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A Review of the Literature: Resiliency Skills and Dropout Prevention (2007)
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The high school dropout rate is remarkably high in the United States, with estimates that a student drops out every nine seconds. Research on the causes of dropping out reveal reasons as individual as each student, and these forces often act in combination with each other. Resiliency based programs, which help students develop the skills and relationships they need to succeed inside and outside the classroom, can be very effective in preventing high school dropouts. Author: Kelly Hupfeld, 2007
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Beyond City Limits: Cross-System Collaboration to Reengage Disconnected Youth (2007)
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This report describes how eight different
cities have launched cross-system initiatives
and what they have accomplished through
these new collaborations. Their efforts vary
greatly and involve a broad array of partners. The
experience of all eight cities suggests that
simply opening a dialogue about the gaps
between public systems serving young people
can yield major dividends, and that the
benefits of collaboration become evident
even when as few as two key agencies start
working together. Cities profiles include Albany, New York; Boston, Massachusetts; San Diego, California; Baltimore, Maryland; Corpus Christi, Texas; Philadelphia, Pennsylvania; San Fransisco, California; and San Jose, California. |
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When Girls Don't Graduate, We All Fail
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A report from the National Women's Law Center (2007) provides a look at the dropout crisis for girls. When Girls Don't Graduate, We All Fail finds that girls, and especially female students of color, are dropping out of high school at dangerously high rates. The report further finds that the economic consequences of dropping out are particularly steep for women, who face especially poor employment prospects, low earnings potential, poor health status, and the need to rely on public support programs. The report demonstrates that the high school dropout problem is a problem for boys and girls. The report identifies some of the barriers leading to, and the risk factors for, dropping out that are of particular importance to girls. And it offers these recommendations for reducing girls' dropout rates:
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Increasing research on gender-based differentials and designing targeted interventions based on that research
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Improving data collection
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Increasing school accountability for dropouts
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Providing additional support for pregnant and parenting students
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Ensuring girls have equal access to career and technical education training for high-skill, high-wage jobs and after-school programs, including athletics
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Protecting students from sexual harassment and bullying
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Ensuring that students know how to report sex discrimination.
Many of these recommendations will help boys as well. |
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Online Journal of Youth Development: Bridging Research and Practice
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The National Association of Extension 4-H Agents (NAE4-HA) hosts this multidisciplinary applied research and practice online journal focused on the development of school-aged youth through the transition to adulthood (ages 6-22). This refereed journal will feature original research, best practices in youth development programming, innovative research and evaluation methods and strategies, and reviews of resources of interest to youth development researchers and practitioners. |
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Too Big To Be Seen: The Invisible Dropout Crisis in Boston and America (May, 2006)
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This report serves as both a primer on the dropout issue and a roadmap for the work needed to do as a community. Boston, under the decade-long leadership of Superintendent Thomas W. Payzant, has achieved well documented success in improving the quality of its public school education and
outcomes for its graduates. How can Boston do for its struggling students and dropouts what it has begun to do for its graduates? This report captures the first year of a two-year strategic
assessment of the dropout problem in Boston, with the express purpose of mapping a set of answers to that question. |
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Turning It Around: A Collective Effort to Understand & Resolve Philadelphias Dropout Crisis (2006)
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The Philadelphia Youth Council established the
Philadelphia Youth Transitions Collaborative (the Collaborative) to lead citywide efforts on behalf
of disconnected and at-risk young people. The Collaborative has prepared this report as
an advocacy agenda. |
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Unfulfilled Promise: The Dimensions & Characteristics of Philadelphia's Dropout Crisis, 2000-2005 (2006)
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This report uses a unique set of data obtained from the Kids Integrated Data System (KIDS), which is housed at the University of Pennsylvanias Cartographic Modeling Laboratory. The resulting de-identified data allow us to follow cohorts of students over multiple years, examining their educational outcomes as well as the predictors of graduation and dropout. This report addresses three central sets of questions:
? How many students in grades 6 through 12 drop out of Philadelphias public schools in a single year? What are the key characteristics of these students, including their age, grade, race/ethnicity, gender, type of school attended, and neighborhood of residence?
? What percentage of 9th graders graduates within four years, five years, or six years of starting high school? What has been the trend in these cohort graduation rates over the past 5 years? What are the trends in cohort graduation rates for
males and females and for students of different racial/ethnic backgrounds?
? Which student characteristics, knowable or potentially knowable by school personnel and agency staff, can identify students as being at high risk of dropping out of high school? |
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Whatever It Takes: How Twelve Communities Are Reconnecting Out-of-School Youth (2006)
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"Whatever It Takes: How Twelve Communities Are Reconnecting Out-Of-School Youth" documents what committed educators, policymakers, and community leaders across the country are doing to reconnect out-of-school youth to the social and economic mainstream. It provides background on the serious high school dropout problem and describes in-depth what twelve communities are doing to reconnect dropouts to education and employment training. It also includes descriptions of major national program models serving out-of-school youth. Case Studies include: Montgomery County (Dayton), Ohio; Jefferson County (Louisville), Kentucky; Austin, Texas; Salt Lake City, Utah; Portland, Oregon; Oakland, California; Trenton, New Jersey; Baltimore, Maryland; Pima County (Tucson), Arizona; Camden, New Jersey; Milwaukee, Wisconsin; Philadelphia, Pennsylvania. Published by the American Youth Policy Forum (AYPF), 2006. |
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Financing Alternative Education Pathways: Profiles and Policy (2005)
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NYEC's Financing Alternative Education Pathways: Profiles and Policy (2005) highlights alternative education schools and programs access state and local education funds in Wisconsin, Oregon, Ohio, Arizona, New York, Texas, Virginia, California and Illinois. |
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Funding Alternative Education Pathways (2005)
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Funding Alternative Education Pathways: A Review of the Literature examines how alternative education pathways are funded. (2005) |
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