high school, and a disproportionate number of students who are held back in ninth grade subsequently drop out. Recent research in large urban school districts, including Chicago and Philadelphia, provides information about powerful indicators that can predict, by the end of the first year of high school, or even during the first semester, whether students will complete high school. This brief guide reviews this research and uses it as a basis for providing guidance to schools and districts about using data to address the dropout problem. This guide, intended for educators and policymakers at the school, district, and state levels, is designed to provide information about the following: (1) Factors that contribute to a student's dropping out; (2) Research on early warning indicators; (3) School-level early warning systems; (4) District-level early warning systems; and (5) States' roles in supporting the development and use of early warning systems. (Contains 3 tables and 3 endnotes.).
Book Synopsis Building an Early Warning System to Identify Potential High School Dropouts by : Linda Shealy
Download or read book Building an Early Warning System to Identify Potential High School Dropouts written by Linda Shealy and published by . This book was released on 2011 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over one million high school students drop out of school each year in this country. Dropping out of school is a serious problem for the student, community, and the nation. Often dropouts are unable to compete in an increasingly technological society and face numerous consequences from their decision to leave school early including higher levels of poverty, unemployment, public assistance, incarceration, and poor health. Dropping out is a gradual process of school disengagement and related to individual, family, and school factors. In the past, it has been difficult to track individual student's progress through school and to determine accurate dropout and graduation rates. In 2005, the National Governors Association made a commitment to implement a uniform method to calculate and report graduates and dropouts as well as better data collections systems. This study intended to replicate aspects of other major studies around the county to determine the best early predictors of dropping out of school in this large school district in southern Arizona and use this information to build an early warning system. Student data were obtained from the district's Research and Accountability office for a cohort of students (n=6751) who began the ninth grade in fall 2006 and graduated or should have graduated in 2010. Data collected included general demographic information, academic data, number of schools attended, and school withdrawal codes. The intent of this research was to determine if there were statistically significant differences between dropouts and graduates in the variables collected and which variables yielded the highest effect sizes and should be included in the district's early warning system. Two analyses were used to determine significance differences between dropouts and graduates. Then four analyses were performed to determine the highest-yield variables for this district. Consistent with recent research in the field, the variables of ninth grade attendance, ninth grade English and Math grades, and GPA were the strongest predictors of student dropouts. Local educators can use this early warning information to help identify potential high school dropouts as early as possible and intervene more efficiently and effectively with these students.
Book Synopsis Using an Early Warning System to Identify Potential High School Dropouts by : Dawn B. Hillman
Download or read book Using an Early Warning System to Identify Potential High School Dropouts written by Dawn B. Hillman and published by . This book was released on 2014 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Developing Early Warning Systems to Identify Potential High School Dropouts by : Jessica B. Heppen
Download or read book Developing Early Warning Systems to Identify Potential High School Dropouts written by Jessica B. Heppen and published by . This book was released on 2008 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using an Early Warning System to Identify and Support Students at Risk for High School Dropout by : National High School Center
Download or read book Using an Early Warning System to Identify and Support Students at Risk for High School Dropout written by National High School Center and published by . This book was released on 2011 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States high school dropout problem has been called a national crisis, with only 74.9% of public high school students graduating with a diploma in 2008. With states and districts under mounting pressure to raise graduation rates, there is increasing urgency to obtain more accurate and timely data to systematically identify students most likely to drop out of high school so that dropout prevention supports can be offered to get them back on track to graduate. Early warning systems can help educators predict which students may be in danger of dropping out of high school by using indicators based on readily available school-level data (e.g., attendance and course performance). To facilitate the establishment and use of early warning systems across the nation, the National High School Center has developed an" Early Warning System Implementation Guide" and a free downloadable Microsoft Excel-based tool, the "Early Warning System (EWS) Tool v2.0". The EWS Tool v2.0 is based on research on the academic and behavioral predictors of dropout and can be used by schools, districts, and states to identify students who are at risk for dropping out of high school. This brochure details what early warning systems are and how they can be used to identify and support students who are at risk of dropout, and provides a brief overview of the EWS Tool v2.0 and early warning system implementation process. (Contains 4 footnotes.).
Book Synopsis High School Dropout, Graduation, and Completion Rates by : National Academy of Education
Download or read book High School Dropout, Graduation, and Completion Rates written by National Academy of Education and published by National Academies Press. This book was released on 2011-04-17 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Book Synopsis Identifying Potential Dropouts by : Craig D. Jerald
Download or read book Identifying Potential Dropouts written by Craig D. Jerald and published by . This book was released on 2006 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Early Warning Systems and Targeted Interventions for Student Success in Online Courses by : Glick, Danny
Download or read book Early Warning Systems and Targeted Interventions for Student Success in Online Courses written by Glick, Danny and published by IGI Global. This book was released on 2020-06-26 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online learning has increasingly been viewed as a possible way to remove barriers associated with traditional face-to-face teaching, such as overcrowded classrooms and shortage of certified teachers. While online learning has been recognized as a possible approach to deliver more desirable learning outcomes, close to half of online students drop out as a result of student-related, course-related, and out-of-school-related factors (e.g., poor self-regulation; ineffective teacher-student, student-student, and platform-student interactions; low household income). Many educators have expressed concern over students who unexpectedly begin to struggle and appear to fall off track without apparent reason. A well-implemented early warning system, therefore, can help educators identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. Despite the popularity of early warning systems, research on their design and implementation is sparse. Early Warning Systems and Targeted Interventions for Student Success in Online Courses is a cutting-edge research publication that examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable. Highlighting a range of topics such as curriculum design, game-based learning, and learning support, it is ideal for academicians, policymakers, administrators, researchers, education professionals, instructional designers, data analysts, and students.
Book Synopsis Identifying Potential Dropouts by : Craig D. Jerald
Download or read book Identifying Potential Dropouts written by Craig D. Jerald and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Getting Students on Track for Graduation by : Ann-Marie Faria
Download or read book Getting Students on Track for Graduation written by Ann-Marie Faria and published by . This book was released on 2017 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although high school graduation rates are rising--the national rate was 82 percent during the 2013/14 school year (U.S. Department of Education, 2015)--dropping out remains a persistent problem in the Midwest and nationally. Many schools now use early warning systems to identify students who are at risk of not graduating, with the goal of intervening early to help students get back on track for on-time graduation. Although research has guided decisions about the types of data and indicators used to flag students as being at risk, little is known about the impact of early warning systems on students and schools--and in particular, whether these systems do help get students back on track. This study, designed in collaboration with the REL Midwest Dropout Prevention Research Alliance, examined the impact and implementation of one early warning system--the Early Warning Intervention and Monitoring System (EWIMS)--on student and school outcomes. To assess the impact of EWIMS on student and school outcomes, 73 high schools in three Midwest Region states were randomly assigned to implement EWIMS during the 2014/15 school year (37 EWIMS schools) or to continue their usual practices for identifying and supporting students at risk of not graduating on time and to delay implementation of EWIMS until the following school year (36 control schools). The study included 37,671 students in their first or second year of high school, with 18,634 students in EWIMS schools and 19,037 students in control schools. EWIMS and control schools and students were similar on all background characteristics prior to random assignment. The study examined the impacts of EWIMS on indicators of student risk and on student progress in school after the first year of EWIMS adoption. The study found that EWIMS reduced the percentage of students with risk indicators related to chronic absence and course failure but not related to low GPAs or suspension: (1) The percentage of students who were chronically absent (missed 10 percent or more of instructional time) was lower in EWIMS schools (10 percent) than in control schools (14 percent); this 4 percentage point difference was statistically significant; and (2) The percentage of students who failed one or more courses was lower in EWIMS schools (21 percent) than in control schools (26 percent); this 5 percentage point difference was statistically significant; (3) The percentage of students who had a low GPA (2.0 or lower) was 17 percent in EWIMS schools and 19 percent in control schools; this difference was not statistically significant. However, sensitivity analyses that used continuous GPA data instead of the binary risk indicator showed that, on average, GPAs were higher in EWIMS schools (2.98) than in control schools (2.87); this difference was statistically significant; and (4) The percentage of students who were suspended once or more was 9 percent in both EWIMS and control schools; there was no statistically significant difference. EWIMS did not have an impact on student progress in school. That is, there was not a statistically significant difference between EWIMS and control schools in the percentage of students who earned insufficient credits to be on track to graduate within four years (14 percent in both). At the school level, EWIMS did not have a detectable impact on school data culture, that is, the ways in which schools use data to make decisions and identify students in need of additional support. In nearly all participating schools, overall implementation of the EWIMS seven-step process was low, and implementation was challenging. Nevertheless, EWIMS schools were more likely than control schools to report using an early warning system and having a dedicated team to identify and support at-risk students, but EWIMS schools did not differ from control schools in the frequency of data review or the number and type of interventions offered. This report provides rigorous initial evidence that even with limited implementation during the first year of adoption, using a comprehensive early warning system can reduce the percentage of students who are chronically absent or who fail one or more courses. These short-term results are promising because chronic absence and course failure in grades 9 and 10 are two key indicators that students are off track for on-time graduation. However, because the past research linking indicators to on-time graduation is correlational, it is not yet known if improving these indicators leads to improving on-time graduation rates. Also, EWIMS did not have a detectable impact on other measured indicators that are related to students' likelihood of on-time graduation, including low GPAs, suspensions, and earning insufficient credits. Future research is needed to better understand the mechanisms through which EWIMS had an impact on chronic absence and course failure and why EWIMS did not affect other outcomes. In particular, studies could focus on identifying which staff actions and student experiences lead to improved student outcomes. Studies should also examine whether schools achieve improved overall implementation in subsequent years and whether (and how) the observed impacts fade, grow larger, or extend to other risk indicators (low GPAs and suspensions); to intermediate outcomes (including student persistence and progress in school); and to long-term outcomes (including dropout and on-time graduation rates). The following are appended: (1) Planned implementation of the Early Warning Intervention and Monitoring System; (2) Recruitment, random assignment, and study sample; (3) Data collection and analytic methods; (4) Detailed findings and supplementary analyses; and (5) Disclosure of potential conflicts of interest.
Author :Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service Publisher : ISBN 13 : Total Pages :13 pages Book Rating :4.:/5 (16 download)
Book Synopsis Issue Brief by : Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Download or read book Issue Brief written by Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service and published by . This book was released on 2016 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2013-14, the high school graduation rate reached a record high of 82 percent (U.S. Department of Education 2015a). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015b). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. "At-risk" students are defined as those failing to achieve basic proficiency in key subjects or exhibiting behaviors that can lead to failure and/or dropping out of school. Dropout prevention strategies are diverse; they vary in type of program, services offered, frequency, intensity, and duration of contact with target students. The U.S. Department of Education (Department) sponsored the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. This brief on Early Warning Systems is the first in a series of briefs being released this fall with key findings about these high school improvement strategies. The report includes the appendix: Early Warning Systems (Survey Excerpt).
Book Synopsis Scalable Early Warning Systems for School Dropout Prevention by : Francisco Haimovich
Download or read book Scalable Early Warning Systems for School Dropout Prevention written by Francisco Haimovich and published by . This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Across many low- and middle-income countries, a sizable share of young people drop out of school before completing a full course of basic education. Early warning systems that accurately identify students at risk of dropout and support them with targeted interventions have shown results and are in widespread use in high-income contexts. This paper presents impact evaluation results from an early warning system pilot program in Guatemala, a middle-income country where nearly 40 percent of sixth graders drop out before completing ninth grade. The pilot program, which was implemented in 17 percent of Guatemala's primary schools and largely leveraging existing government resources, reduced the dropout rate in the transition from primary to lower secondary school by 4 percent (1.3 percentage points) among schools assigned to the program, and by 9 percent (3 percentage points) among program compliers. Although the effect size is relatively modest, the low cost of the program (estimated at less than US$3 per student) and successful implementation at scale make this a promising and cost-effective approach for reducing dropout in resource-constrained contexts like Guatemala.
Book Synopsis Approaches to Dropout Prevention by : Louise Kennelly
Download or read book Approaches to Dropout Prevention written by Louise Kennelly and published by . This book was released on 2007 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Early Warning Indicators and Segmentation Analysis by : Jobs for the Future
Download or read book Early Warning Indicators and Segmentation Analysis written by Jobs for the Future and published by . This book was released on 2014 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationally, more than one million youth drop out of high school each year. One in four young people do not graduate with their age mates. Thus, in recent years, national leaders have directed sustained attention to what they term the "dropout crisis," particularly in high schools that are graduating less than two-thirds of their students. The U.S. Department of Education has responded by requiring more transparency about graduation rates and providing unprecedented support to address this crisis through programs such as School Improvement Grants and the High School Graduation Initiative. Along with early warning indicators, another important type of data study is segmentation analysis. This study involves looking at data on current high school students who are significantly off track for graduation and using that information to plan appropriate recovery programming for specific groups of students (e.g., those far off track to graduation but still in school). While early warning indicators focus on dropout prevention, segmentation studies help districts assess the numbers of youth who are off track for graduation (and by how much) and inform the growth of appropriate recovery programming. This technical resource guide leads school districts and their staff (at both administrative and school levels) through the technical steps involved in establishing an early warning system and conducting a segmentation study. The guide is organized into the following sections: (1) Section 1 provides basic background on early warning systems for staff at all levels, the research behind these systems, their uses, and the reasons why a school district would set their development as a key goal for its staff and schools; (2) Section 2 is intended primarily for a school district's department of research, assessment, and evaluation. It specifies the type of data needed to establish an early warning system, as well as the simple descriptive ways to analyze the data to determine a set of early warning indicators; (3) Section 3 discusses the types of reporting that are essential to an early warning system. It provides detail on how district-level data can be captured in user-friendly reports for school-level staff who work directly with students. This section is particularly intended for use by the district's technology and information department that generates the reports electronically from databases; (4) Section 4 provides practical examples from school districts that developed and implemented early warning systems. It also suggests some solutions to the most common roadblocks that districts encounter at each stage of developing an early warning system; (5) Section 5 walks districts through the rationale for and steps to conduct a segmentation study; and (6) Appendix A provides some information on additional resources that can help to guide a district with the steps needed to develop an early warning system, first ensuring effective use of information at the school level and then organizing staff and services to fashion a system of effective interventions. Additional resources listed here provide guidance on achieving staff buy-in, providing professional development, building an intervention team and selecting appropriate interventions for identified students. This information is relevant for both district-office and school-based staff. (A bibliography is included.).
Download or read book School Dropouts written by Laurie Reid and published by Nova Science Publishers. This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every 26 seconds in the United States, a teenager drops out of school. A well implemented early warning system can help educators and others identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. This book summarises what is known about early warning system implementation and describes how states, districts, and schools can draw on the research to inform their work locally. It provides evidence-based recommendations for use by educators addressing the challenge of reducing student dropouts.
Book Synopsis The Use of Data in School Counseling by : Trish Hatch
Download or read book The Use of Data in School Counseling written by Trish Hatch and published by Corwin Press. This book was released on 2021-08-11 with total page 673 pages. Available in PDF, EPUB and Kindle. Book excerpt: Turn random acts of school counseling into definitive and data-driven efforts! In this new edition of a bestseller, school counseling scholar and advocate Trish Hatch and National School Counselor of the Year Julie Hartline provide school counselors with new ways for moving from reactive to proactive and from random to intentional counseling. By using data to determine what all students deserve to receive and when some students need more, readers will learn effective ways to provide proactive school counseling services, hold themselves accountable, and advocate for systemic change. Inside you’ll find: Clear and straightforward directions for analyzing data, planning and providing interventions, and evaluating your work Strategies for using data to drive interventions, develop curriculum scope and sequence, create action plans and pre- and post-tests, initiate systems changes, and report results Methods aligned with the most recent edition of the ASCA National Model (2019), ASCA Professional Standards and Competencies, Evidence-Based Practice, Multi-Tiered Systems of Support (MTSS), and Multi-Tiered Multi-Domain Systems of Support (MTMDSS) New practitioner examples and artifacts, including a RAMP School of Distinction Flashlight Package, plus dozens of tools, templates, surveys, action plans, and data management forms Equip yourself to think and plan differently, and become more efficient and effective by using data to drive your school counseling program!
Book Synopsis Early Warning System Implementation Guide by : Susan Bowles Therriault
Download or read book Early Warning System Implementation Guide written by Susan Bowles Therriault and published by . This book was released on 2010 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Early Warning System (EWS) Implementation Guide is a supporting document for schools and districts that are implementing the National High School Center's Early Warning System (EWS) Tool v2.0. Developed by the National High School Center at the American Institutes for Research (AIR), the guide and tool support the establishment and implementation of an early warning system for identifying and monitoring students who are at risk of dropping out of high school. This Implementation Guide is designed to build the capacity of school- and district-level practitioners to analyze data from the EWS Tool v2.0. The aim of the guide and the tool is to support school and district efforts to systematically identify students who are showing signs that they are at risk of dropping out of high school, match these students to interventions to get them back on track for graduation, and monitor students' progress in those interventions. The guide describes an implementation process that draws on the research on data-driven decision making. The process has seven steps: (1) Establish roles and responsibilities; (2) Use the EWS Tool v2.0; (3) Review the EWS data; (4) Interpret the EWS data; (5) Assign and provide interventions; (6) Monitor students and interventions; and (7) Evaluate and refine the EWS process. The guide is organized so that each of the seven steps constitutes a section of the guide. Appended are: (1) EWS Action Planning Tool; and (2) Dropout Prevention Intervention Mapping. (Contains 2 tables, 4 figures and 11 endnotes.) [For "National High School Center Early Warning System Tool v2.0: Technical Manual," see ED521687.].
