Dropout prevention and intervention programs for students in primary and secondary schools
Citation: Wilson SJ, Tanner‐Smith EE, Lipsey MW, et al. Dropout prevention and intervention programs: effects on school completion and dropout among school‐aged children and youth. Campbell Systematic Reviews 2011; 7(1): 1-61
What is this: The COVID-19 pandemic is placing a strain on schools, with school closures in many countries. Existing research on ways to improve school attendance may provide information to help when schools reopen.
In this Campbell Systematic Review, the authors searched for studies examining the effects of different strategies to reduce school dropouts by primary and secondary schools dropouts. They did not restrict their search by type of publication and searched for articles published from 1985 to 2010. They included 152 general dropout programs and 15 dropout programs for teen parents.
What was found: Dropout prevention and intervention programs, regardless of type, are likely to be effective if they are implemented well and are appropriate for the local environment.
Classroom‐based programs and mixed‐setting programs had greater effects on reducing school dropouts than community-based programs.
The two types of program evaluated for teen parents (multi‐service packages that frequently included academic and vocational components, plus case management and child care services; and attendance monitoring programs focused on providing financial contingencies for continued school enrollment and attendance) were effective at reducing school dropout.
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