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Wain, Garry R.Combating the School Dropout Problem: ProactiveStrategies for School Counselors.ERIC Clearinghouse on Counseling and PersonnelServices, Ann Arbor, Mich.Office of Educational Research and Improvement (ED),Washington, D.C.87400-86-0014139p.ERIC Clearinghouse on Counseling and PersonnelServices, 2108 School of Education, University ofMichigan, Ann Arbor, MI 48109-1259 ($6.00).Guides - Won-Classroom Use (055) -- InformationAnalyses - ERIC Information Analysis Products (071)

M701/PC06 Plus Postage.*Counselor Role; *Dropout Prevention; *DropoutPrograms; Dropout Research; *Dropouts; ElementarySchool Students; Elementary Secondary Education; HighSchool Students; *School Counseling

ABSTRACTLiterature from the past three decades does not

suggest a specific role for school counselors in combating the schooldropout problem. A search of the Educational Resources InformationCenter (ERIC) database for the years 1984-1986 produced only 15 itemsindexed under terms related to school counseling or the schoolcounselor's role. Ideally a database would specify "what works," butthe literature reflects approaches and strategies used in particularschool situations which are not necessarily adoptable by otherschools. However, certain school activities, practices, and emphaseshave been positively associated with improvement in school retentionand reduction in school dropouts. These strategies and thecounselor's role in them include: (1) promotion of daily schoolattendance; (2) encouragement of parental participation in schoollearning activities; (3) strong and consistent school leadership; (4)clearly stated and widely disseminated classroom and school goals;(5) help for each student to establish and progress toward personallymeaningful career goals; (6) placement of a high priority on schoolresources for the early elementary grades; (7) insurance thatstudents stay at grade level; (8) interfacing school and communityresources; (9) provision of a caring and mentoring environment forall students; (10) assistance for students to develop effectivelearning and study skills; (11) establishment of a school climatewhere achievement is respected and rewarded; and (12) recognizing andacting upon the interrelatedness of student self-esteem andsuccessful school performance. This document is structured in twoparts: (1) an overview, consisting of 12 pages of text; (2) theresults of the computer search, consisting of 178 citations printedon 60 pages (from the DIALOG retrieval system). (ABL)

ERICi

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OOCD

COMBATING THE SCHOOL

DROPOUT PROBLEM:

PROACTIVE STRATEGIES

FOR SCHOOL COUNSELORS

Garry R. Walz

U.S. DEFIARIIINT OP 101/CATIONOffice of Educational Reallarth soil linpresenbentED TIONAL RESOURCES INFORMATION

CENTER (ERIC)

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Poems of new of ofemoosslated ,n thl &Cument PS not ranatlierdy represent &toastOERI ceseton of policy

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Educational Resources Information Center

Counseling and Personnel Services Clearinghouse

BEST COPY AVAILABI.F

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0152i ci Educative/limeanth and Inpnefernant

US Department of Education

This publication was prepared with funding from the Office ofEducational Research and Improvement, U.S. Department ofEducation under contract no. 400-86-0014. The opinions expressedin this report do not necessarily reflect the positions or policies ofOERI or the Department of Education.

ERIC COUNSELING AND PERSONNEL SERVICES CLEARINGHOUSESchool of Education

The University of MichiganAnn Arbor, Michigan 48109-1259

Published by ERIC/CAPS 31967

COMBATING THE SCHOOL DROPOUT PROBLEM:

Proactive Strategies for School Counselors

by

Garry R. Walz

iq

TABLE OF CONTENTS

Part I, Overview

Part II, ERIC Computer Searvh

PART I

OVERVIEW

Introduction

The voluminous literature about school dropouts which has accumulated in the past

three decades suggests many solutions and approaches for reducing their numbers, but

does not define the specific role for counselors. Certainly, counselors come to know their

students' motivations, attitudes, and behaviors as well as anyone in the school environment

and, by any logical deduction, should have something to offer to a program for reducing

dropouts. Interestingly, however, the champions for the greater involvement of counselors

in school dropout programs have come as much or more from people outside counseling as

from the counseling ranks themselves. Whether counselors' reluctance to serve in school

dropout programs is a consequence of lack of professional assertiveness or of wise insight

into the limitations of their powers to be helpful is unclear. Perhaps the most reasonable

explanation is that no dropout specialists exist within schools cud other educational

specialties are already experiencing heavy demands. Counselors have seemed a logical

human resource to turn to because their presumably less well-defined roles andresponsibilities allow for additional activities and responsibilities. While counselors have

not expressed any great enthusiasm for undertaking this new or additional role, neither

have they spoken out with alacrity or vigor against assuming some responsibility for school

dropouts.

ResearchWhat the Database Offers

A search of the ERIC database for the three years 1984-1986 produced 178documents covering both Resources in Education and Current Index to Journals inEducation. Of this number only fifteen were indexed under terms related to school

counseling or the school counselor's role. In other words, only fifteen emphasized school

counseling as a major component of a program for school dropouts.

Ideally, a database which specified "what works" would be most desirable. Particu-

larly helpful would be descriptions of effective programs and practices that could be

adopted and/or adapted to fit the school environment where a given counselor was

working. For the adoptioniodaptation to be effective, these program descriptions should

1

6.

include discussion of what was done (the intervention applied), to whom (the actual

students and their backgrounds and characteristics), and with what effect (what changes did

or did not occur). Unfortunately, the literature rarely provides information that is as precise

or comprehensive as would be required. Rarely are all three conditions discussed, and

readers are, in fact, exceedingly fortunate if they are able, with any real clarity, to define

even one of the three conditionsi.e., knowing what was done, to whom, and with what

effect. Basic to the whole problem is the fact that the definition of "dropout" is itself

extremely loose, so much so that Phi Delta Kappa has suggested that no clear or acceptable

definition is presently available. What is known is that a great deal has been done and

many changes have occurred, bat the relationship of various approaches to either positive

nr negative change is not at all specific. Consequently, to speak of "solutions" from the

research at this juncture is to be unduly sanguine.

If the reader senses some negativism or cynicism in these remarks, this is not

surprising. In actual fact, many of the approaches that have been attempted are simply

palliatives, and few of the models or strategies that have worked in one school situation can

be adopted or adapted for use in another. Since it is basically unclear "what works," it is

difficult to specify what a particular educational specialist (i.e., counselor) should do. If

we grant there are no documentable or highly specifiable roles and activities for counselors

in a school dropout program, we still may find hope in broadly synthesizing the best

judgments, insights, and glimmers of effective strategies that have emerged from years ofdevelopmental activity.

What inquisitive and exploratory readers will find from a review of the contents ofthis search are ideas that ma:, stimulate them into further development and trial. Over the

years, great progress in education has resulted from the judgment of informed educators

who have made insightful and intuitive decisions about what was needed based uponextensive observation and experience with a variety of educational activities and programs.

This ERIC search can be of use to counselors and administrators who believe that the need

demands our devising a strategy for the school counselor vis a vis school dropouts thatutilizes the best of our thinking and experience, even though empirical, definitive research

is lacking.

2

Strategies for Improving School Retention

Listed below are several school activities, policies, and emphases which, in the

experience of numerous school systems, have seemed to be positively associated with

improvement in school retention and a reduction in school dropouts. The exact mix and

nat*re of the relationship between the different policies and activities is not clear. What

does seem to be su, portable is that those schools that have made use of a large number of

the suggested policies/activities have had better student retention than comparable schools

that have not.

1. Promote daily school attendance. Regular attendance on the part of thestudents is a very important aspect of improving retention. The positive consequences deal

with such matters as keeping up with classroom learning and assignments, developing

associations with other students, and acquiring a sense of "in-ness" with regard to theschool in both formal and informal school activities. Negative consequences of irregular

school attendance are associated with not learning the necessary skills to proceed from one

acdvity to another, sensing oneself as an outsider, and being put in the position of finding it

increasingly difficult to attend school because of what has been previously missed.Understandably, then, lack of regular school attendance is one of the best predictors ofdropping out of school. A student's pattern of school attendance is symptomatic of many

other factors which impinge on the student's staying in school. The reasons for notattending school daily are themselves highly variable, ranging from an active dislike ofschool to no real dislike, but a conflict with other commitments, such as needing to helpother family members or having to respond to the demands of outside work. However

variable the reasons that are supportive or non-supportive of attendance, the school that is

able to keep even reluctant students attending school is, in fact, working positively toincrease the overall proportion of school retention.

Counselor Role: Counselors can be in an excellent position to monitor and identify

those students whose pattern of daily attendance starts to become erratic. While this is

information generally available in the school, knowing who is not attending is not asimportant as how the school responds. A counselor who cares and who desires to

understand what attitudes and behaviors are causing students to miss school era givestudents the opportunity to verbalize their thoughts and express the conflicts they are likely

to be experiencing. By providing a climate which is non-punitive and encourages students

to express feelings about school attendance, counselors can help students resolve conflicts

3

that prevent their attending school regularly. The very act of inquiring and expressing

concern over the lack of steady school attendance may at least partially dispel the student's

notion that the school is really not interested and does not care about their attendance. The

lack of any real interest in their progress is clear evidence to students that what they believe

to be true is, in fact, truenobody cares. Short interventions which acknowledge the

student's absence and demonstrate concern over it can help make the school seem wannerand less hostile. It is, at least, a good start!

2. Encourage parental participation in school learning activities.Parental involvement in school learning activities has many positive aspects. In fact, it hasbeen suggested that a major advantage of some foreign school systems is the active role that

parents play in student learningnot just in broadly supporting the school, but in being

specifically aware of what their children are studying and being involved in helping them

master their various school subjects. Parental involvement not only communicates their

realization of the importance of the activity, but also helps to create a climate within the

family that reinforces the home as a place where school-related activities are supported and

encouraged. A frequent positive outcome from parental involvement is a new sense ofrespect and understanding between parent and child as they share their various knowledge

and experience through school activities.

Counselor Role: The counselor-parent interview can be a very useful counselor tool

for understanding the individual student's behavior, as well as for creating a favorableaction plan for the student relating to his/her school studies and achievement. Byconscientiously scheduling meetings with parents, the counselor can gain insight into theparents' dealings with their children and, at the same time, communicate to the parents the

perspectives and feelings which teachers have shared with the counselor. Otheraspects of

improved school retention and performance can also be discussed with the parents in aproactive way that encourages their involvement in a positive learningprogram for their

children, thus avoiding the difficulty in communication and planning that is associated with

a crisis conference.

3. Support strong and consistent school leadership. An expanding bodyof research has identified the importance of school administrators and leaders who are

committed to making learning and achievement the school's major focus. School leaders

who are aware of what students and faculty are doing provide positive reinforcement to

those activities which are clearly supportive of improved :chool learning and achievement

and help mitigate factors that interfere with school learning, such as disruption and

4

inconsistent discipline. In effect, strong leadership translates into viable school leaders

who want and are prepared to commit themselves to making the school a place of learning

above all else. The school leaden need to be visible, active, strong and consistent in their

commitment to seeing that the school promotes student learning.

Counselor Role: Counselors have a greater role in the leadership of the school than

they realize. Leadership is not solely the prerogative of the school principal, but a sharedresponsibility of all school faculty. In particular, counselors are in a position tocommunicate information about student achievement and performance to others and to help

devise policies and programs which are appropriate to facilitating student skill develop-

ment. In their frequent and regular contact with teachers, counselors are also in a position

to help underwrite and implement school policies that encourage school faculty to direct

their efforts toward meeting major school goals and minimizing the school trivia whichcan

frequently overwhelm the daily activities of both teachers and students. Needless to say,counselors can also demonstrate leadership in their own sphere by giving a clear learningand achievement focus to counseling, in contrast to an emphasis on personal problems.

4. Clearly state and widely disseminate classroom and school goals.Schools that have shown a superior record of school retention, to a large degree, havegoals which are widely known by all students and staff and are acted upon when decisions

need to be made, either within the classroom or in relation to broader school policy. It isnot important that all these goals be popular, but rather that students and faculty alike are

aware of the goals, that both groups understand the school is working toward them, and

that they, the students and the faculty, are responsible for achieving them. Consistent and

regular reinforcement of these goals avoids mixed messages about expectations for student

behavior and achievement. As students better understand the goals and expectations, they

have a firmer sense of direction and can behave in ways that help the school and themselves

achieve their mutual goals.

Counselor Role: It is as important to have clear goals for the counseling and guidance

program as it is for the classroom and the school in general. Many of the goals which

relate to guidance are broadly based and involve other faculty. Some goals may be moreunique to the guidance program and are the primary responsibility of counselors. But it is

important that all who are involvedstudents, parents, teachers, and administratorsbe

aware of what the guidance goats are and the :weans by which those goals will be achieved.

It is also critical that indicators be developed and made available to others that communicate

the extent to which Mc goals have or have not been achieved for the guidanceprogram in

10

general and for individual students. In particular, the counselor's role in contributing to

improved school retention needs to be negotiated between counselors and administrators.

High priority for such areas as learning skills and parental involvement should be carefully

spelled out, both the desired objectives and the means to achieve them.

S. Help each student to establish and progress toward personallymeaningftd life carerr goals. For students who drop out, the school has clearly lostits meaning. They see little relationship between what the school offers them and the

demands of their present lives and of tit,: years ahead. They may very likely feel that their

ability to influence or in any way determine what their life will be like is very small, and

that what happens to them will be more a matter of external factors, i.e., the "breaks," than

of personal decisions and actions on their part. This uncertainty about the future and lack

of a real appreciation of what their schooling is doing to help them know and prepare for

their future make the frustrations and problems with daily school attendance particularly

difficult to bear. "What's the point of the daily hassle if it doesn't make any sense about

who I am or what I do, now or in the future?" Those students who have a sense of what

their future can be and can see the relationship between what they are doing in school and

their preferred future life will find school more rewarding and the difficulties more bearable

because they arc leading to something which they desire. Clearly, it needs to be a major

goal of all schools to help students see that their schooling is not something to be

undergone and completed like an onerous task which has little reward in itself, but as part

of a program of personal involvement which will lead to a more rewarding and satisfying

life in the future.

Counselor Role: Perhaps more than in any other area the counselor can play a major

role in helping students to explore life/career options, make thoughtful career plans, and

identify benchmarks that show their progress toward longer term goals and aspirations.

Through group experiences in classes and in individual and small group sessions, students

can be helped to acquire the attitudes they need to take charge of their lives and shape their

future.

6. Place a high priority on school resources for the early elementarygrades. It is almost a truism that it is better to prevent students from dropping out than it

is to provide remedial or crisis intervention just before or after dropout has occurted. The

profile of a student who is "at risk" of becoming a dropout is clear. This is the student who

in the elementary years falls behind in school achievement, feels that teachers do not really

care, has few strong social contacts with other children in the school, and senses that his or

her parents do not attach importance to school tasks and activities. Because these rrebehaviors and attitudes which can be both observed and elicited in discussion with youngstudents, it is possible in the early years to identify those who are moving toward becoming

dropouts and to create the climate and culture within the elementary school that works

against the developing prevalence of such attitudes and feelings. Perhaps one of the more

easily observable and consistent patterns associated with highly "at risk" students is regular

absenteeism and/or tardiness. This, in itself, may be a reliable barometer of how the child

perceives the school and his/her role in it. If the school uses no other index o potential fordropping out, this measure alone can be very helpful.

Counselor Role: Schools that have elementary counselors have an enormousadvantage over those that don't in providing personal assistance to elementary students

who appear to be seriously "at risk." This is the point at which care and concern for those

students who exhibit the behaviors previously described is extremely important. Aid at this

time in a child's development is infinitely more useful and helpful than later assistance from

secondary school counselors. In particular, elementary counselors can provide significantservice by consulting closely with teachers to develop appropriate strategies for responding

to dropout-prone children, as well as by working with these students individually and in

small groups.

7. Insure that students stay at grade level. There is an ongoing controversywhether students should be passed on through special promotions, or whether all studentsshould be required to meet designated levels of achievement and compet..ncy before they

move to the next grade level. This question is not one that can be resolved throughplatitudes or general educational principles. It is, however, apparent that students who are

held back become severely "at risk" regarding their continuance in school. The child who

has been held back one grade level is 60 times more likely to become a dropout than astudent who has not, and the child who has been held back two grade levels is 250 timesmore likely to become a dropout. Holding a student back seldom does anything for that

child to help him/her acquire the competencies and skills needed to proceed. Just as theearly elementary years are crucial in setting the stage for continued school attendance and

achievement, so it is far better to try to insure that all students stay at grade level than toprovide rernediation later. The key here would seem to be ongoing diagnosis of eachchild's progress and the provision and use of appropriate resources to insure that eachstudent does stay at grade level. A variety of methods such as the use of peer tutors,outside adult aides, and special teacher attention can all be helpful at this stage.

1

Counselor Role: Counselors can help sensitize teachers to the need to be aware of

students who are falling behind, and can develop strategies with teachers for involving

parents in helping their children to achieve at the appropriate grade level. Here, the

counselor may be particularly contributive in determining the causes of a child's negative

behavior and in working with others in a collaborative way to alleviate the problems that the

particular child is experiencing. In fact, the counselor may well serve as the conscience of

the school in helping all the staff become aware of the high probability that a particular

student who has fallen behind in grade level is on the way to becoming another of theschool's dropouts.

8. Interface school and community resources. Involving significant groupsand individuals in O.: community as additional school resources is a very importantinitiative in helping to minimize school dropouts. In many areas, there are almost as many

resources available to young people outside the schools as within them; for example, work-

study programs, cooperative employment programs, and other forms of assistance.Typically, however, there is relatively little awareness of or communication between thedifferent groups that ye working to assist young people "at risk." This not only leads to a

waste of valuable resources, but also can cause conflict and confusion for individual

students. There clearly needs to be a means whereby in-school and out-of-school student

services communicate with one another about their programs and goals.

Counselor Role: The breadth of knowledge and the mobility of counselors places

them in an excellent position to provide leadership in coordinating the different sources ofhelp, both in and out of school, into an organized effort. The counselor can frequently be

the bridge between the different helping sources, targeting both the students who are to be

helped and the strategies which will be used. This is seldom an easy or even visiblyrewarding activity, but it can greatly expand the impact of both the school and community

resources programs by insuring that they pool their resources and work together oncommon objectives.

9. Provide a caring and mentoring environment for all students. Manystudents, particularly male students, report that they found little in school to their liking,

that they were essentially uncared for, and that they seldom experienced anything other than

blame, disapproval, and negative comments. It is not surprising, therefore, that many

students decide that life can be more rewarding and satisfying outside the school. So it is

of extreme importance that the school provide an environment in which students believe

that faculty and staff care about them and that the school communicate this caring and

mentoring in regular and visible ways. Even very limited efforts can make a big difference

in the student's perception that he/she is seen as an individual and appreciated as such.

However hard their exterior and however tough and resistant they appear, students need to

have a see that they matter and that they exist in an environment where they areresponded, to in a positive way.

Counselor Role: The counselor is in a particularly strategic position to provide

attention to each student as an individual and to show respect for and interest in that

individual. Thus, the counselor can contribute significantly to a rewarding and nurturing

envinnment. Moreover, counselors can use the knowledge gained from individual and

small group sessions with students as a way to communicate to other members on the

school faculty the particular needs of individual students. This is a special role for the

counselor, and the counselor's behavior can help to model for others what can be done tocreate an appropriate environment.

10. Assist students to develop effective learning and study skills thatenhance their individual learning style. Students vary considerably in how theyapproach different learning tasks and the skills they bring to any intellectual challenge. The

skill with which a student confronts a learning task is only partially determined by his/her

basic ability. Even very bright and able students may be learning "with their brakes on,"

i.e., using methods to learn that are both inefficient and ineffective. Schools need to

become aware of the differences in learning styles of their students and to provide lear..ing

experiences which are appropriate to the variety of these styles. The ERIC/CAPS

monograph by Griggs en r.ided Counseling Students Through Their Individual Learning

Styles provides very useful information for schools in this regard. Schools also need to be

cognizant of the wide range of resources that are currently available to help students

become more effective and more efficient in learning and study skills.

Counselor Role: There are few areas where counselors can be more contributive to

the overall effort toward improving student performance than in learning and study skills.

Effective learning involves not only motivation and attitude, but an array of learning skills

which, when students combine them into an overall approach to learning, can be extremely

useful, particularly as the subject matter becomes more challenging and complex.

Counselors can earn the strong support of both faculty and students by helping not some

but all students to move beyond their current status and acquire new, higher-level learning

and study skills. The monograph by Bleuer, Counseling Underachievers: A Counselor's

9

14

Guide to Helping Students Improve Their Academic Performance, can be a very useful

resource to counselors in this regard.

11. Establish a school climate where achievement is respected andrewarded. Behavioral psychology would suggest that our behavior is determined by its

consequences. That is to say, we do those things that bring us the rewards that areimportant to us. Schools have traditionally sent mixed messages about how important

learning and achievement really are, frequently giving more visibility and rewards to less

scholarly school activities such as sports and social events.

A school that is serious about increasing its retention, where that retention is based

upon the improved learning performance of all its students, needs to communicate overtly

and clearly to students that school achievement is a major school objective, that all students

are expected to prioritize it, and that those who do will be consistently rewarded. On this

issue above all others, it is essential that the school make it absolutely clear to all students

that if they achieve well, they will be rewarded both in the present and in the future.

Counselor Role: Counselors, to the extent possible, shoal I work with all students to

establish individual learning plans. Whether these plans are the detailed and comprehensive

plans associated with special education, or the less detailed plans that draw attention to the

students' needs to organize their academic efforts and harness their potential for learning,

they represent an area where counselors need to show school leadership. As students

discuss their long-term goals and desires with the counselor, the counselor is in anexcellent position to help them see how important their present behavior is to the

achievement of longer term goals and objectives. Counselors can help individual students

become aware of the rewards that are available for those who achieve a level that is

consistent with their own abilities and needs. Students should i.-e helped to realize that

although all of them cannot become the class valedictorian, each of them can shine by

achieving and performing at a level appropriate to his/her abilities. In this manner, all

students can feel rewarded and reap the benefits that will accrue if they make regular and

systematic efforts to be effective in their studies.

12. Recognize and act upon the interrelatedness of student self-esteemand successful school performance. Research suggests that students who drop outhave had countless experiences that have depreciated their sense of self-esteem. To

continue in school, for many students, is to validate the fact that they are unworthy.

Schools, therefore, need to attempt to provide successful academic experiences for all

students. One of the most valuable outcomes of school for many students is the high sense

10

10

of self-esteem that results from successfully meeting school tasks and challenges. It is

extremely difficult for students to maintain positive self-esteem when their schoolperformance is poor, and it is unlikely that students who leave school with lowered self-

esteem will be able to rise to the challenges of the outside world. Achieving a positive

sense of self is certainly one of the most valuable by-products of the school experience, and

all schools should give this goal the highest priority in every program they devise.

Counselor Role: Counselors play a very important role in helping schools assess the

self-esteem of their students and suggesting to teachers ways that students can enhance

their self-esteem through school-related success experiences. Counselors can provide

leadership in assisting schools to answer the question: "What can we do to foster positive

experiences for our students as part of their school learning, experiences that will lead to an

increased sense of worth?" In helping students develop personal life/career plans,

counselors can be instrumental in promoting student self-esteem, as each objective met and

task performed is further corroboration of the fact that they "can do," that they can be

successful, and that their personal vision of their future can be achieved.

Conclusion

This discussion of strategies and suggested counselor roles/responses for combating

the problem of school dropouts is a piecemeal way of responding to a challenge that is

anything but piecemeal. Potential dropouts are people, with all of the concerns and needs

of most of us, but with the additional problem of an inability to adjust positively to the

school experience. How to reach such students, how to put the pieces together, how to

make school a happy place, how to bring about desired outcomes in a particular school,

must, until we have better data, remain up to the imagination and skill of each counselor.

As formidable a task as that may seem, counselors can be buoyed by knowing that their

spirited efforts can hardly go wrong-caring and trying to do something about dropouts will

likely pay a handsome dividend, both for those who make the effort and for the recipient of

that caring attention.

11

A - 44A.is

1t;

PART II

ERIC COMPUTER SEARCH

(An asterisk indicates documents that are

indexed with counseling or guidance terms.)

FORMAT OF ERIC JOURNAL ARTICLES el NUMBERS)

INDEXED MONTHLY IN CURRENT INDEX TO JOURNALS IN EDUCATION

Clearinghouse Accession Number

ERIC Journal Article Number (EJ 0)

Title of Article

Author of Article

Journal Title, Volume, IssueNumber, Pages, Publication Date

Annotation of Article

Ed2114411 C0524907Oiasnestic Perspectives on the Family: Process, Structural

and Historical Contextual Models.Levant. Ronald F.American Journal of Family Therapy. v11 n2 p2-10 SumAvailable from: UillLanguage: EnglishDocument Type: GENERAL REPORT (140): CONFERENCE PAPER (1110)Describes diagnostic perspectives for viewing dysfunctional

families. Presents three general types of models (Process.structural, and historical) and organized them along acontinuum from most descriptive to most Inferential. Presentedat the Seth Annual Conference of the American Association forMarriage and Family Therapy. October-November 11111, San Diego.CA. (MAS)

Descriptors: Classification: Clinical Diagnosis;Counseltng Techniques: 'counseling Theories: FamilyCounseling: 'Family Problems; Family Relationship: Models

Descriptors of Article(Words describing thearticle's contents)

FORMAT OF ERIC DOCUMENTS (ED NUMBERS)

INDEXED MONTHLY WI RESOURCES IN EDUCATION

Clearinghouse Accession Number

ERIC Document Number (ED /)-

Title of Document

Author of Document

Date Publi

EDRS Price

Abstract of Document

Descriptors of Document(Words describing thedocument's contents)

1022110e C0010429Commitment; A Variable in Women's Reapenee to Marital

Therapy.Beach, Steven R. H.; Broderick, Joan E.Aug 1922 ISp.Available from: Paper presented at the Annual Convention of

the American Psychological Assollation (90th, Washington, DC.August 23-27. I952).EMS Price - MFOI/PC01 Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (143): CONFERENCE PAPER (190)Geographic Source: U.S.: New YorkJournal Announcement: RIEJUNS3Past research suggests that commitment to one's marriage is

a variable which should be contributing factor to maritalsatisfaction and the process of marital therapy. To examinethe predictive utility of commitment, the relationship betweencommitment to marriage at the onset of therapy and changesduring therapy was examined for sample of 42 couples.Results showed that, for women, pre-therapy commitment levelwas able to account for unique variances in maritalsatisfaction at intake end for changes in marital satisfactionoccurring as a result of therapy. Cot a:Meatier: ability wasalso predictive of marital satisfaction at intake. Inaddition. changes in communicat;on ability from pre- topost-therapy were predictive of changes in maritalsatisfaction for women. Results for men were less significant.The findings demonstrate that commitment is an importantvariable in the prediction of marital satisfaction.Author/JAC)Descriptors: Adults: Attitude Change: Communication Skills

: Counseling Effectiveness: 'Marriage Counseling; PredictorVariables: Psychological Patterns; Sex Differences: Spouses

Identifiers: 'Commitments 'Marital Satisfaction

ly

FIVINITS us.r : J01210 i imar67 P015: PR 7/5/1-178DIALOG (VERSION 2)

PAGE. 4Item 1 of 1711

DIALOG File I: ERIC - 11111-117/FEB

EJ343184 SP516235The Crisis Problem of Dropouts.PTA Today, v12 nt p17 Oct 1986Language: EnglishDocument Type; JOURNAL ARTICLE (080); PROJECT DESCRIPTION

(141)Journal Announcement: CIJFE887"A Blueprint for Success." a document containing principles

that bring focus to Issues. attitudes, and concerns essentialfor planning and implementing a successful dropout preventionprogram. lists principles for a dropout prevention program.Involving; (1) programs starting during early childhood orelementary education: (2) work education relationship; (3)teacher involvement; and (4) Identification of at-riskstudents. (CB)Descriptors:; Dropout Characteristics; Dropout Prevention;

Dropout Programs; Elementary Secondary Education; TeacherRole

EJ342975 RC506310Education of Native Adolescents in Inner-City Schools.;Lee, John D.Canadian Journal of Native Education, v13 n2 p22-26 1986Language: EnglishDocument Type: JOURNAL ARTICLE (080); POSITION PAPER (120)Journal Announcement: C1JFEB87Cites the high dropout rates for native students in

Saskatchewan urban centers and suggests that the inner-c tynative alternative school may be the best way to returnstudents to some form of education leading to eventualemployment. Lists 17 "do's" and "don'ts" for effectivealternative schools. (JHZ)

Descriptors; American Indian Education; Canada Natives;Dropout Prevention; Dropout rate; Foreign Countries;Guidelines: Inner City; *Nontraditional Education; SchoolReadiness; Secondary Education; Urban American Indians; UrbanEducationIdentifiers: Saskatchewan

EJ341194 EA520410Education Vital Signs: Curriculum.American School Board Journal, v173 n10 pA9-A11 Oct 1986For related articles, see EA 520 409-413 (this issue).Available from: UMILanguage; EnglishDocument Type: JOURNAL ARTICLE (080); REVIEW LITERATURE

(070)Journal Announcement:. CIJJAN87Target Audience: Policymakers: Administrators; Teachers;

PractitionersReports on nationwide school improvement trends shown by the

following indicators: (1) S.A.T. and A.C.T, scores, (2) schooldropout rates. (3) preprimary enrollment rates, (4) Increasednumbers of required courses, and (5) the 1985 Gallup Poll ofthe Public's Attitude Toward the Public Schools. Six charts

are included. (IW)Descriptors: Charts; College Entrance Examinations;

Dropout Rate; Educational Assessment; EducationalImprovement; Educational Trends; Elementary SecondaryEducation: Enrollment Projections; *Enrollment Rate;Enrollment Trends; Graduation Requirements; InstitutionalEvaluation; Preschool Education; Public Opinion

Identifiers: American College Testing Program: Gallup Poll;Scholastic Aptitude Test; United States Department ofEducation

EJ340932 C0530814School Discrimination and the High School Dropout: A Case

for Adolescent Advocacy.Svec, HenryAdolesc^nce, v21 n82 p449-52 Sum 1986Available from UM!Language: EnglishDocument Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)Journal Announcement:: CIJJAN87Hypothesized that schools may not want to take bock students

who had once dropped out of school. Investigated schools'response to dropouts trying to return. Results indicated thatschools were more likely to accept the child who isrepresented by the parent, and that schools reacted morefavorably to the parent. (Author/ABB)Descriptors; Adolescents; Advocacy; Dropouts; High School

Students; Parent School Relationship; 'Reentry Students:Secondary Education: Student School Relationship

EJ339651 CE517097The High School Re-Entry Myth: A follow-Up Study of

Juveniles Released from Two Correctional High Schools inWisconsin.

Haberman. Martin; Ouinn. , Lois MeJournal of Correctional Education. v37 n3 p114-17 Sep 1986Available from: UMILanguage:: EnglishDocument Type: JOURNAL ARTICLE (080): RESEARCH REPORT (143)Journal Announcement: CIJDEC86Reports on a three-year study of youth released from

correctional high schools. Only 1.6 percent of those releasedeventually finished high school after release. Recommends thatcorrectional schools therefore teach life and workcompetencies rather than offer traditional high schoolclasses. (CH)Descriptors: Correctional Education; Dropout Rate;

Followup Studies: High Schools; Nontraditional Education;Secondary School Curriculum

Identifiers, Ca:'negie Unit

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Ed338802 EA520234Ten Rules for Reducing Your Dropout Rate.Conrath, JerryExecutive Educator. ve n' p24-75 Jul 1986Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (08:); NON-CLASSROOM MATERIAL

(055)Journal Announcement: CIJNOVII8Outlines 10 rules for reducing the student dropout rate. An

Important component Is the establishment of program that iswelt funded and staffed and has clearly defined goals thatwill help In the reduction of student dropouts (MD)

Descriptors: Academic Failure; Dropout Prevention: DropoutPrograms; Dropouts; Elementary Secondary ELtecation;Persistence

EJ338790 EA520222Educational Clinics: Recovering Dropout Youths.:Klimko, Ivan; And OthersThrust for Educational Leadership. vI5 ne p22-24 May-Jun

1988Available from: Association of California School

Administrators, 1575 Old Bayshore Highway. Burlingame, CA94010 (single issue: $3.80).

Language: EnglishDocument Type: JOURNAL ARTICLE (080): PROJECT DESCRIPTION

(141)Journal Announcement: CIJNOV:8The dropout problem Is growing at an alarming rate In

California educational clinics are being experimentallydeveloped for use with dropout students. Describes theeducational clinic planned for Grant Joint Union High SchoolDistrict. (140)

Descriptors.; Academic Failure; Dropout Prevention; DropoutPrograms; Educational Development; Elementary Sec-sndaryEducation; Reentry Students

Identifiers: California: EdUcational Clinics: Grant JointUnion High School District CA

EJ338586 CO530523The Store Front School,Forrest, BarbaraGuidance $ Counselling. vi n4 p21-24 Mar 1986Available from UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION

(141)Journal Announcement: CIJNOV86Describes the Store Front School project, a program of

cooperative education aimed at rekindling students' interestin school and helping them earn their iiplomas. The schoolconducts classes in an office In shopping mall where thestudents work. (A68)Descriptors: Community Support; Cooperative Education;

Dropout Programs; Dropouts; Nontraditional Education;School Business Relationship: *School Location: SecondaryEducation; Student Attitudes: work Experience Programs

tbentifiers: 'Ontario

EJ337230 CG530381Drug Use in an Alternative High School.Beauvais, Fred; Oetting. E. P.Journal of Drug Education. vI6 n1 p43-50 1986Language: EnglishDocument Type: JOURNAL ARTICLE (080)Journal Announcement: CIJOCT86Reports the drug involvement of students in an alternative

high school. Students include those transferred for behaviorproblems or dropouts returning to complete school. Drug userates are exceptionally high, with significantly higherlifetime prevalence for nearly every drug. Current use ofdrugs is also very high, (Author/ABB)

Descriptors: Adblescents; Behavior Development; BehaviorProblems; Dropouts; Drug Education; Drug Use: High SchoolStudents: Incidence; Nontraditional Education; SecondaryEducation; Student Adjustment

EJ335791 EA520009Dropout Prevention -- Getting Serious about Programs that

Work,Mann, DaleNASSP Bulletin, v70 n489 p66-73 Apr 1986Available from: UMILanguage: Eng;IshDocument Type' JOURNAL ARTICLE (080): EVALUATIVE REPORT

(142)Journal Announcement: CIJSEP86Target Audience: Administrators; PractitionersDiscusses the high school dropout problem, focusing on young

people's reasons for leaving school and schools' efforts toretain them. Recommends more effective primary education,computer programs to identify youth at risk, and coalitions ofschools, businesses, and government agencies to pair learningand work experience. Cites 15 references. (MLH)

Descriptors'. Academy Failure: Computer Managed Instruction;Dropout Prevention: Potential Dropouts; School Holding Power

; Secondary Education; Student Attrition

EJ334948 RC50619SThe Educational Status of Federally Recognized Indian

Students.:Latham, Glenn I.Journal of American Indian Education. v25 n1 p25-33 Oct

1985Available from: UMILanguage: English

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Document Type: JOURNAL ARTICLE (04101: RESEARCH REPORT (143)Journal Announcement: CIJAUG416Infernal survey deeCribed educational status of

federally-recognized Indian students enrolled in and eligiblefor enrollment in Bureau of Indian Affairs and public schoolsreceiving support via the Johnson-O'Malley Act. High dropoutrates, low average daily attendance, and high rates ofnon enrollment were found. (LFL)

Descriptors: *American Indian Education; American Indians:Attendance Patterns; Average Daily Attendance; Data Collection

*Dropout Rate; Elementary Secondary Education: Enrollment:Public Schools

Identifiers: Bureau of Indian Affairs Schools: Johnson 0Malley Act; Nonstudents

EJ334044 C0530104Early School Leaving: Antecedents, Correlates

CenSemmemmes.Pawlovich, WaltGuidance 8 Counselling, vi n2 p41-54 Nov-Dec 1985Available from: UNILanguage: EnglishDocument Type: JOURNAL ARTICLE (0410): RESEARCH REPORT (143)Journal Announcement: CIJAU086Examines student and school characteristics related to early

school leaving, with particular attention being given totrends, Implications and conclusions In studies about schooldropouts. Recommendations to help potential dropouts aregiven. (Author/SL)

Descriptors: Dropout Characteristics: *Dropouts:*Educational Environment: *High School Students; SecondaryEducation; Student School Relationship: *Teacher StudentRelationship

and

EJ333956 C0530016Do Drug and Alcohol Use Lead to Failure to Graduate from

High School,Friedman, Alfred S.; And OthersJournal of Drug Education. v15 n4 p353-64 1985Language: EnglishDocument Type: JOURNAL ARTICLE (060); RESEARCH REPORT (143)Journal Announcement: CIJAU086Examined the relationship between drug use and graduation

among 526 high school students. Results indicated the majoritycf drug users dropped out, compared to only one of fournon-drug users. In multiple regression analysis, controllingfor demographic, personal and family variables, the severityof drug use still predicted failure to graduate. (Author/A8L)

Descriptors :: Dropout Research; Dropouts; *Drug Abuse; DrugUse; Educational Attainment; Graduation; *High SchoolStudents; Secondary Education

Identifiers: Pennsylvania (Philadelphia)

EJ333621 U0S12084Dropping out of High School: An Inside Look.Fine, MichelleSocial Policy, v16 n2 p43-50 Fall 1985Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (0801; RESEARCH REPORT (143)Journal Announcement CIJJULIIFPresents case study of New York City nigh school with

high dropout rate.. Focuses on teaching quality, students'attitudes and stresses. and school structure and practice.Argues that school reforms must be developed along withefforts to improve the overall life conditions of students.(104)

Descriptors: Black Students: *Dropout Prevention: Dropout,:*Educational Environment: *High Schools; Minority Groups:St....:.nt Needs: Student School Relationship: Teacher StudentRelat.Nnship; *Urban Schools: Urban Youth.Ider.ifiers New York (New York)

EJ333031 EA519702Effective Schools Must Focus on Potential Dropouts.000rath, JerryNASSP Bulletin. v70 n467 p46-S0 Feb 1986Available from: UNILanguage: EnglishDocument Type JOURNAL ARTICLE (0801: POSITION PAPER (120)Journal Announcement: CIJJUL66Target Audience: Administrators: PractitionersAlthough the national reports have not focused on the

problem, effective schools must address the needs of potentialschool dropouts. The author rebuts some of the commonarguments against dropout prevention programs. arguing thatsuccessful dropout prevention is one of the key indicators ofoverall school effe.Alveness, (Author/TE)Descriptors: Dropout Prevention; *Dropout Programs; Droinut

Rate: Dropouts; High School Equivalency Programs: *PotentialDropouts: School Effectiveness: *School Holding Power:Secondary Education

EJ332523 00512059A Population at Disk: Potential Consequences of Tougher

School Standards for Student Orr!pouts.,mcD111. Edward L.: And OthersAmerican Journal of Education. v94 n2 p135-61 Feb 1986Available from: UM!Language: EnglishDocument Type: JOURNAL ARTICLE (0601: REVIEW LITERATURE

(0701; GENERAL REPORT (140)Journal Announcement: CIJJUN86Reviews findings on factors that predict dropping out and

relates these to recent recommendations for raising schoolStandards. Identifies the adverse effects these standards

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cr.12ht have on potential dropouts and discusses some ways ofcircumventing the negative consequences. Proposes an agendafor simultaneously raising standards and addressing dropoutproblems. (101)

Descriptors: Academic Standards; Dropout Prevention:Dropouts: Educational Improvement; Educational Policy: HighSchools; Potential Dropouts: Student Needs

Identifiers: Reform Reports

EJ332417 5P515659Taking Stock: Renewing Our Research Agenda on the Causes and

Consequences of Dropping Out.Natriello, Gary: And OthersTeachers College Record, v87 n3 p430-40 Spr 1986Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080): REVIEW LITERATURE

(070): POSITION PAPER (120)Journal Announcement' CIJJUN86The authors outline an agenda for research on the dropout

prOblem, arguing that a comprehensive program of researchshould include data on student characteristics, schoolprocesses, the act of droppino out, and the economic andcognitive consequences of the failure of large numbers ofstudents to complete high school. (MT)

Descriptors: Dropout Characteristics: *Dropout Research;High Schools; School Role

EJ332416 SP515658Raising Standards and Reducing Dropout Rates.Hamilton. Stephen F.Teachers College Record. v87 n3 p410-29 Spr 1986Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080): REVIEW LITERATURE

(070); RESEARCH REPORT (143)Journal Announcement: CIJJUN86The author considers the effect of raising school standards

on the dropout rate. Research related to dropout preventionprograms is reviewed in order to identify charactertistics ofeffective programs., The West German system of early studentdifferentiation is examined. (MT)

Descriptors: Academic Standards: Comparative Analysis;Dropout Prevention; Dropout Rate; Dropout Research;Identification: Secondary Education: Vocational Education

Identifiers: West Germany

EJ332415 SP515657Why Urban Adolescents Drop into and out of Public High

School,Fine, MichelleTeachers College Record, v87 n3 p393-409 Spr 1986Available from; UMILanguage: English

Document Type: JOURNAL ARTICLE (080): RESEARCH REPORT (143)Journal Announcement:, CIJJUN86The author analyzed the economic and social arrangements,

school policies and practices, and individual and collectivepsychologies of adolescent dropouts from a comprehensive highschool in New York City. (MT)Descriptors Dropout Attitudes: Dropout Characteristics;

Dropouts; High Schools: Public Schools; School Role; UrbanYouth

Identifiers: Naturalistic Research

EJ332414 SP515656Dropping Out: How Much Do Schools Contribute to the Problem?Wehlage, Gary G. Rutter, Robert A.Teachers College Record, v87 n3 p374-92 Spr 1986Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE

(070); RESEARCH REPORT (143)Journal Announcementf CIJJUN86Using data from High School and Beyond, a national

longitudinal study of American high school students, thisinvestigation focused on the role played by school factors indecisions to drop out. Recommendations for reform arepresented. (MT)Descriptors: Discipline; Dropout Characteristics; Dropout

Research; High Schools; *School Holding Power; Schorl Pole;Self Esteem

Identifiers: High School and Beyond (NCES)

(080)f REVIEW LITERATURE

EJ332413 SP515655Who Drops Out of Nigh School and Why? Findings from a

National Study.Ekstrom. Ruth B.; And OthersTeachers College Record, v87 n3 p356-73 Spr 1986Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)Journal Announcement: CIJJUN86Using data from High School and Beyond, a national

longitudinal study of American high school students, theauthors investigated who drops out, why one student drops outbut not another, what dropouts do while peers remain inschool, and what impact dropping out has on gains In testedachievement. (MT)

Descriptors: Achievement Gains: Cohort Analysis; DropoutAttitudes; *Dropout Characteristics; Dropout Research; HighSchegls: cut of School Youth

Identifiers: High School and Beyond (NCES)

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EJ3324I2 SP515654Standardizing Practice In the Analysis of School Dropouts.Morrow. GeorgeTeachers College Record, v87 n3 p342-55 Spr 1986Available from: UMILanguage: EnglishDocument Typo: JOURNAL ARTICLE (080); RESEARCH REPORT (143)Journal Announcement: CIJJUN86Tho author suggests procedures to standardize the process of

calculating dropout rates and to Improve the validity andreliability of data on dropouts. (MT)Descriptors: Cohort Analysis; Data Interpretation: Dropout

Rate; Dropout Research: Elementary Secondary Education

EJ332411 SP5I5653Large School Systems' Dropout Reports: An Analysis of

Definitions. Procedures, and Findings.:Hammack, Floyd MorganTeachers College Record. v87 n3 p324-41 Spr 1986Available from: UMILanguage: EnglishDocument Typo: JOURNAL ARTICLE (080): RESEARCH REPORT (143)Journal Announcement: CIJJUN86The author examined school district reports on the dropout

problem from several large urban school systoms, lookingspecifically at the definition of dropout. Informationcollection procedUres, and the method used to determine thedropout rate. The need for greater consistency In such reportsIs discussed. (MT)Descriptorsf Data Collection; Dropout Rate; Dropout

Research: Secondary Education; Statistical Analysis

EJ332410 SP5I5652Can We Help Dropouts: Thinking about the Undoable.Mann, DaleTeachers College Record. v87 n3 p307-23 Spr 1986Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080): REVIEW LITERATURE

(070): POSITION PAPER (120): PROJECT DESCRIPTION (141)Journal Announcement: CIJJUN86The author presents an overview of the dropout problem,

pointing out that what is really a diverse set of problemsrequires multiple approaches. (MT)Descriptors: Dropout Prevention: Dropout Research; DropoutsSecondary Education

EJ33i963 RC506098ARC Workshop Showcases Practical Programs for Dropout

Prevention.Appalachia. v18-19 n6-1 p1-20 Fall 1985Available from: UMILanguage: English

A=Document Type: JOURNAL ARTICLE (080); CONFERENCE PROCEEDINGS

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(021)Journal Announcement, CIJJUN86In an effort to find new solutions, an Appalachian Regional

Commission workshop examined the severity of the dropoutproblem in Appalachia; looked at successful preventionprograms including 70001 Ltd., REAL Enterprises, and Jobs forTennessee Graduates; and previewed the model dropout .eductioncurriculum being designed at Appalachian State University.(NEC)Descriptors: Curriculum Development: Dropout Prevention;

Dropout Programs; Dropout Rate; Dropouts; ElementarySecondary Education; Intervention: Regional Programs;Workshops

Identifiers: 'Appalachia. 'Appalachian Regional Commission

EJ330886 CE5I6548Unemployment and School Motivation: The Case of Truancy.Rafts, DavidEducational Review, v38 ni p11-19 Feb 1986Language: EnglishDocument Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)Journal Announcement: CIJJUN86'- this study, the data suggest that rising unemployment

in reases pupil motivation and thereby acts as an instrumentof social control in schools as well as in the labor market;less equivocally, the data challenge current argumentsa;legIng the demotivating and demoralizing effect ofunemployment on school pupils. (Author /CT)Descriptors: Dropouts; Labor Market; Secondary Education;

Student Attitudes;' Student Behavior; Student Motivation;Truancy; UnemploymentIdentifiers: Scotland

EJ330746 TM511056Raising Standards and Retaining Students:' The Impact of the

Reform Recommendations on Potential Dropouts.,McD111, Edward L.; And OthersReview of Educational Research, v55 n4 p4I5-33 ifln 1985Available from UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (0801; EVALUATIVE REPORT

(142)Journal Announcement: CIJMAY86This paper examines the potential influences of school

reform policies on the high school dropout rate, and itsummaries a diverse set of reports on American education thatrecommend increasing academic standards in schools as a meansfor improving secondary school performance. (Author /LMO)Descriptors: "Academic Standards: Back to Basics; 'Dropouts

Economic Factors; 'Educational Change: EdUcationalImprovement; Educational Research; Family Influence; RacialDifferences; Secondary Education; Sex Differences: StudentSchool Relationship

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Identifiers: National Commission on Excellence in Education;Task Force on Education for Economic Growth

EJ328003 EA519467In the Rush toward Excellence. Don't Let Your Schools'

'Holding Power' Slide.Bateman, C. FredAmerican School Board Journal. v172 n10 p39.47 Oct 1985Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080)f NON-CLASSROOM MATERIAL

(055)Journal Announcement: CIJAPRI16Target Audiencef Administrators: Policymakers; PractitionersIts up to school board members to communicate they want

schools to improve academic scores and standards whileIncreasing their holding power. Outlines ways superintendentscan act to reinforce such policy. (MD)

Descriptors: Boards of Education; Dropout Programs; DropoutRate; Educational Administration; Elementary SecondaryEducation; Public Relations; School Community Relationship;*School Holding Power

Identifiers: Excellence in Education

EJ323678 EA5192G7Action on Dropouts,Mann, DaleEducational Leadership, v43 ni Sep 1985Available from UMILanguage: EnglishDocument Type:: JOURNAL ARTICLE (080); POSITION PAPER (120)Journal Announcement: CIJJAN86Our society cannot afford to wait for research results

before acting to reduce the high school dropout rate. Schoolsshould focus on those students who are most likely to dropout. (MO)

Descriptors: Academic Standards; Dropout Prevention;Dropouts; Educational Change: Educational Envi-onment:Elementary Secondary Education; School Holding Power;Vocational Education

EJ323677 EA519206School Reform and Potential Dropouts.Natriello, Gary; And OthersEducational Leadership, v43 ni p10-14 Sep 1985Available from: UMILanguage:: EnglishDocument Type: JOURNAL ARTICLE (080); REVIEW LITERATURE

(070)Journal Announcement: CIJJAN86Target Audience: Administrators; Policymakers; PractitionersThe main reasons that students drop out of high school are

poor grades, family problems, and financial problems, TheSchool reform movement may compound marginal students'

difficulties and cause more students to drop out (MO)Descriptors: Academic Achievement; Academic Failure;

Academic Standards; Curriculum Development; DropoutCharacteristics; Dropout Prevention; Dropouts;, EducationalChange: Family Problems; Poverty; Secondary Edt,caticn; Timeon Task

Identifiers:: National Commission on Excellence in Education;Reform Efforts

EJ323642 EA519139Here's Why Your Board Must Throw a Lifeline to Foundering

Kids.Schwebach, DeborahAmerican School Board Journal, v172 n8 p25.33 Aug 1985Available from UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080); POSITION PAPER (120)Journal Announcement f CIJJAN86Target Audience: Administrators; Policymakers: PractitionersDescribes one family's unsuccessful experience with a

minority student in a foster home situation. Schools are notequipped to handle the special problems of certain studentswho make up a large percentage of the dropout population. (MO)Descriptors: Attendance; Counselor Training: Dropout

Prevention; Dropouts; Elementary Secondary Education: FamilyProblems; Minority Group Children; Potential Dropouts;Problems; Services; Truancy

EJ323641 EA519138This Lest-Ditch Plan Keeps Would-Se Dropouts in School.Edwards, Marvin E.American School Board Journal, v172 n8 p24 Aug 1985Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080): NON-CLASSROOM MATERIAL

(055): PROJECT DESCRIPTION (141)Journal Announcement: CIJJAN86Target Audiences Administrators; PractitionersDescribes a dropout prevention program used for eight years

in Joliet Township. Illinois, high schools, (MO)Descriptors: 'Dropout Prevention; Individualized

Instruction; Parent Child Relationship: Potential Dropouts;Secondary Education; Student ProblemsIdentifiers: Illinois

EJ323245 CG529035The School Dropout; Implications for Counselors.Gadwa, Karol; Griggs, Shirley A.School Counselor, v33 ni p9-17 Sep 1985Available from:: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)

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Journal Announcement: CIJJAN86Target Audience: Counselors; PractitionersAssessed learning style of secondary students, categorized

as dropout (1345). alternative (N214). or traditionalstudents (N0213) using the Learning Style Inventory (LSI). Thegroups were differentiated on 17 of 23 variables, withdropouts being motivated, peer end teacher oriented, easilybored, preferring evening for les-ning, preferring tactile,kinesthetic, and auditory learning -7.:alities, and requiringmobility. (el)

Descriptors: Cognitive Style; Counselor Role; DropoutCharacteristics: Dropouts: High School Students; SecondaryEducation; Youth Problems

Identifiers: Learning Style Inventory

EJ323027 U05I1744For Whom the School Sell Tolls: The Impact of Dropping Out

on Cognitive Performance.Alexander, Karl L.; And OthersAmerican Sociological Review, v50 n3 p409-20 Jun 1985Available from: UMILanguage: EnglishDocument Type JOURNAL ARTICLE (080): RESEARCH REPORT (143)Journal Announcements CIJDEC8SDescribes a study that assessed the contribution of

schooling to cognitive development by comparing the cognitivedevelopment for high school graduates and dropouts over atwo-year period. Reports that the cognitive skills of studentswho stay in school improve more than those of dropouts andthat dropping out harms disadvantaged students most. (104)Descriptors: Academic Achievement: Academic Persistence;

Cognitive Development: Disadvantaged Youth; DropoutCharacteristics: Dropouts; High Schools; Withdrawal(Education)

EJ321439 RC505885Why Poor Kids Quit Attending School.Wegner, HilmarEducation, v105 n2 p185-88 Win 1984Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080): POSITION PAPER (11.0)Journal Announcementf CIJNOV8STarget Audience: PractitionersPoor kids quit attending school because they need money for

personal or family needs, they cant' compete with their peersfinancially, their parents don't value education, and/or thecurriculum is not geared toward their needs. Work study funds,school-parent communication, curriculum revision andextracurricular participaticn could reduce their dropout rate.(JHZ)Descriptorsf Dropout Characteristics: Dropout Prevention:

Dropouts; Economically Disadvantaged; Low Income Groups:Parent Aspiration; Parent School Relationship; Peer Influence;Poverty; Relevance (Education): Secondary Education

EJ319444 U0S11641Trying to Make It Real Compared to What? Implications of

High School Dropout Statistics,Sexton, Porter W.Journal of Educational Equity and Leadership. v5 n2 p92-106

Sum 1985Language: EnglishDocument Type: JOURNAL ARTICLE (080). RESEARCH REPORT (143)Journal Announceeent: CIJSEP85Dropout statistics for Portland, Oregon. high schools reveal

that the schools themselves. and the assignment of students tospecific schools, may be more important than previouslythought in determining dropout rates. Thus, programs in thehigh schools and open transfer provisions may becost-effective means of providing for needs of potentialdropouts, (Author/GC)

Descriptors: Dropout Prevention; Dropout Research; HighSchools; Institutional Characteristics: Potential Dropouts:Racial Differences: Student Placement

Identifiers: Oregon (Portland)

EJ317483 50513900"I'm Gonna Quit land "Hagner. ElizabethMusic Educators Journal, v71 n9 p33-36 May 1985Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080); POSITION FAPER (120)Journal Announcement: CIJAUG85Target Audience: Teachers; PractitionersWhat music teachers can do to prevent students from dropping

out of band is discussed. Suggestions include talLing with thechild, working with other teachers, getting support fromparents, and taking a good look at the music program Itself.,(RM)Descriptors: Bands (Music): Droraut Prevention, Dropouts:

Elementary Secondary Education; Motivation Techniques; MusicEducation: Music Teachers; Parent Responsibility: Parent Role;Teacher Role

EJ317300 JC503865The Dropout: A New Challenge to Catholic Education.Gallagher, VeraMomentum, vI6 n2 p40-41 May 1985Available from: UMILanguage: EnglishDocument Type:: JOURNAL ARTICLE (080); POSITION PAPERJournal Announcement: CIJAUG85Target Audience: PractitionersDescribes educational models developed by Good Shepard

Sisters for youths with records of school failure and chronictruancy. Highlights community schools for chronic truants: theCORA-Neumann program in Philadelphia; off-campus teenage

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residence groups; highly structured school and camp program:and a day school for severely behaviorally handicappedstudents. (DMM)Descriptors: Catholic Educators: Catholic Schools; Church

Programs; Dropout Programs; Dropouts; High Schools; HighSchool Students; Nuns; Reentry Students; Remedial Instruction;School Holding Power: Secondary Education; Truancy; YouthProblems

Identifiers: Good Shepard Sisters

EJ316695 EA516660Use This Step-by-Step Approach to Reduce the Student 0 opout

Rate.Uhrmacher, P.- BruceAmerican School Board Journal, v172 n4 p40-4i Apr 1985Available from; UMILanguage: EnglishDocument Type JOURNAL ARTICLE (080); PROJECT DESCRIPTION

(141)Journal Announcement: CIJAUG65Target Audience Administrators; Policymakers; PractitionersDescribes how three Colorado school systems joined together

and set up dropout prevention commission that usedseven-step approach to work at reducing student dropout rates.(MD)Descriptors: Dropout Prevention; Dropout Programs;

Dropout Rate; Dropouts; Elementary Secondary Education;Financial Support; Long Range Planning; Needs Assessment;Parent Participation; School Community Relationship: StudentParticipation

Identifiers: Colorado

E4318231 EASH1466A Study of Dropouts in the Austin Independent School

District.Doss, David A.; Holley, Freda M.Spectrum, v3 n1 p23-3i Win 1985Copies of articles may be ordered from: Spectrum Editor,

Educational Research Service, Inc.. 1800 North Kent Street,Arlington, VA 22209, Single issues may be purchased for 510.00while in stock,

Language: EnglishDocument Type: JOURNAL ARTICLE (060); RESEARCH REPORT (143);

POSITION PAPER (120)Journal Announcement: CIJJUL65The school-leaving pattern of students aged 14 in 1978 was

recorded by the Austin (Texas) Independent School Districtfrom 1976 to 1983, providing data on the socioeconomic,academic, and behavioral characteristics of dropouts and theirreasons for dropping out. Several preventative measures aresuggested. (PGD)Descriptors: Dropout Attitudes: Dropout Characteristics;

Dropout Prevention; Dropout Programs; Dropout Research;Dropouts; High Schools; High School Students

IdfitifierS; Austin Independent School District TX

EJ314461 S0513711Wastage in Primary Education from 1970 to 1980.Prospects: Quarterly Review of Education, v14 n3 p347-67

1984Available from :: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)Journal Announcement% CIJJUN85Study showed that levels of repetition and dropping out in

the primary schools of 121 countries in Africa. Asia andOceania, Latin America and the Caribbean. and Europe and theUSSR from 1970 to 1980 remain very high. This educationalwastage Is costing great deal of money, (PM)

Descriptors: Academic Failure; Comparative Analysis;Comparative Education; Developed Nations; Developing Nations;Dropout Rats; Dropouts; Educational Research; EducationalTrends; Elementary Education; Foreign Countries: GradeRepetition; Student Promotion

Identifiers: Africa; Asia; Caribbean; Europe; Latin America;Oceania; USSR

EJ312976 SP514616Project SCAN: Counseling Teen-Age Parents In a School

Setting.Delano, Joseph G.; And OthersJournal of School Health, v55 ni p24-26 Jan 1985Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (060): PROJECT DESCRIPTION

(141)Journal Announcement: CIJMAi85An interdisciplinary intervention program for adolescent

parents and expectant parents combined educational andcounseling efforts within a regular school setting to provideinformation, support, and opportunity fcr personal growth,Program organization and implementation and implications forhealth professionals are discussed. (Author/DF)

Descriptors Dropout Prevention; High Schools;Intervention; Parent Education; Program Development;Program Effectiveness; Unwed Mothers

Identifiers, Schools Combating Abuse and Neglect (ProjectSCAN)

EJ312563 RC505752The School Leaver and the World Outside,Phillips, D. JohnEducation Canada, v24 n3 p26-31 Fall 1984Available from UMILanguage, EnglishDocument Type, JOURNAL ARTICLE (080); PROJECT DESCRIPTION

(141)Journal Announcement: CIJMAY85Target Audience: Practitioners

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Compares and describes school leavers in Ontario. Canada.and Somerset. England. Motes functional illiteracy is commonamong school leavers. Decides that the best approach isconcentrated effort on reading in grades three and four.Describes such a program to be instituted in York. Ontario. inSeptember. 1564. (SRR)Descriptors: Dropout Characteristics: Dropout Prevention;

Dropout Programs; Dropouts; Elementary Secondary Education:foreign Countries; Functional Literacy; Reading Skills; WorkExperience Programs; Youth Employment

Identifiers: Canada; England (Somerset); Ontario (York)

EJJ'1949 U0511257Operation Success: Our News Is Our Objective.

Alfrod P.; Linefsky, RaeJournal of the New York State School Boards Association.

p6-10 Nov 1964Theme issue with title The Dropout Problem--Alternative

Programs that Work.Language: EnglishDocument Type: JOURNAL ARTICLE (060); GENERAL REPORT (1401Journal Announcement: clJApRinsDescribes the goals and substantial achievements of

Operation Success. a school-based program stood at bringingdropouts back Into school and serving those on the verge ofdropping out. Also discusses students' reasons for droppingout. Strategies for case management. and the coordination offunding. (RON)Descriptors: Cooperative Programs: Coordination; Dropout

Attitudes; Dropout Prevention; Dropout Programs; HighSchools; Potential Dropouts; Secondary Education

Identifiers: New York (New York)

EJ309611 C0527456The Effect of a Twelve-Week Dropout Intervention Program.Calisto. E. R.Adolescence. vI9 n75 p649-57 Fall 1964Available from: UMILanguage: EnglishDocument Type: JOURNAL ARTICLE (060); RESEARCH REPORT (143)Journal Announcement: CIJAPR65Assessed the effectiveness of 12-week intervention program

on potential dropouts (N-55). The results re soled that theexperimental intervention did impact significantly onretention and absence rates, but student attitudes were notsignificantly affected. Results pose serious questionsconcerning the generalizations of the self-concept to academicachievement,; (JAC)

Descriptors: Academic Achievement; Dropout Prevention: HighSchools: High School Students: Potential Dropouts; ProgramEffectiveness: School Holding Power; Self Concept; StudentAttitudes

1.1309310 SP514416Snatching Victory from the Jaws of Learning Defeat: How One

School Fought the Dropout Blitz.;Conrath, JerryContemporary Education: v56 n1 p36-38 Fall 1984Available from: UN1Language EnglishDocument Type: JOURNAL ARTICLE (060); PROJECT DESCRIPTION

(141)

Journal Announcement; CIJMAR65A high school in Oregon has had positive results from the

development of a dropout prevention program., Students meettogether each day, develop goals. and earn credits forsuccessful efforts: Program design and implementation aredescribed, (OF)

Descriptors: Counseling Techniques; Dropout Prevention;Dropout Programs; High Schools: Potential Dropouts; ProgramDesign: Program Effectiveness

Identifiers. Oregon (Portland)

EJ306926 141518610Factors Influencing Retentivity and Satisfaction with

Secondary Schooling.Power. ColinAustralian Journal of Education. v26 n2 piI5-25 Aug 1964Language: EnglishDocument Type JOURNAL ARTICLE (060): RESEARCH REPORT (143)Journal Announcement: CiJFEB65A study of the relationship of school type, student

characteristics, and family background to stodent persistenceand satisfaction in 30 South Australian secondary schoolsshowed the key factors to be parents' socio'aducational level.school type, sex, academic self-concopt, and parentalencouragement: (Author/MSE)

Descriptors: Dropout Characteristics; Dropout Research;Foreign Countries; High School Students: Parent Attitudes:Participant Satisfaction: School Holding Paver: SecondaryEducation; Self Concept: Sex Differences; Socioeconomic StatusStudent Attitudes; Student CharacteristicsIdenttftlers Australia

*EJ305993 SP514290Promoting the Autonomy of Another Person:, The Difficult Case

of the High School Dropout.Hedman. Carl 0.;Educational Theory. v34 n4 p355 -65 FallAvailable from: UMILanguage:, EnglishDocument Type: JOURNAL ARTICLE (0601: POSITION PAPER (120)Journal Announcement: C1JJAN65Target Audience: PractitionersEducators concerned with promoting autonomy of f-.14,: school

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decision or trying to change the decision. A nontraditionalprogram IS described that offers dropouts alternative ways tolearn while promoting self- autonomy: A case study of apotential high school dropout is described: (OF)

Descriptors: Case Studies: Counseling Techniques; DropoutCharecteristIce: Dropouts; Educational Environment;'Educational Strategies: Nontraditional Education; PersonalAutonomy; Relevance (Education); Secondary Education

EJ303788 CE5I4761Survey of Attitudes of Incarcerated Felons on Dropping Out

of Publics School.Porter. Robert F,; Gliberg-Porter, JodyJournal of Correctional EdUcation, v35 n3 p80-112 Sop 1964Available from: UMILanguage: EnglishDocument Type: RESEARCH REPORT (143)Journal Announcement: CIJOEC84A survey of 133 inmates without high school diplomas in

Texas prisons ascertained their reasons for dropping out ofpublic schools, The desire or necessity to work were mostcommonly cited Only 12 percent felt that dropping outcontributed to their incarceration, although over 75 percentsaid they should have stayed in school. (SKIDescriptors: Dropout Attitudes; Dropouts: High Schools:

"prisoners: Public Schools; Student Motivation

EJ303762 CE514735Vomational Preparation for Out-of-Schoot Youth in Saudi

Arabia.Campbell, Clifton P.Canadian Vocational Journal. v20 n2 p29-34 Aug 1964Language. EnglishDocument Type: PROJECT DESCRIPTION (141)Journal Announcement:, CIJOECS4Describes the Saudi system of prevocational centers.

designed to retrieve young male dropouts. prepare them forreentering general edUcation, orient them to job skills, andprepare them for more extensive training at vocationaltraining centers. The curriculum. emphasizing clerical andIndustrial skills, is alto discussed. (5K)Descriptors: Adolescents; Dropouts; Jot Skills; Job

Training; Males; Out of School Youth; PrevocationalEducation: Secondary Education; Vocational Training Centers

Identifier.: Saudi Arabia

EJ303597 SP514154Grade Level Attainment among Migrant Farm Workers in South

Texas.Hinojw.a, David: Miller, LouieJournal of Educational Research, v77 n6 p346-50 Jul-Aug

1964Language: EnglishDocument Type: RESEARCH REPORT (143)

Journal Announcement: CIJNOv84Dropping-out and grade level attainment among Mexican

American migrant workers were Investigated in South Texas.Various correlations among student attitudes, grade level,academic performance, family life, and demographic factorswere examined. Factors that had a direct relationship withstaying in school are discussed. (Author /OF)Descriptors: Dropout Rate; Dropout Research: Elementary

Secondary Education; Instructional Program Divisions; MexicanAmericans; Migrant Youth: Student Attitudes

EJ296993 U05107I5The School-to-WOrk Transition for High School Dropouts.Weidman, John C.: Friedmann, Robert R.Urban Review, via ni p25.42 1984Available from: UMILanguage: EnglishDocument Type: REVIEW LITERATURE (0701; GENERAL REPORT (1401Journal Announcement, CIJAUG84Presents conceptual framework for understanding problems

encountered by dropouts in school-to-work transition;underlying assumption is that dropouts are likely to facestrains in homes. Jobs, and other community settings similarto those which led to their dropping out. Also discussesexemplary school and work programs for dropouts., (CMG)

Demonstration Programs; Dropout Programs;Dropouts: Education Work Relationship: Secondary Education

EJ296962 1!0310704Educational Achievement and Locus of Control among Slack

Adolescent Fathers.,Hendricks, Leo E.; And OthersJournal of Negro Education, v53 n2 p182-68 Spr 1984Available from: UMILanguage: EnglishDocument Type: RESEARCH REPORT (143)Journal Announcement: CIJAUG84Interview data from 98 Black adolescent males in Columbus,

Ohio, Indicate that those who are fathers or who do notbelieve they have control of their destiny (an attitude moreprevalent among fathers that nonfathers) are more likely to beschool dropouts than others. Educational implications arediscussed. (CJM)

Descriptors: Adolescents; *Black Youth: Dropouts;Educational Attainment: Educational Planning; Fathers;Locus of Control. Males; Parent Attitudes; Personal Autonomy: Secondary Education; Self Concept; Self Determination

Identifiers. Ohio (Columbus)

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EJ294943 EA517344Educational Policy in Chino and India: The Problems of

Overcoming the Work /Study Dichotomy.Arnove, Robert F,Phi Delta Kappan, v65 n7 p473-78 Mar 1984Available from: UMILanguage: EnglishDocument Type PROJECT DESCRIPTION (141)Journal Announcement: CIJJUN84Compares Indian and Chinese educational systems on bases of

their channelling of students, school dropouts, and attemptsat reform. Emphasizes the conflict of academic schooling andproductivity in both nations, (JW)

Descriptors Achievement; Comparative Education; CrossCultural Studies; Dropouts; Educational Change; EducationalPractices; Elementary Secondary Education; Foreign Countries;Productivity; Student PlacementIdentifiers: China; India

ED274767 UD025196The San Diego City Schools 1984-85 School Leaver and High

School Diploma Program Participant Attitude Study.Barr, Robert 8.; Knowles, Gury W.San Diego City Schools. CA, Planning. Research and

Evaluation Div.1 Aug 1986100p.: For related document, see UD 025 195,Sponsoring Agency: San Diego City Schools, Calif.EDRS Price - MFOI /PCO4 Plus Postage,Language: EnglishDocument Type EVALUATIVE REPORT (i42)Geographic Source; U.S.; CaliforniaJournal Announcement: RIEFEB87Target Audience PractitionersStudents who left school entirely during the 1984-85 school

year, and others who withdrew from regular school andsubsequently returned to the district's High School DiplomaProgram (HSDP). completed questionnaires providing informationabout their educational values, reasons for leaving school,perceptions of their academic abilities, relationships withschool, and peer and support relationships. The returners werealso asked their opinions of the HSDP and how the programcompared with their previous regular school. The study foundthat: (1) leavers and returners are less certain of theirmotivation to learn and their ability to graduate; (2)attendance problems, lack of interest and boredom were themost frequently cited factors in their decision to leave; (3)though the parents' commitment to 'earning was questionable,academically-related experiences were the dominant factors instudents' decisions to leave school; and (4) returners likedthe HSDP administrative arrangements and educationalcharacteristics. The authors developed an educationalempowerment theory that a student's image of school as a placeto be successful determines the student's persistence. Theauthors recommend changes in the aducational philosophy andactions of the school to create a structure and curriculum

that addresses everyone's need for success, approval.challenge, and meaning. (PS)

Descriptors; Academic Persistence; Attitude Measures;Continuation Students; Dropout Attitudes; DropoutCharacteristics; Dropout Research; High Schools;Nontraditional Education; Potential Dropouts: School HoldingPower; Secondary Schools; Student Attrition

Identifiers: San Diego Unified School District CA

ED274756 00025171School Dropouts, The Extent and Nature of the Problem,General Accounting Office. Washington, D.C. Div. of Human

Resources,198639p.Report No..., GAO-HRD-86-i068REDRS Price - MFO1 /PCO2 Plus Postage.Language; EnglishDocument Type REVIEW LITERATURE (070): GENERAL REPORT (140)Geographic Source :: U.S.; District of ColumbiaJournal Announcement:. RIEFEB87Target Audience: PolicymakersThe study provides an overview of what national surveys and

the literature say about school dropouts, defined as personswho are neither enrolled in school nor high school graduates.For the last decade, th dropout rate for youth age 16-24 hasremained roughly the same, about 13-14 percent, Hispanics.Blacks, and economically and educationally disadvantaged youthhave a much higher dropout rate, as do those who are (1)pregnant, (2) two or more years behind grade level, and (3)from homes where the fathers dropped out. Within the firstseveral years after dropping out, about 50 percent return toschool or nroll in General Education Development programs.Labor market opportunities are poor for youth who have notcompleted high school and are worse for Blacks than forWhites. Due to limitations on available data and research, itis not generally known "what works" to prevent youth fromdropping out of school or to encourage their return This isthe first of a two-phase study, the second part of whichexamines the problem in more detail at the local level andconsiders the techniques used to address it. (PS)

Descriptors:. Academic Persistence; Continuation Students;Dropout Characteristics; Dropout Programs; Dropout Rate;Dropout Research; Dropouts; High Schools; High School

Its; Potential Dropouts; Student Attrition; Withdrawal;ation)

Identifiers :: Current Population Survey: High School andBeyond (NCES); National Longitudinal Study Labor Market Ex

ED274740 UD025143Albuquerque Public Schools Diploma Granting High Schools

Dropout Report 1984-83,McDaniel, Patrick

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Albuquerque Public Schools, N. Mex.Oct 1985131).: Small print,EDRS Price - MFOi/PC01 Plus Postage,Language: EnglishDocument Type STATISTICAL MATERIAL (110)Geographic Source: U.S.: New MexicoJournal Announcement: RIEFE887This paper presents dropout data for Albuquerque public

schools in the 1984-85 school year: Following a briefintroduction, the report consists of five statistical tables:(1: iropout rate summary; (2) dropout rates by grade level;(3) dropout rates by gender; (4) dropout rates by ethnicity;(5) dropout rates by reason for dropping out. (KH)Descriptors: Dropout Rote; Dropouts; Ethnic Groups; High

Schools; Urban EducationIdentifiers: Albuquerque Public Schools NM; New Mexico

(Albuquerque)

ED274733 00025110A Study of School Holding Power in Pittsburgh Public Schools

, School Year 1914-1915.Pittsburgh Public Schools, Pa.18 Jul 198616p.

EDRS Price - MFOI/PC01 Plus Postage.Language: EnglishDocument Type f STATISTICAL MATERIAL (110)Geographic Source: U.S.; PennsylvaniaJournal Announcement: RIEFE887This report on school holding power provides statistics on

students who withdrew from the Pittsburgh public schoolsduring the 12 months ending June 30, 1985, Data Is classifiedin the following ways: (1) by grade of the students whodropped out. (2) by circumstances under which students droppedout, and (3) by individual schools within the system. Thereport includes a definition of drop-out and the formulas usedto compute annual and cumulative holding power of a school:(LHW)Descriptors: Dropout Rate; Dropouts: Public Schools;

'School Holding Power: Secondary Education; Secondary SchoolsIdentifiers: Pennsylvania (Pittsburgh)

ED274732 U0025108Statistics on Students Leaving the Seattle Public Schools

1911-19115e Management Information Paper. Report No. 85-4,Haynes, DianeSeattle Public Schools, Wash. Dept. of Management

Information Services.,Jan 198620p.EDRS Price MFOI/PC01 Plus Postage.Language: EnglishDocument Type: STATISTICAL MATERIAL (110); PROJECT

DESCRIPTION (1411)

Geographic Source: U.S.; WashingtonJournal Announcement: RIEFE887This paper provides descriptive information on high school

students who have dropped out: graduated, or left the SeattlePublic Schools for other reasons since the 1981-82 schoolyear. First, the number and percentage of leaving students foreach of four reasons (exemption, termination,suspension/expulsion, no-show) are indicated. Additionaltables show the distribution of dropouts by grade and gender;ethnicity and gender: ethnicity and free lunch status; andfamily status, ethnicity, and gender, Dropout rates for eachhigh school in the Seattle school district are presented, asare data on the distribution of graduates by school, gender,and ethnicity., Finally, the use and definition of the word"dropout" is explained, and the significance and limitationsof the data reported in the paper are briefly discussed (GC)

Descriptors: Dropout Characteristics; Dropout Rate;Ethnic Groups: Family Characteristics; Females; High SchoolsMales; Socioeconomic StatusIdentifiers: Seattle Public Schools WA

ED274731 UD025107School saver Prevention and Recovery, Summary Paper,Portland Public Schools, OR, Management Information

Services,22 May 19869peEDRS Price - MFOI/PC01 Plus Postage,Language: EnglishDocument Type: PROJECT DESCRIPTION (141)Geographic Source: U.S.; OregonJou^nal Announcement: RIEFE887The Portland (Oregon) School District defines a school

leaver as any student who is registered during the schoolyear, leaves school, does not enter another school in thedistrict that year, and for whom no request for transfer orwithdra.,1 is entered. The district offers an array ofprograms that address the problem of school leavers. At theorganizational level, high schools with extremely lowenrollment or high leaver rates have been closed and theirstudents assigned to other schools. In the area of studentplacement, the district operates a variety of educationalalternatives, scheduling options, and other opportunitiesdesigned to meet students' needs. In addition, studentperformance is monitored and various intervention activitiesare employed to prevent and recover school leavers, Effortstaken in Portland to reduce the problem of school leavers areconsistent with the school system's mission to help everychild to reach his or her full potential. The comprehensivehigh school is the primary vehicle for acheivIng this mission:(GC)

Descriptors :, Dropout Prevention; Dropout Programs;Elementary Secondary Education; High Risk Students; HighSchools; School Districts; School Holding Power; School Role

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Identifiers: Portland School District OR* ED274730 U0025106

DeOpoUt Prevention /Reduction Programs and Activities,Dade County Public' Schools, Miami, Fla.Dec 198522p,EDRS Price - MFOI/PC01 Plus PostageLanguage EnglishDocument Type: DIRECTORY (132); PROJECT DESCRIPTION (141)Geographic Source: U.S.; FloridaJournal Announcement: RIEFE887Seventeen activities or programs conducted in the Dade

County (Florida) public elementary and secondary schools inorder to reduce or prevent dropout are described in thisresource guide. The programs activities Include: (1) workshopsto develop school-based dropout prevention programs; (2)'Students Working Intelligently to Combat High EducationalDeficiencies (SWITCHED), a peer counseling program to improveattendance and academic achievement; (3) Project Trio,offering academic support services, a student support team andcareer oriented services; (4) efforts by each school'soccupational specialist to target potential dropouts; (5) theVocational Interdisciplinary Program (VIP) for high riskstudents; (6) "REPO,' an outreach program with a vocationalemphasis conducted in collaboration with local businesses; (7)the Truancy Prevention Project; (8) the Home InstructionProgram for Preschool Youngsters; (9) the School AlternativeVocational Education (SAVE) project; (10) Academy forCommunity Education, targeted toward potential delinquents;(11) Operation Turnaround, which alms to improve the learningenvironment and academic performance of inner city elementarystudents; (12) the Cuban National Planning Council, a serviceprovision program; (13) the Urban Studies Institute; (14) atraditional skills class for elementary students who havefailed to meet promotion standards; (15) Project Jump-Ahead, abasic skills program: (16) the Elementary AlternativeStrategy, which reduces class size of selected students; and(17) the Student at Risk Program (SARP), designed to provideintensive instruction, supervision and counseling services tohigh risk students. (GC)

Descriptors: Basic Skills; *Compensatory Education;Counseling Services; Delinquency Prevention; DropoutPrevention; Elementary Secondary Education; EnrichmentActivities; High Risk Students; Nontraditional Education;Remedial Programs; Vocational Education

Identifiers: Dade County Public Schools FL

ED274729 UCO25103Dropout Prevention and Recovery - -Phase II, (Analysis and

Proposal for Implementation for 1985-88 In the Los AngelesUnified School District.)

Los Angeles Unified School District, Calif:22 May 198573p.; For related documents, see U0 025 101-102,EDRS Price - MFOI/PC03 Plus Postage,Languages English

Document Type: PROJECT DESCRIPTION (141)Geographic Source U.S.: CaliforniaJournal Announcement, RIEFE887Following up on the work of a task force that studied the

dropout problem in the Los Angeles Unified School District anddeveloped recommendations for addressing that problem, thisreport describes current dropout prevention efforts andproposals for expansion and presents recommendations for newapproaches. Six major categories of programs are discussed:(1) elementary and secondary instructional interventionstrategies; (2) educational options and intervention programs(including counseling, tutoring and vocational guidance; (3)programs that focus on improving attendance: (4) Statelegislation aimed at reducing California's deopout problem;(5) a community awareness program in the Los Angeles UnifiedSchool District; and (6) business and community support, Asenior high school pilot program is also briefly described,and a summary Chart of representative programs and theirfunding implications is provided., Extensive appendicesinclude: "Effective Schools Program." a concept paper; adescription of model .:ooperative programs designed to expandeducational options for high school students; a memorandumregarding responsibilities of secondary schools forimplementing and operating a tutorial program; an outline ofthe Operation Stay-in-School Program; and a memo regardingproposed legislation (1985) for high risk youth. (GC)

Descriptors: Attendance: Dropout Prevention: DropoutPrograms; Elementary Secondary Education; High Schools;Intervention: *Program Implementation; State Legislation;Tutorial Programs

Identifiers: Los Angeles Unified School District CA

E0274728 UD025102A Study of Student Dropout in the Los Angeles Unified School

District.Los Angeles Unified School District, Calif.4 Feb 198550p.: For related documents. see UD 025 101-103,EDRS Price - MF01/PCO2 Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (143)Geographic Source: U.S.: CaliforniaJournal Announcement: RIEFE887This report presents results of an extensive study

undertaken to determine the factors contributing to the highdropout rate in the Los Angeles Unified School District, toreview options offered to students, and to makerecommendations for addressing the dropout problem. First, alist of the 27 people who formed the study committee isprovided. A brief background section then outlines the extentof the dropout problem in Los Angeles and in California: anattrition rate of 23 to 42 percent is estimated for the city'shigh schools. Next, methods employed by the current study.which drew from attrition data collected during the six-year

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period 1979-1984 from 50 senior high schools and fromstudents, staff, parents and adMinistrators, are outlined, Thebody of the report is divided Into seven sections covering thefollowing Information: (I) definitions of the terms 'dropout"and "early school leavers; (2) reasons for dropping out; (3)characteristics of potential dropouts, as described in theliterature: (4) descriptions of approximately a dozen currentefforts in the Los Angeles school district directed toward thedropout problem; (5) specific findings of the dropout study(highlighting such issues as ethnic, gender and geographicdifferences in dropout rates); (6) recommendations regardingdata collection needs as well as programatic changes thatwould help remedy he dropout problem in the district; and (7)budgets for implementing the recommended programs, Finally,tables ranking the districts' sch000ls by attrition rate areattached to the report, as is a bibliography, (GC)Descriptors: Dropout Characteristics; Dropout Prevention;

Dropout Programs; Dropouts; High Schools; School HoldingPower; Surveys

Identifiers: Los Angeles Unified School District CA

E0274727 00025101Los los Unified School District Dropout Prevention and

Recover:nf:PR) Program.Los Angeles Unified School District, Calif.Apr 198829p.; For related documents, see UD 025 102-103.EDRS Price - MFOI/PCO2 Plus Postage,Language: EnglishDocument Typef PROJECT DESCRIPTION (141)Geographic Source: U.S.; CaliforniaJournal Announcement: RIEFEB87This report discusses the situation--a 43 percent attrition

rate in public schools -- leading to the formation of theDropout Prevention and Recovery (OPR) program, implemented inthe Los Angeles Unified School District in January 1985, anddescribes activities undertaken as part of the pilot program.The main body of the report, presented in question and answerform, addresses the following issues: needs assessment andidentification of target audience; extent of the dropoutproblem; resources available to implement a dropout program;program objectives; demographic characteristics of thecommunity being served; program elements; financial andprogramatic collaboration and administrative and outreachstrategies; evaluation strategies; and plans for the program'sinstitutionalization. The remainder of the report consists ofa series of attachments, the first of which describes ingreater detail the 1985-88 program, which represents thebeginning of a long-term effort involving schools, communityagencies. business and industry, The program's design,targeted schools, and the data collection system are discussedhere. Attachment 3 outlines selection criteria of the 24elementary, junior high and high schools in which the programwas piloted, briefly describes staffing, funding,public/private collaboration and evaluation, and provides adescription of the program at the (lethal! Junior High School.

103701

The other two attachments consist of a list of pilot schoolsand their financial allocations and a profile of theAchievement Council, a statewide public interest organizationaimed at increasing academic achievement among minority andlow income students in California schools and colleges. (GC)Descriptors Cooperative Programs; Demonstration Programs;

Dropout Prevention; Dropout Programs; Dropouts; ElementarySecondary Education; Program Implementation; School BusinessRelationship; School Community Relationship; School HoldingPower

Identifiers f Los Angeles Unified School District CA

E0274446 P5016070Towards Universalization of Primary Education in Asia and

the Pacific: Regional Overview,United Nations Educational, Scientific, and Cultural

Organization, Bangkok (Thailand) Regional Office forEducation in Asia and the Pacific.

198517p.f In: "Towards Universalization of Primary Education in

Asia and the Pacific:. Country Studies "; see PS 016 069Available from UNIPUB. 10033/F. Martin Luther King Jr.

Highway, Lanham, MD 20706-4391 (Complete volume 552 50 in U.S.funds).

MRS Price - MFOI Plus Postage, PC Not Available from EDRS.Languacef EnglishDocument Type f POSITION PAPER (120)Geographic Source ThailandJournal Announcement: RIEFEB87Government: InternationalNoting that more than 60 million eligible school-aged Asian

children are not enrolled in elementary school, this overviewof educational provision in the Asian and Pacific regionbriefly discusses 10 topics. These are (1) the number ofchildren not being educated in Ow, region; (2)universalization of primary education; (3) three dimensions ofuniversal primary education; (4) target populations, such asgirls, tribes, and other disadvantaged groups, speciallanguage groups, and handicapped children; (5) retention inschool; (6) school achievement; (7) curriculum renewal; (8)new approaches to teacher preparation; (9) new stru-tures forplanning and management; and (10) forms of education designedto complement the conventional elementary school. (RH)Descriptors: Dropouts; Educational Change; Educational

Innovation; Elementary Education; Equal Education: ForeignCountries; School Administration; eacher EducationIdentifiers: Asia; Pacific Region

E0274093 EA0188L7A Blueprint for Success. Operation Rescue.National Foundation for the Improvement of Education,

Washington, O.C.1986

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82p.; Alternate cover title:. Principles for DropoutPrevent ion.

Available from: Publication Sales, 'A Blueprint forSuccess," National Foundation for the Improvement ofEducation. P.O. .Box 509, West Haven, CT 06516 (Stock No.A701-00337: $3.50 plus 5.75 handling: quantity discounts)EDRS Price - MFO1 Plus Postage, PC Not Available from EDRS,Language: EnglishDocument Type: POSITION PAPER (120); EVALUATIVE REPORT (142)Clographic Source: U.S.; District of ColumbiaJournal Announcement: RIEFE697Target Audience: Practitioners: Parents; CommunityA set of principles that focus on issues concerning

implementation of a successful dropout prevention program Ispresented by consortium of national educationalorganizations. The key elements of this 'blueprint" considerlocal adaptations and effective results among variousprograms. The booklet discusses seven principles for dropoutprevention, applies the blueprint for building a program.gives scenario of a restructured school. presents lettersfrom national organizations collaborating for dropoutprevention, and lists local school collaborators and programsfor information exchange. The seven principles for dropoutprevention are the followinW (1) 'Believing the impossiblepossible" refers to the need for clear vision shout goals;(2) "Restoring human-centered base' suggests that close andworkable relationships be formed with students, parents. andcommunity; (3) 'Interactive intersections' refers tocollaborative mechanisms, planning, and provision ofcollaborative services; (4) `The only axis' means thateducation should be student-centered, Including personalizedprograms and instruction: (5) 'Local traffic only" recommendsthat decision making should occur closest to the action--atthe school building level: (6) 'Empowering all to help'suggests that training should be implemented for both schooland community; and (7) "Mine and ours' demonstrates thatempowerment of collaborators and students results from senseof ownership of their dropout prevention program. (CJH)Descriptors: Cooperative Planning; Cooperative Programs;

Dropout Prevention: Dropout Programs; Dropouts; ElementarySecondary Education; Participative Decision Making; ProgramImplementation; School Community Relationship; StudentDevelopment; Student Improvement

ED274071 EA018632The Association of Dropout Rates with Student Attributes,Schulz, E., Matthew; And OthersApr 198817p.: Paper presented at the Annual Meeting of the American

Educational Research Association (67th, San Francisco, CA,April 16-20, 1986).EDRS Price - MFOI/PC01 Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)Geographic Source: U.S.: IllinoisJournal Announcement: RIEFF887

Over 75 percent of the students enrolling as freshmen inChicago's public high schools during 1978, 1979, and 1980 madeup the sample for a study of the student characteristics thataffected dropout rates The characteristics assessed werereading achievement (as indicated by eighth-grade standardizedtest scores), age at enrollment In high school, sex, and race,as well as interactions among these variables. Loglinear andmultiple regression analyses were used. Reading achievement,high school entry age, and their interactions accounted for 80percent of the variation In dropout rates. The other 20percent of the variation was accounted for by race and gender,High dropout rates among Hispanics and Blacks can beattributed to low reading achievement and the effects of beingoverage. When reading achievement and age are controlled for.Whites appear as likely to drop out as Blacks or Hispanics.Retention of students In primary grades appears to increasethe dropout rate:: the rate for overage students Is 13percentage points higher than that for normal-age studentswith identical reading scores, Dropout prevention policiesshould focus on raising reading scores and keeping students'ages at entry down. Studies to Identify additional alterablevariables should also be conducted. (PG0)Descriptors: Age Grade Placement; Dropout Rate; G.scio

Repetition; Predictor Variables; Reading Achievement:Secondary Education; Student Characteristics

Identifiers:: Chicago Public Schools IL

ED273738 U0125142Cleveland Public Schools Dropout Programs Annual Report.

1984-66.Cleveland Public Schools, OhioJul 1986lip.

EDRS Price - MFOI/PCO; Plus Postage.Language EnglishDocument Type:: PROJECT DESCRIPTION (1411; STATISTICAL

MATERIAL (110)Geographic Source U.S.; OhioJournal Announcement, RIEJAN87This paper provides information on dropouts ar-i dropout

prevention In Cleveland public schools. It is divided intofive sections, which provide, respectively, 'I) briefdescriptions of nine prevention programs; (2) an operationaldefinition of dropouts; (3) 1984-85 dropout data (by cohortsurvival in Grades 9, 10, II, and 12, at the city level with adistrict summary; (4) program evaluation abstracts of theUpward Reach project and the Internal Suspension RoomProject); and (5) names and addresses of two contact persons.(101)

Descriptors :; Dropout Prevention; *Dropout Programs;Dropout Rate; High Schools; Urban Education

Identifiers: Cleveland Public Schools OH; Ohio (Cleveland)

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E0273737 000251315Wemerk's Dropouts: Who Are They?Azumi. Jinn: Gourgey, AnnetteNewark Board of Education, N.J.Apr 198526p.EORS Price - MF01/PCO2 Plus Postage.Language:, EnglishDocument Type PROJECT DESCRIPTION (141): STATISTICAL

MATERIAL (110)Geographic Source: U.S.; New JerseyJournal Announcement: RIEJAN87This paper provides information about Newark (New Jersey)

high school students who have officially dropped out ofschool. The report is divided into four sections. The firstsection is overview of the dropout rate of two cohorts ofstudents: freshmen In 1979-80, and freshmen in 1980-81. Thesecond section includes 1984-85 data, based on monthly reportssubmitted by high school guidance departments, on dropouts'age, sex, ethnicity, reason for leaving school, and currentstatus. The third section analyzes patterns and reasons fordropping out in small sample of 1984-85 dropouts, It drawson findings from an in-depth study of the dropouts' cumulativerecords and focuses on achlevimsent, absentosism, retention,and teachers' comments. Finally. the fourth section presents1984 comprehensive tests of basic skills (CTBS) scores ofthose students scoring In the bottom quartile, the populationconsidered most likely to drop out. In summary. It is saidthat dropouts usually show problems at a relatively early age.

Intervention efforts--such as remedialassistance--should be offered eai! Y. 1,efore students find ittoo difficult to catch up., An appendix describes four modeldropout intervention programs, (101)Descriptors: Academic Achievement; Dropout CharacteristicsDropout Prevention; Dropout Rate; Dropouts; Educational

Environment; High Schools: Potential Dropouts; School HoldingPower; Urban Education

Identifiers: Newark School System NJ; New Jerser (Newark)

E0273720 00025091A Study of the Identification. Monitoring and Tracking of

Potential High School Student Dropouts for the New York CityBoard of Education.; Executive Summery. Final Report.Dec 1985152p.; Document contains some light type; best available

copy,Sponsoring Agency: New York Alliance for the Public Schools,

New York. NY.:EORS Price - NfOl/PC07 Plus Postage.Language:: EnglishDocument Type: RESEARCH REPORT (143); EVALUATIVE REPORT

(142)Geographic Source: U.S.; New YorkJournal Announcement RIEJAN87This study evaluates the process and procedures of the New

York City Board of Education in the definition,

identification, tracking, and monitoring of stuftnt dropoutsin selected N20 York City high schools. The full report isorganized in three parts. Pert One provides a summary of dataobtained (through observations and interviews) from visits to11 comprehensive high schools In the five boroughs, Part Twoexamines comparative studies of schools with high and lowdropout rates In three boroughs. Part Three compares dropoutdefinitions and the procedures for monitoring dropout rates inNew York City and five other large metropolitan schooldistricts. An addendum summarizes the findings of acomprehensive survey of all of the public high schools In theNew York City system. Recommendations are grouped into thefollowing categories: (I) attendance procedures; (2)admissions and discharges; (3) absences, truancy andsuspensions; (4) automated or manual student accountingsystem; (5) identification of at-risk students: (6)comparisons across six city school districts (7) general,Recommendations include: (1) impolmenting a uniformcomputerized attendance system: (2) improving communicationbetween high schools and the Office of Student InformationServices to minimize errors in students enrollment, absence,and dropout data; (3) providing extra support to schools withhigh dropout rates: and (4) standardizing the method ofidontirving dropouts.: (ETS)Descriptors: Attendance Records; Automation; Dropouts:

Enrollment; High Schools: High School Students:Nontraditional Education: Public Schools; llecordltamping;School Administration; Student Records: Truancy

Identifiers: New York (New York)

E0273712 U0025081Reducing the High School Dropout Rate in California: Why We

Should and How We Nay.Stern, David; And OthersCalifornia Univ., Berkeley. Inst, of Governmental Studies.1986119p.

EORS Price - 14101/PC05 Plus Postage.Language: EnglishDocument Typo: RESEARCH REPORT (143)Geographic Source U.S. CaliforniaJournal Announcements RIEJAN87This report on the high proportion (25 percent) of

California high school students who drop out is divided intofive major sections. The first discusses the historical shI isin reform efforts to address, alternately. "relevance" and'excellence." It finds that high school students are now morebored and apathetic than committed to excellence, but theystay in echo& for instrumental reasons: to get better jobs,to get into college. etc. The second section focuses onstudents' reasons for withdrawing from school, commoncharacteristics of dropouts. and the consequences of droppingout. School attitude is the major reason cited for leavingschool, and students most likely to drop out are: Hispanic and

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black. from families with low Socioeconomic status or wherethe father is absent. and often from families who havefregNently moved from one school to another. Nigh schooldropouts are far less likely than graduates to attendpostsecondary school or to be employed. The third sectiondescribes several programs offered by California schooldistricts which have some expectation of influencing thedecisions of youth to stay in school. These includecontinuatlOn high schools. work experience programs. andindependent study programs. The fourth Section analyzes surveydata to assess the effects of retention programs in students'decisions. The final section summarizes conclusions and offersrecommendations which emphasize giving students choice ofcommitments that demand fictive involvement and effort. Afive-page reference list concludes the document. (KN)Descriptors: Dropout Characteristics; Dropout Prevention;

Dropout Programs; Dropout Rate; Employment Opportunities:High Schools: Program Effectiveness; 'School Holding Power:Student Attitudes; Student School Relationship

Identifiers: California

ED273710 00025079We Have a Choice:

Schools. A ReportIllinois AttorneyKyle. Charles L.:Di Paul Univ.,

Hispanics.Nor 1966154p,Sponsoring Agency: Chicago Board of Education. Ill.:

Illinois Stet! Office of the Attorney General, Springfield.Available from: Chicago Area Studies Center. De Paul

University. 2323 N. Seminary Ave.. Chicago. IL 60614 ($15.00).(ORS Price - MFOI/PC07 Plus Postage.Language: EnglishDocument Type RESEARCH REPORT (143); TEST. QUESTIONNAIRE

(160)Geographic Source: U.S.; IllinoisJournal Announcement: RIEJAN67This report presents finding' from a study of dropouts and

students at risk in Chicago public schools. It is divided intofive major chapters. C.pter 1 describes the study's groupingof Chicago high schools into four "typee: selective academic:"elective vocational: non-selective integrated: andnon-selective segregated A racial-ethnic breakdown ofenrollment in each of the four types of schools is given forthe freshman classes of 1978. 1979. and 1980. Chapter 2presents dropout statistics for those classes, broken down bytype of school and variety of different characteristics.Including race/ethnicity; gender; race/gender; age:performance on minimum competency tests: reading andmathematics achievement in Grade 6 and as entering freshmen:and grade level at time of dropping out. Chapter 3 providesresults of a survey of all public high school principals whichcontained twenty questions ranging from asking principals to

Students at Risk of Leaving Chicago Publicto the Chicago Board of Education and the

Oeneval.And OthersChicago. IL, Center for Research on

identify the major forces that contribute to student droppingout to seeking their advice about how to solve the dropoutproblem. Chapter 4 examines Chicago's dropout rat) andeconomic future in comparison with other major cities.Finally. Chapter 5 presents an annotated bibliography ofdropout-related research.. An appendix presents responses fromthe high school princip: survey. (KM)Descriptors: Academic Achievement: *Dropout Characteristics;

Dropout Preventionf Dropout Rate; Economic Factors;Educational Environment: Ethnicity; Family Characteristics;Nigh Schools; Race; Urban Education

Identifiers: Chicago Public Schools II.

E0273709 00025078Private Alternative School Programs in the Portland Public

Schools, 191111-89 Evaluation Report.Yogi, KanPortland Public Schools. OR. Research and Evaluation Deptmfr 198642p.; Por the 1984-85 report, see UD 025 077: for the

1982-63 report, see ED 236 801.EORS Price - MFOI/PCO2 Plus Postage,language: EnglishDocument Type: EVALUATIVE REPORT (142)Geographic Source: U.S.; OregonJournal Announcement: RIEJAN87This report evaluates four off-campus private alternative

schools in Portland. Oregon, serving students mainly of highschool age and supported by the Portland Public Schools. Thestudents are largely dropouts or on the verge of dropping out;many are referred from other schools and law enforcementagencies. Since 1966. the Albino Youth Opportunity School(AYOS) has continued to serve almost as many students as ithas in the past. AYOS seeks to modify behavior so as to enablestudents to return to regular schools or obtain othersatisfactory placement, The Lents Education Center 1LEC),begun in 1974, has raised its expectations of studentresponsibility and increased efforts to impact non-acaoemicproblems affecting student success in school, A lack ofresources. however, limits LEC's ability to respond moreeffectively to non-school related problems. Open Meadowlearning Center (00M.C), established in 1971, has evolved intoa more experiential 'either than highly academic learningcenter. It appears to be successful in extending the educationof nearly all who enroll there. The Portland OpportunitiesIndustralization Center (POIC) has been serving populationof adults. predominantly in their early twenties, since 1968.It began serving younger. high school ago students as well inJanuary 1983. Enrollment appears to remain fairly high andachievement data tend to show fairly good success. (EIS)

Descriptors: Adult Students; Attendance Patterns; DropoutPrevention; Dropouts; High Schools; Nigh School Students;Nontraditional Education: Private Schools; School HoldingPower; Student Needs; Student Placement; Teaching Methods

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Identifiers: Portland School District ORE0273708 00025077Private Alternative School Programs in the Portland Public

Schools. 1884-88 Evaluation Report.Yegi. KanPortland Public Schools, OR., Research and Evaluation Dept.Mar 198553p.; For the 1985-86 report. see UO 025 078; for the

1982-83 -sport. see ED 236 801:EDRS Price - MFOI/PC03 Plus Postage.Language: EnglishDocument Type: EVALUATIVE REPORT (142)Geographic Source: U.S.; OregonJournal Announcement: RIEJAN87This report evaluates four off-campus private alternative

schools in Portland. Oregon, serving students mainly of highschool age and supported by the Portland Public Schools, Thestudents are largely dropouts or on the verge of dropping out;many are referred from other schools and law enforcementagencies. Since 1966. the Albino Youth Opportunity School(AYOS) basic educational program has remained relativelyunchanged. Nearly all instruction is individualized--much ofit is remedial. AYOS continues to serve potential dropouts andstudents who have been expelled or suspended. The LentsEducation Center (LEC), begun in 1974, has raised itsexpectations of student responsibility and increased effortsto impact non-academic problems affecting student success inschool, A lack of resources (including staff), however, limitsLEC's ability to respond more effectively to non-schooirelated problems. Open Meadow Learning Center (OPLC),established in 1971, has evolved into a more experientialrather than highly academic learning center. It appears to besuccessful in extending the education of nearly all who enrollthere. The Portland Opportunities Industrialization Center(POIC) has been serving a population of adults, predominantlyin their early twenties, since 1968. It began serving younger,high school age students as well in January 1983. The Centerappears to be having good success with students in obtainingGeneral Educational Development certificates and re-enteringhigh school. (ETS)Descriptors: Adult Students; Attendance Patterns; Dropout

Prevention; Dropouts; High Schools; High School Students;Nontraditional Education: Private Schools;' School HoldingPower; Student Needs; Student Placement; Teaching Methods

Identifiers Portland School District OR

ED273678 TM860534Ninth Grade Course Enrollment and Dropping Out.Doss, David A.,Austin Independent School District. lex, Office of Research

and Evaluation.Apr 1986

54 11P.; Paper p^esented at the Annual Meeting of the AmericanEducational Research Association (67th, San Francisco, CA,Apr11 16-20, 1986).Report No.: AISO-ORE-85.48

EDRS Price MF01/PC01 Plus Postage.Language, EnglishDocument Type: CONFERENCE PAPER (150); RESEARCH REPORT (143)Geographic Source: U.S.; TexasJournal Announcement: RIEJAN87Target Audience: ResearchersAn informal study was conducted of the courses selected by

ninth grade students who later dropped out of high schoolLongitudinal data were available for high school students inthe Austin (Texas) Independent School District, from 1978-79to 1982-83.: The courses selected by high-risk students inninth grade, including extracurricular activities such as bandand sports, were examined for a relationship to dropping out,Discriminant analysis was used, classifying students accordingto grade point average, sex, ethnicity, and invoivement inserious disciplinary incidents. Those with the greatest riskof dropping out were identified. Courses were divided intothree categories: above average, average, or below average inholding power. Classes with above average holding powerincluded Spanish, introductory algebra, world history, dance,photography, biology, drawing and painting, and varsitysports, Courses with below average holding power includeddrama. Spanish for native speakers, fundamentals ofm4thematics, field sports, and electronics. It was noted thathigh risk students enrolling for band remained at higher riskthan those who participated in varsity sports. Oue to theinformal nature of this study, it is suggested thatconclusions should be drawn cautiously. (GOC)Descriptors: Athletics; Discriminant Analysis; Dropout

Characteristics; Dropouts:- Extracurricular Activities; Grade9; High Risk Students; High Schools; Longitudinal Studies;Potential Dropouts: Predictor Variables; School Holding Power

Identifiers, Austin Independent School District TX; CourseSelection (Students)

ED273633 SP028050An Investigative Analysis of High Dropout Rates in Louisiana

Schools,Duhon, Rose M.; Mouton, AlfreadMcNeese State Coll,, Lake Charles, La[198523p.EDRS Price - MFO1 /PCO1 Plus Postage.Language, EnglishDocument Type: RESEARCH REPORT (143); TEST, QUESIIONNAIRE

(160)Geographic Source: U.S ; LouisianaJournal Announcement: RIEJAN87This research project was conducted by McNeese State

University College of Education in the fall of 1985 to analyzethe problem of high school dropouts in Louisiana. Supervisorsof the 64 school parishes in the state's educational systemreceived a questionnaire and were asked to make copies andrandomly select at least ten high school dropout students in

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their respective parishes to complete the survey. Fifty-threeparishes participated, with a return of 261 questionnaires,The results of the study indicate an overwhelming need forteachers to develop an improved level of sensitivity towardstudents' emotional needs as well as academic needs, There isa need for the selucetiOnal system to prepare future teacherswith strategies to deal effectively with the dropout problemby providing information on the characteristics of high riskstudents. A copy of the questionnaire is appended and anitem-by-Item analyses of responses is presented. (JO)Descriptors: Dropout Characteristics; Dropout Prevention;

NP,'. Risk Students; High Schools; Nigh School Students:Psychological Needs; Student Motivation; Teacher Education

Identifiers: Louisiana

E0273570 5P026407Raising Standards and Reducing Dropout Rates: Implications

of Research for Recent Secondary School Reform Proposals.Hamilton, Stephen F.American Educational Research Association, Washingt, D.C,Nov 196432p.; Paper prepared for the American Educational Research

Association Project: Research Contributions for EducationalImprovement. For related documents, see ED 257 032, SP 026402-404, and SP 026 406-411,

Sponsoring Agency; National Mote of Education (ED).Washington. DC.Grant NIE-O-64 -0004EDRS Price - MFOI/PCO2 Plus Postage.Language: EnglishDocument Type: EVALUATIVE REPORT (142)Geographic Source: U.S.; New YorkJournal Announcement: RIEJAN67Charges that might reduce dropout rates as high school

graduation stamsards are raised are discussed, A review ofresearch on successful dropout prevention programs revealsfour common characteristics:; (1) they separate potentialdropouts from other students; (2) they have strong vocationalcomponents; (3) they utilize out-of-class learning: and (4)they are intensive in the sense of providing small group orindividualized instruction, having low student/teacher ratios,and offering more counseling than ordinary schools. A briefexamination of West German secondary schools, which emphasizethe "dual system" of apprenticeship combsned with part timevocational schooling, helps identify and elaborate upon issuesrelated to the first three characteristics. Whiledifferentiation among students may be a troubling practicebecause it can harm the achievements and self-evaluations ofstudents identified as slower than average, the probableconsequences of assignment to a lower group can be favorable.The practical, real life quality of vocational education ismore comfortable and effective for marginal students thanabstract academic education, Vocational education or manualtraining can serve as a vehicle for teaching academic andgeneral skills rather than specific competence for employment.The assumption found in recent secondary education reform

0037 13

proposals that the classroom is always the best environmentfor learning is not supported by research. Marginal studentswho have not been successful in classrooms need plannedopportunities to learn in other settings, (JO)

Descriptors: Academic Ability: *Academic Standards; 'DropoutPrevention; Dropout Programs: Nigh Risk StudentsIndividualized Instruction; Nontraditional Education;Secondary Education; Vocational Education

ED273566 5P026402Items for an Agenda. Educational Research and the Reports on

Excellence:Kaplan, George R.American Educational Research Association, Washington, O.C.Apr 196534p.: For commissioned papers summarized by this document,

set ED 257 032. SP 026 403 -404, and SP 026 406-411.Sponsoring Agency National Inst. of Education (ED).

Washington. DC,Grant No. t NIE-G-64-0004EDRS Price - MFOI/PCO2 Plus Postage.Language:: EnglishDocument Type:: REVIEW LITERATURE (070)Geographic Source: U.S.: District of ColumbiaJournal Announcement t RIEJAN87Target Audience t PolicymakersThe critical issue discussed in this document is the extent

to which changes now occurring in the field of education--instate laws, administrative actions, and educationalpractice--are informed by valid research and experiences.Questions are raised about the adequacy of the informationalbase of the main reports on excellence and reform, and therole of research in assisting policymakers and educators asthey carry out legislative mandates to improve the schools. Toexamine these issues, papers were commissioned fromauthorities in three fields: (I) improving teacher incentivesand the quality of teaching; (2) the case of dropouts as apossible mismatch between excellence and equity: and (3)teaching and learning higher-order thinking skills in theschools. This report summarizes the nine authors' assessmentsof the applicability of research in their specialities to thereports on reform and relevant actions around the country. Invarying degrees this paper demonstrates that the links betweenresearch, policy, and action in the reform movement have beenless than ideal, (JO)Descriptors t Dropout Prevention: Educational Change:

Educational Legislation; Educational Policy: ElementarySecondary Education; Equal Education; IntellectualDevelopment: Potential Dropouts: Teacher Effectiveness:Teaching (Occupation)

Identifiers t Excellence in Education

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ED272045 EA019792Increasing Student Attendance, NSSC Resource Paper.National School Safety Center, Sacramento, CA,Feb 198626p.Sponsoring Agency: Department of Justice. Washington. D.C.

Office of Juvenile Justice and Delinquency Prevention,Grant No.: 85-MU-CX-0003EDRS Price - MFOI/PCO2 Plus Postage.Language: EnglishDocument Type: NON-CLASSROOM MATERIAL (055)Geographic Source U.S.; CaliforniaJournal Announcement: RIEJAN87Target Audience Practitioners; Administrators; TeachersStrategies for preventing or responding to truancy and

dropping out of school are offered in this resource paper: Thedocument's first few pages draw on sZfitistics from around theUnited States to illustrate the magnitude of the problem interms of both its scope and its consequences. The paper thenturns to its major focus, strategies to Increase attendance.Addressing first the problem of truancy, actions to preventthe development of truant behavior are suggested. Strategiesfor intervening to prevent truancy from becoming habitual arepresented next, and then methods for coping with chronictruancy are offered, Four currently operating programs forresponding to truancy are described and contact persons named.The paper next considers strategies related to dropping out,beginning with strategies for prevention. Interventionstrategies are presented next, followed by methods for dealingwith chronic or permanent dropouts, Four dropout programs aredescribed and addresses for further Information provided, Thestrategies suggested involve the schools, the community, andlegal and judicial authorities, The activities includeorganizing a truancy prevention comm.ttee, having a clearlystated truancy policy, Improving communication, providingstudent counseling, offering special training for teachers andstaff, setting up alternative educational programs. and:ooperating with juvenile authorities, Useful publications andhelpful organizations are listed and reprints of recentarticles about the truancy problem are provided. (PG13)Descriptors: Attendance; Change Strategies: *Dropout

Prevention; *Dropout Programs; Intervention; School HoldingPower; Secondary Education; *Truancy

E0273043 EA018780Lower the Risk fir" "At Risk" Students:Greene, Brenda Z:National School Boards Association, Alexandria, VA.

Educational Policies Service,Updating School Board Policies, v17 n8 p1-3 Sep 1986 Sep

- 1986

58 5P=EDRS Price - MFOI/PCOI Pluc Postage,Language EnglishDocument Type REVIEW LITERATURE (070); PROJECT DESCRIPTION

(141); SERIAL (022)

Geographic Source:. U.S.; VirginiaJournal Announcement, R1EJAN87Nine distinct programs aimed at reducing the dropout rate

and bringing "at-risk" students back into the educationalmainstream are described in this publication. the documentfirst notes the social and economic costs to the nation oFstudents dropping out before completing high school. Thereport then describes changes in Wisconsin's attendance law;'an early intervention program initiated by the Norfolk(Virginia) Public Schools; the "Adopt-a-Student" program inLos Angeles Unified School District's Fremont High School:projects run by the Summer Training and Education Program(STEP) in Boston, Seattle. Portland (Oregon), San Diego.Fresno, and New York; an alternative high school program runby Newark (Ohio) High School; dropout recovery programsoperating in Los Angeles and Duval County. Florida; andfederal efforts through the Dropout Prevention and Reentry Actof 1986 and the uob Training Partnership Act. Successfulprograms appear to have low student-adult ratios, are offeredat sites away from regular programs, provide vocationaltraining, combine school with work, and provide such servicesas counseling, day care, and medical care. Questions thatschool boards can ask when assessing their own district'sdropout policies are provided: (PG0)

Descriptors:. *Dropout Prevention; *Dropout Programs;Dropouts; High Risk Students; High Schools; ProgramDescriptions: School Districts

E0272636 00025046Hispanic School Dropouts and Hispanic Student Performance on

the NEAP Tests. Closing the Gap.Michigan State Board of Education, Lansing.Jan 1986149p.EDRS Price - MFOI/PC06 Plus Postage.Languaga:. EnglishDocument Type:. RESEARCH REPORT (143)Geographic Source. U.S.; MichiganJournal Announcement, RIEDEC86Government:. StateThis report presents the findings and recommendations of an

in-depth study of the Hispanic youth and the dropout syndromein Michigan. Following an executive summary., the report isdivided into three major sections. The first section describesthe procedures, instruments, resources, findings, andconclusions of a statewide survey of Hispanic school dropouts,graduates, and parents which occurred in the 1981-82 schoolyear. The second section describes procedures and findings ofan analysis of Hispanic performance on Michigan EducationalAssessment Program (MEAP) tests. The third section synthesizesthe conclusions of the first two sections, combines them withthe principal findings extracted from a review of over 100related research studies, and recommends a series ofpreventive strategies. Major findings, of the study are that

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students may be led to drop out by a combination of factorsinvolving school environment, home-school relations, andstudent attitudes. Statewide, majority of Hispanic studentsachieved minimum acceptable levels of performance on the MEAP.Appended are a list of participating schools, questionnaires,and procedures. The student questionnaire, parentquestionnaire and cover letters from the Michigan StateDepartment of Education are provided in Spanish as well asEnglish. (KH)

Descriptor*: Academic Achievement; Achievement Tests;Cooperative Education: Dropout Characteristics: DropoutPrevention; High Schools: Hispanic Americans; Limited EnglishSpeaking: Student School RelationshipIdentifiers: MIchloan

* E0272343 RC015856High School Dropout in Appalachia: Problems and Palliatives,Cox, J. Lamarr: Spivey, RitaResearch Triangle Inst., Research Triangle Park, N.C.Apr 198622p.: For original study, see ED 264 992. Paper presented at

the Annual Meeting of the American Educational ResearchAssociation (San Francisco. CA, April 16-20, 1986).

EORS Price - MF01/PC01 Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)Geographic Source: U.S.: North CarolinaJournal Announcement: RIEDEC86Target Audience: ResearchersThis report describes methodology and results of a study to

determine the nature and extent of the high school dropoutproblem in the Appalachian region and to explorecharacteristics of existing programs dealing with dropoutproblems in the region. Data aggregation complicated by lackof standardization in reporting numbers of dropouts anddropout rates prompted the alternate approach of computing a"leavers* rate --the difference between number of pupilsenrolled at the 'beginning of graue 7 in 1977-78 and thenumbers completing grade 12 in 1985 84, Dropout rates for 39%of Appalachian counties were found to be more than 1.5 timesthe national average. Low economic status was found for 60% ofdropouts; poor academic achievement was the main reason fordropping out. No significant differences were found betweenrural and urban dropouts. Public school programs for dropoutproblems were found in 241 school districts and 11 LocalDevelopment Districts. Program descriptions identified seventypes of remediation: counseling, alternative, attib_dinal,work-related programs, tutorials, parental involvement, andattendance incentives, Detailed descriptions are provided ofnine dropout prevention projects and five technical assistanceprograms funded by the Appalachian Regional Commission. Atable compares dropout rates by state as computed by variousmethods. (LFL)

Descriptors:, Counseling Services: Dropout Characteristics;Dropout Prevention; Dropout Programs; Dropout Rate:Dropouts; High Schools; High School Students; Parent

Participation; Program Descriptions: Regional Programs;Rural Areas; Rural Education; School Business Relationship;School Community Programs; Statistical Analysis; TechnicalAssistance

Identifiers; Appalachia; Appalachian Regional Commission DC

*ED272342 RC015855A Harvest of El:Silty.Gayeff, Yvonne M.28 Mar 1986lip.; Paper presented at the Business. Industry, Counseling

and Education Conference (Miami, FLe March 28, 1986)EDRS Price - MFOI/PC01 Plus Postage.Language; EnglishDocument Type: GENERAL REPORT (140); CONFERENCE PAPER (150)Geographic Source: U.S.; GeorgiaJournal Announcement; RIEDEC86Educational equality for migrant youth has not been realized

in American society, By grade 10, 80-90% of migrant youth dropout of school, When migrants drop out, they are academically 1

to 2 years behind other students their age, They have limitedEnglish skills, poor self-concepts, few job skills, and nocareer plans. The National Association of State Directors ofMigrant Education made dropout prevention and retrieval toppriorities in the late 1970s and developed the Migrant DropoutYouth Program (MOYP) with the goal of increasing the number ofmigrant youth who resume school or vocational education and/orpursue education beyond the secondary level, MDYP servicesinclude counseling, career education, a newsletter, and atoll-free telephone number. Once migrant youth have madecareer decisions, they are linked with the most appropriateeducational or training program. Even with the expandingefforts of the MOYP, the needs of migrant youth remain largelyunmet., Educational and vocational training opportunities mustbe developed for them to provide the assistance they need toset and achieve career goals to become fully functioningcontributors to society. (MI)

Descriptors: Access to Education: Career Guidance;Disadvantaged; Dropout Prevention; Dropout Programs;Educational Opportunities; Equal Education; Futures (ofSociety); Migrant Education; Migrant Programs; Migrant Youth

Outreach Programs; Postsecondary Education; ProgramDescriptions; Secondary Education; Vocational Education

Identifiers:: Migrant Dropout Youth Program

E0271968 FL015828Assessment of Readiness for Primary French Immersion. Grades

Four and Five Follow-Up Assessment.Tritest Ronald L.; Moretti, PatriciaOntario Dept.of EdUcation, Toronto.1986

190p.; For grade one follow-up assessment, see ED 218 980Report No.:. ISBN-0-7729-1213-0

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Available from; Ontario Institute for Studies in Education.252 Moor Street West. Toronto, Ontario MSS 1V6,

EDRS Price - MFOI/PCOO Plus Postage,Language: EnglishDocument Type: RESEARCH REPORT (14:2)Geographic Sourct Canada: OntarioJournal Announcement: RIEDEC88Government; ForeignThis study reports the follow-up assessments of fourth- and

fifth-grade students who had participated in a Frenchimmersion program beginning in kindergarten, and of studentsIn the same grades who had not participated In Immersionprograms. The study was designed to assess the predictivevalidity of the early identification battery used forfour-year-olds and the follow-up kindergarten battery forfivo-yersr-olds, and to compare characteristics of the childrenwho had dropped out of the immersion program with those ofchildren who had remained In it as high or low achievers. Ofthe original 200 four-year-old kindergarten studentsparticipating in the study. 138 remained in 1982 and 119 in1983. most of whom were in the French immersion program ingrades four and five. Others were In one grade higher orlower. some in the English or intensive French program bytransfer or from the outset. and some in the bilingual programby transfer or from the outset. !stalled Information ispresented In bular form with narration on the children'senrollment an progress patterns, teachers' advice concerningenrollment in the programs, teacher ratings. academicdifficulties and special help. pruclems reported by teachersand parents, parent attitudes, acolevement levels, and thepredictive validity of early assessment variables, A 9-pagebibliography concludes the document. (MSE)

Descriptors; Academic Achievement; Academic Persistence:Dropout Characteristics; Dropout Research; Followup Studies:Foreign Countries; French; Grade 4; Grade 5; ImmersionPrograms; intermediate Grades; Kindergarten Children;Learning Readiness: Primary Education; Second LanguagePrograms; +Student Characteristics

Identifiers; Ontario

ED271837 EA018614On the Social Costs of Dropping Out of School.Catterall, James S,Stanford Univ., CA, Stanford Education Policy Inst.Dec 198530p.Report No,; SEPI-86-3Available from: Publication Sales, Stanford Education Policy

Institute. CERAS Building 4025. Stanford University, Stanford,CA 94305 (32.00).EDRS Price - MFOI Plus Postage.; PC Not Available from EDRS.Language :. EnglishDocument Type: REVIEW LITERATURE (070); RESEARCH REPORT

(143)Geographic Source: U.S.; CaliforniaJournal Announcement; RIEDEC86

008718

Target Audience; Researchers; PractitionersThis paper updates available evidence on the costs to

society associated with noncnmpletion of school by substantialnumbers of American youth, The only comparable treatment ofthis topic was published in 1972 by Henry M Levin. Thefindings of this earlier study are recast to account forcurrent earnings projections and price levels, and for currentpatterns of dropping out both nationally and In urban centers.The analysis includes women in the labor force.. Severalimportant qualifications regarding the cost perspectiveschosen are discussed, and their possibilities for costassessments are explored. A conclusion of this analysis isthat a conservaive appraisal of costs of dropping out yieldsestimates far in excess of the resources devoted to dropoutprevention. A discussion of why this imbalance persists 1,presented, focusing on inadequate action by schools andcommunities and lack of consensus on the issue. Four tablesand 14 endnotes are appended. (CM)Descriptors; Academic Ability; Cost Effectiveness: Dropout

Research; Economic Opportunities; Educational Change; EmployedWomen; Employment Projections; Expenditure per Student;Futures (of Society); Human Resources Labor Market; LaborUtilization; Prediction; School Community Relationship;School Holding Power; Secondary Education; Social Indicators

ED271677 CG019216Extended School Day Program Guide.North Carolina State Dept. of Public Instruction, Raleigh.

Div. of Support Programs,May 198643p.EDRS Price - MFOI /PCO2 Plus Postage,Language; EnglishDocument Type, NON-CLASSROOM MATERIAL (055); PROJECT

DESCRIPTION (141)Geographic Source; U.S.; North CarolinaJournal Announcement; RIEDEC86Government; StateTarget Audience; Administrators; PractitionersThis is a guide for the North Carolina Extended School Day

Program, an alternative education program which provides youthwith the opportunity to complete high school in an environmentconducive to meeting their needs.; the extended school dayprogram is an extension of the regular public school and is anintegral part of the comprehensive high school program.serving students who have dropped out and those who needadditional credit while still attending regular day school,Late afternoon and evening classes are provided to accommodatethe working student The administration section of the guidediscusses management of curriculum, budget, staff, support andservice programs, and facilities, Program offerings,instructional strategies. assessment, and resources arediscussed in the instructional program section. The section onsupport programs discusses outreach, in-school services, and

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community services. The appendices, which comprise one-half ofthe document, Include suggestions of effective practicescurrently In use by some of the state'. local ex'ended schoolday programs, (All)Descriptors: *Dropout Programs; Dropouts: Eveninzi ProgramsExtended School Day; High Schools; High School Students;

Nontraditional EducationIdentifiers:: North Carolina

E0271660 C0019199Promising Practices for High-Risk Youth in the Northwest

Region: Initial Search.Green. Karen Reed: Oskar, AndreaNorthwest Regional Educational Lab., Portland. OR. Education

and Work Program.1 Jun 198652p.Sponsoring Agency: Office of Educational Research and

Improvement (ED). Washington. D.C.EDRS Price - MFOI/PC03 Plus Postage,Language: EnglishDocument Type: EVALUATIVE REPORT (142)Geographic Source; U.S.; OregonJournal Announcement: RIEDEC86This is progress report for a project attempting to gather

and share Information about effective dropout preventionstrategies In action at the middle school and high schoollevels around the Northwest region of the United States.Introductory material reviews current views of the dropoutprobliia. recent reports which address the issue of high-riskyouth from a national per,lsectIve. and characteristics ofhigh-risk youth, The bulk of this report focuses onidentifying characteristics of effective practices for thispopulation of potential dropouts. A literature review showsthat there Is no widely accepted set of evaluation criteriafor judging the effectiveness of specific strategies, Thepaper discusses the work of Gary Wehlage and other researchersto reduce school attrition, state and city school districts'dropout prevention program characteristics, and regionalefforts, Also described are the findings from questionnairesent to administrators to identify successful programs theirschools have used with high-risk youth, The effective programsshare the following common characteristics. (I) a qualified,caring staff; (2) relevant, meaningful curriculum based onreal-life experiences and goals; (3) individualizedinstruction with low student/teacher ratio; and (4) thesupport and commitment of administrators, This list ofsuccessful program characteristics will be refined andincorporated into a checklist of strategies and relatedoutcomes that are common to programs serving at-risk youth. Abibliography and copy of the questionnaire are included, (ABL)Descriptors; Administrator Attitudes; Curriculum Design;

Dropout Prevention; Educational Methods; High Risk Students;High Schools; Middle Schools; Potential Dropouts; ProgramEffectiveness; Secondary Education; Staff Rr-le

Identifiers: United States (Northwest)

E0271656 C6019195School Dropouts: Everybody's Problem.Institute for Educational Leadership, Washington. 0 C198659p.

Sponsoring Agency: Carnegie corp. of New York, N.Y.Report No.d ISBN-0-937846-91-0Available from: Institute for Educational Leadership, Inc.,

1001 Connecticut Avenue, N.M., Suite 310, Washington, DC20036, ($5.00, postage and handling. 61.00)

EDRS Price - MFOI Plus Postage. PC Not Available from EDRS.Language: EnglishDocument Type: GENERAL REPORT (140)Geographic Source: U.S.; District of ColumbiaJournal Announcement: RIEDEC86Target Audience: Policymakers; CommunityThis document Is the result of an Institute for Educational

Leadership conference convened to brief Congressional staff ondropouts, dropout programs, and what information aboutdropouts merits consideration by policymakers. This report isintended to be a readable account of the dropout problemappropriate for the general public as well as forpolicymakers. An executive summary outlines the scope of thedropout problem and lists school-based initiatives thataddress the dropout problem. This report explores the issue ofschool dropouts and prevention, reviews the research, examinesmodel programs, studies ways schools can develop links withJob training pregrams, and considers other policy matters.Section 1 provides descriptive data about which stueents arelikely to me at risk. Section 2 examines problems incollecting accurate data on dropouts. Section 3 considers theroles played by the student's in-school experience, familyconditions, and work/economic factors in the student'sdecision to drop out. Section 4 discusses major demographicchanges that may make the dropout issue more significantproblem in the future, Section 5 examines the connectionbetween schooling and a dropout's decision to leave, Section 6looks at successful programs in dropout prevention and dropoutvocational guidance. Section 7 suggests policy ideas forfederal, state, and local agencies, and for higher education.Lists of resource materials and conference speakers areappended, (NB)Descriptors: Dropout Characteristics; Dropout Prevention;

Dropout Programs; Educational Environment; Educational Policy'High Risk Students; 'Potential Dropouts: Program

Effectiveness: School Activities; Secondary Education

*E0271529 00024979High School Attendance Improvement/Dropout Prevention

Program 11114-12$5, final Report. OEA Evaluation Report,New York City Board of Education. Brooklyn. Office of

Educational Assessment.198660p,

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Available fromf Office of Educational Assessment. New YorkCity Board of Education. 110 Livingston St.. Brooklyn, NY11201:FORS Price - MFOI/PC03 Plus Postage:Language: EnglishDocument Type EVALUATIVE REPORT (142)Geographic Source U.S.; New YorkJournal Announcement: RIENOV841The Attendance Improvement /Dropout Prevention (Al /OP)

Program Is an umbrella program serving high-risk students InNew York City's public schools., This report focuses on thehigh school Al/DP program, serving mainly ninth and tenthgrade students who met truancy and academic failure criteria.The three short-term program objectives werez (I) Improvedattendance over 1983-84 rates: (2) an Increased number ofcourses passed: and (3) Improved attitudes toward school, Thequantitative outcomes reveal that Overall, the attendance andachievement objectives were not met: attendance levelsremained about the same. while achievement levels declinedmoderately: Students participating In Project SOAR, the onlycomponent of Al /OP which provided Intensive academicreinstallation as well as supportive services. maintained theirhigh attendance and substantially Improved both their academicachievement and sttltudes toward school. Among the factorssignificantly affecting the program's equivocal findings werethe newness of the program; the diversity of goals andstudents: and the transition difficulties of ninth graders.,Recommendations Include: (I) more clearly defined,communicated, and monitored eligibility requirements: (2)clear and measurable objectives for each component: (3)possible expansion of components -filch offer an Integratedprogram of instruction, remediation and supportive services:and (4) follow-up services to students who no longer receiveprogram services: (ETS)

Descriptors: Academic Achievement: Attendance Records:Career Counseling; Dropouts: Extracurricular Activities: HighSchools: High School Students: W.-,ntors: School Attitudes:Staff Development: Truancy

Identifiers: New York (New York)

E 522 00024954ris High Scfiool, New Directions In Bilingualism. MS-BE

0 Evaluation Report.New York City Board of Education. Brooklyn. Office of

Educational Assessment,1986

50p.: For 1982-83 OEA Evaluation Report, see ED 247 334.Grant No,r 000-820-2847Available fromf Office of Educational Assessment, New York

City Bard of Education. 110 Livingston St.. Brooklyn, NY11201:EDRS Price - MFDI/PCO2 Plus Postage.Language: EnglishDocument Type: EVALUATIVE REPORT (142)Geographic Source: U.S.; New YorkJournal Announcemen1f RIENOV66

The hew Directions in Bilingualism project completed thefinal year of three-year basic program at Morris HighSchool. the Bronx, In June 1965, Major goals were enhancingstudents' self images, developing native language skills, andimproving English language proficiency to allow quickermainstreaming: The program served 227 recently immigrated. lowincome. Hispanic. ninth through twelfth graders with limitedEnglish proficiency (LEP). Most were from rural areas of theircountries of origin and their education In their nativelangauge tended to be limited. The program offered English as

second language (ESL). native languasek. and content-areainstruction, and nontraditional courses, such as the NewEnvironmental workshop. Support services included thecounseling and guidance department and staff developmentactivities.: Program objectives were assessed in English andnative language proficiency, achievement in mathematics.science, and social studies. and attendance and dropout rates.Objectives were met for English and native languageproficiency, attendance and dropout rates and passing rate forthe New Envir-y.:4ental Workshop. Recommendations inclucW (I)continuatlor of work to increase parental involvement: (2)involvement of paraprofessionals in professional meetings andconferences; (3) dIstutmination of the student group workshopmodel to other bilingual prograns: (4) dissemination of theNew Environmental workshop curriculum to other schools servingLEP students, and allcwIno students to contribute to thedevelopment of the workshop curriculum, (MICK)

Descriptors: Academic Achievement: Bilingual EducationPrograms: Dropout Prevention; Economically Disadvantaged:English (Second Language): High Schools: High School Students:Hispanic Americans: Immigrants: Multicultural Education:Native Language Instruction; Secondary School Curriculum

Identifiers: New York (Bronx)

00371$

ED271153 JC660:262Middle College: A Ten Year Study.Lieberman. JanetFeb 196625p.EDRS Price - mE01/1,001 Plus PostageLanguage: EnglishDocument Type: PROJECT DESCRIPTION (1411: STATISTICAL

MATERIAL (110)Geographic Source: U.S.: New YorkJournal Announcement: RIENOV86A 10-year profile is provided of Middle College High School

(MCHS). an alternative high school operating under the jointauspices of the New York City Board of Education and LaGuardiaCommunity College., The first sections of the report look atthe history and goals of MCHS, explaining that the school wascreated to reduce the dropout rate among high risk high schoolstL.dents, to improve students' self-concept, and to enhancecollege and career options by helping students reach theirfull potential, The next sections focus on MCHS's

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instructional programs, student characteristics, and theadmissions process which admits students from junior highschool or high school, Rates of retention and absenteeism ofMCHS students are contrasted with those of students from otheralternative schools and public high schools, and MCHS's careereducation component. which features trimester-long non-payinginternships once a year. is described. Next, the reportdescribes policies regarding college credit, outlinesplacement procedures and the positive features of the program,provides comparisons Jf the competency test scores of MCHSstudents and those of other alternative school and publicschool students, offers a profile of MCHS faculty, describesthe financial base for the program, and lists articulationbenefits. The final sections present research data on theprogress of the Class of 1984 from its admission in 1981.5-year statistics on graduation rates, percent of studentsaccepted by postsecondary institutions and RegentsScholarships awarded, and student responses to a 1985 folow-upsurvey. (EJV)

Descriptors College Attendance; College School CooperationCommunity Colleges; Cooperative Education; Dropout

Prevention; Followup Studies; High Risk Studrtts: HighSchools; Internship Programs; Nontraditional Education;Program Descriptions; Student Characteristics; Two YearColleges; Urban Education

IdentivIers City University of New York La Guardia CommC-111; Middle College High School NY

ED270680 CG019134The Effect of Intervention Programs on the Drop-out Rate of

Students at Lincoln High School in Stockton, California.Magyar, Linda F,5 May 198682o,: Requirements for Bachelor of Science degree,

University of San Francisco,EDRS Price - MF01 /PC04 Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (143): DISSERTATION (040)Geographic Source; U.S.; CaliforniaJournal Announcement: RIENOV86This document presents a study of the effectiveness of the

Job Training Partnership Act program Project STAY, designed toimpact the dropout problem in Stockton, California area highschools. A literature review discusses dropoutcharacteristics, schools that dropouts leave, employmentopportunities for the general population and for dropouts,personal consequences of dropping out, economic risk toCalifornia from dropouts, the cost of illiteracy, and the JobTraining Partnership Act. The methodology of the study isexpleined. Results are discussed in terms of demographics,grade point average and attendance correlation, overagecorrelation, competencies mastery, age/career maturitycorrelation, job placement percentage, academic creditdemographics, and a 1984-85 follow-up study, It is concludedthat the program failed to effect long-term dropout preventionbut was successful in teaching job readiness skills. The

appendices include students' training tests, statisticalresults of the study, and program descriptions. (A8L)Descriptors: Dropout Prevention; Dropout Programs; Dropout

Research; High Schools; High School Students; Intervention;Job Training; Program EffectivenessIdentifiers; Job Trainng Partnership Act 1982

ED270661 CG019114SR 913 and Tenth Grade Counseling: A Report on

Implementation.Swain, Carole L.Policy Analysis for California Education. Berkeley, CA.May 198521p,Report No, PACE-85-5-2AAvailable from; Policy Analysis for California Education

(PACE). 3659 Tolman Hall. School of Education, Berkeley, CA94720 ($2.00 /copy; 10% discount for 10 or more copies).

EDRS Price MFOI/PCOI Plus Postage.Language; EnglishDocument Type PROJECT DESCRIPTION (141)Geographic Source: U.S.; CaliforniaJournal Announcement: RIENOV86Students have needs for counseling assistance in the areas

of understanding themselves, relating to others, gettingthrough school, e:so planning for college or work. Guidanceprograms often *act to student problems rather than preventthem: California Senate 8111 813 provided $20 per tenth gradestudent to assure that each student would receive a review ofacademic progress and counseling related to educationaloptions in the hope that students would be better prepared forthe next step after high school: Typically, each student andhis or her parent had 30 minutes of counseling Counselingpriority was given to students at risk of dropping out.Students with college potential but who were not college boundwere of ter identified and were in need of concerted guidanceefforts. Although tenth grade is a valid check point to findout who will graduate and who will not, dropout-prone youthcould be 'Identified as early as sixth grade, Counselingmeasures need to be reinforced to maximize student potential,Schools did an admirable Job of seeing the majority ofstudents and available parents, Follow-up interviews ofstudents may yield data supporting the effectiveness of theprogram. (Appendices include a statistical report on a surveyof the results of the counseling services provided by S8 813and the text of the bill itself.) (ABL)

t.escriptors; Counseling Services; *Dropout Prevention;Dropouts; Grade 10: High Schools; High School Students:School Counseling; School Counselors; School Guidance; StateLegislation; Student Needs

Identifiers: California

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E0270851 00024957Seward Park High School Project CASES 1184-1985. OEA

Evaluation ReportNew York City Board of Education. Brooklyn. Office of

Educational Assessment.198866p.; For 1983-84 OEA Report, see ED 269 543.Grant No.,: MO-8:0-2143Available from: Office of Educational Assessment. New York

City. Board of Education. 110 Livingston St.. Brooklyn. NY11201.EORS Price MFO1 /PCO3 Plus Postage,Languages EnglishDocument Type: EVALUATIVE REPORT (142)Geographic Sourcef, U.S.; New YorkJournal Announcement: RIEOCT86Career Advancement through Bilingual Educational Skills

(Project CABES) completed the second year of 3-year fundingcycle at Seward Park High School on Manhattan's lower EastSide, Project CABES serves 233 recently immigrated.predominantly low-Income, ninth through twelfth grade.Hispanic students of limited English proficiency (LEP).Included in the career-oriented curriculum are courses ine mployability skills, typing and word processing, andbilingual career workshops, Content-area courses, taught inthe students' native language (Spanish). and intensive Englishas second language (ESL) courses comprise the othercurriculum components. Support services included counseling.peer tutoring. referrals to outside agencies, cultural ande xtracurricular programs, staff development and parentalInvolvement activities. Primary objectives are Increasedachievement In English and Spanish proficiency, mathematics,science, social studies. and career advancement subjects;Improved attendance; and lower dropout rates, Quantitativeanalysis indicates objectives were fully met for ESL. Spanishreading, career advancement courses, attendance 'And dropoutrates, but not for content-area courses, Secondary objectiveswere partially met for staff development and parentalinvolvement, Recommendations ask the school administration toincrease space allocation and project administrators toconsider alternatives to the current simultaneous translationmodel of bilingual Instruction, (MCK)Descriptors: Academic Achievement; Bilingual Education

Programs; Career Education; Dropout Prevention; EconomicallyDisadvantaged; English (Second Language); High Schools; HighSchool Students; Hispanic Americans; Native LanguageInstruction; Secondary School Curriculum; VocationalEducation

Identifiers: New York (Manhattan)

10270534 00024934

70 Drujs and Dropouts.Narcotics Abuse andSession.Congress of the U.S..

on Narcotics Abuse and

A Report of the Select Committee onControl, Ninety-Ninth Congress, Second

Washington, DC. House Select CommitteeControl.

198643pReport No. SNAC-99-2-2EDRS Price - MFOi /PCO2 Plus Postage.Language, EnglishDocument Type, LEGAL MATERIAL (0901: PROJECT DESCRIPTION

(141)Geographic Source: U.S.; District of ColumbiaJournal Announcement. RIEDCT86Government: FederalThis report summarizes findings and recommendations of

hearings on the relationship between 3dolescent drug use anddropping out of school. Witnesses discussed the nature,dimensions and severity of the problem. State and localinitiatives being taken to respond to the problem, andrecommendations for Federal action to support and facilitateState and local efforts to deal with the problem. Following anexecutive summary and general introduction, the report isdivided into five sections, which provide respectively: (I) asummary of statements made at the hearing; (2) an overview ofrelevant social science literature; (3) descriptions of Stateand local programming on drug abuse; (4) discussion of theFederal role; and (5) hearing recommendations. The majorconclusion of the hearing was that a relationship does existbetween drug abuse and dropping out, especially among minoritystudents, but no causal relationship could be determined,Special education and dropout prevention efforts are needed,and it is recommended that such efforts should do more thansimply provide information, They must also address otherproblems associated with drugs and dropping out, such as gangsand teenage pregnancy. Federal action is seen as essential,and national initiatives are needed in several areasfinancial support for State and local prevention and educationprograms; programs directed toward youths with special needs;and programs that encourage communities to address drugproblems, (104)

Descriptors: Dropout Prevention; Dropout Programs;Dropouts; Drug Abuse; Elementary Secondary Education;Federal Programs; Federal State Relationship; Government Role: Hearings; Minority Groups; State Programs; Urban YouthIdentifiers: Congress 99th

ED270521 00024918A Working Document on the Dropout Problem in Boston Public

Schools, May 1988.Boston Public Schools. MassMay 1986119p.EORS Price - MFOi /PCOS Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (143)Geographic Source: U.S.; MassachusettsJournal Announcement: RIEOCTR6This study concerns school dropouts in the Boston Public

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School system. It is divided into three sections which dealwith: (1) a review of research studies on the causes of schooldros.out; (2) statistical analysis of the Boston situation byrace and ethnic origin, gender, grade, and location; and (3) areview of prevention/intervention programs, such as socialSupport programs, remedial education programs. alternativeprograms, and work study programs. A final section providessuggestions for additional readings. Reasons why students dropout were identified as follows (I) poverty and lowersocio-economic status; (2) school failure; (3) earlypregnancy, lateness and truancy. delinquency, probation, andsuspensions: and (4) alienation from school. The data ispresented in the fern of graphs and charts with analysesaccompanying each exhibit. A bibliography is included. (CG)

Descriptors: Dropout Prevention; Dropout Programs;Dropouts; Early Parenthood; Elementary Secondary Education;Nontraditional Education; Poverty; Remedial Programs;Socioeconomic Status; Urban Schools; Work Study Progr :s

Identifiersz Massachusetts (Boston)

ED270282 Re015793Indian High School Dropout: A Perspective,Giles, Karen NolandWisconsin Univ., Milwaukee: Midwest National Origin

Desegregation Assistance Center.Oct 198533p.EDRS Price - MFOi /PCO2 Plus Postage.Language: EnglishDocument Type:; EVALUATIVE REPORT (142)Geographic Source: U.S.: WisconsinJournal Announcement: RIEOCT86Target Audience:, PractitionersA research study of American Indian high school students and

dropouts in the Milwaukee Public Schools explored culturalfactors which affect Indian students' decisions to remain inor drop out of urban, middle-class American schools.EnCulturation. 1.e, acquiuition of Indian culture, and itseffect on acculturation, 1.e, adopting traits of anotherculture, was investigated using Kluckhohn's theory of culturalvalue orientations variation. The origin and manifestation ofvalues and attitudes of Indian students concerning school wereexp"ored. Intensive interviews focussed on generalvalues/attitudes concerning peers. school curriculum,teachers. administration, and community; parental/familialinfluence; attitude toward dropping out: extent ofenculturation; and social commitment to school and community.Students assimilated into American middle-class valuesregarding man and nature, time orientation, and relations withothers were found to be more likely to finish high school thanthose enculturated into Native American values, Culturalperspectives of Native American students were examined as theyrelated to classroom situations. 4ecommendations for educatorsof Native American students included employing counselors andteachers knowledgeable about Indian culture, community, andparents; incorporating Indian cultural values into the

curriculum; and providing social/cultural outlets forstudents. References and recommended readings are appended.(LFL)Descriptors: Acculturation; American Indian Culture;

American Indian Education; American Indians; Cultural ContextCultural Differences; Cultural Influences; Culture ConflictDropout Research; Oropouts; High Schools; High School

Students; Qualitative Research; Student Attitudes, StudentCharacteristics; Values

Identifiers: Kluckholn Inventory; Wisconsin (Milwaukee)

E0269572 CE044275Effects of Schooling on Cognitive. Attitudinal, and

Behavioral Outcomes, Technical Report,Hotchkiss, LawrenceOhio State Univ.. Columbus. National Center for Research in

Vocational Education.1984166p.. A product of the School Effectiveness for

Employability Project,Sponsoring Agency:, National Inst. of Education (ED),

Washington. OC.Grant No..: NIE-G-83-0005-P-1EDRS Price MFOI/PC07 Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (143)Geographic Source: U.S.; OhioJournal Announcementf RIEDCTB6This report attempts to answer criticisms that have been

leveled against existing research on effective schooling Theresearch reported has three important features, (1) it isbased on a major national survey--High School and Beyond(HSB)--with longitudinal information on each respondent; (2)measures are not restricted to verbal and quantitative testscores; and (3) dynamic modeling with differential equationsis applied to guide the statistical analyses. Ten outcomes areexamined by the study, verbal test, quantitative test,, sciencetest, civics test, educationb! expectation. occupationalexpectation, self-esteem. locus of control, work values, anddeportment. Four relatively distinct studies are presented inthis report. The first examines differences among the 1,000schools in the HSB sample on the average level of all 10outcomes.. Having found in the first study that differentschools do produce differing levels on the 10 o tcomes, thesecond study investigates school characteristics that mayaccount for those differences, it finds that sector(private/public), school desegregation, and teacher laborrelations have little or no effect on the outcomes, whiledemographic composition. student context, and policy variableshave an important effect on test scores, career expectations,and/or self-esteem, The third study compares the effects ofdropping out of school on quantitative and verbal test scores.This study concludes that the last two years of high schoolare effective in bolstering verbal and quantitative skills of

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most students and that black youth suffer more from droppingout of school. The fourth study examines effects of curriculumtrack (academic versus nonacademic) on all 10 outcomes, andfinds that effects of trac1ting on all outcomes except workvalue* are strong, although less so when endogenous variablesare controlled. Recommendations based on the studies arepresented. (KC)Descriptors; Academic Achievement; Academic Aspiration;

Dropouts; Educational Improvement; Educational Practices;High Schools; High School Students; *InstitutionalCharacteristics; Models; Occupational Aspiration; Outcomes ofEducation: Research Methodology; Research Utilization; SchoolEffectiveness; Socioeconomic Background; StudentCharacteristics; Track System (Education); Values; VocationalEducation

Identifiers: High School and Beyond (NCES)

ED269538 UD024894Educational Triage and Dropout Rates.Hems, G. Alfred, Jr.; Greer, James L.Apr 198638p.: Paper based on a Study of Dropouts from The Chicago

Public Schools, funded by the Lloyd A. Fry Foundation.Prepared for the American Educational Research Association(San Franciscc, CA, April 1986),EDRS Price - MFOI/PCO2 Plus Postage.Language: EnglishDocument Types RESEARCH REPORT (143)Geographic Source: U.S.; IllinoisJournal Announcement; RIESEP86This paper traces the inordinately high dropout rate in the

Chicago public school system to a policy of educational triagein which the better prepared students are sent to moreselective high schools while less prepared udents arecongregated into schools with a more than 50% d.apout rate.Also examined are the effects of pre-high school graderetention. All newly enrolled ninth graders from the classesof 1982. 1983. 1984 were tracked by computer through a totalof over 100.000 student records. These record were trackedlongitudinally from the students' entrance to scnool to theirleaving and students were placed in various leavingcategories, Since the Chicago Public schools have used nearly30 different "leave codes." the study included areorganization of files to standardize leaving categories.. Itwas found that the schools with the lowest dropout rates arenever inner city, general purpose schools, while those withhigh rates have less challenging programs, few successful peerrole models, and fu,"ction as holding pens until students reachan age when they can legally drop out. The body of the reportIncludes extensive charts showing dropout rates and rank orderby school. (CG)

Descriptors: Dropout Rate; Dropout Research; Dropouts;'Equal Education; High Schools; Inner City: Racial Factors;School Holding Power; Urban Schools

Identifiers Illinois (Chicago)

ED269506 00024842The West Virginia Dropout Study 1984-85.West Virginia State Dept. of Education, CharlestonFeb 198649p.EDRS Price MFOI/PCO2 Plus Postage.Language: EnglishDocument Type:. STATISTICAL MATERIAL (1101: PROJECT

DESCRIPTION (141); RESEARCH REPORT (143)Geographic Source:, U.S.; West VirginiaJournal Announcement: RIESEP86Government:. StateThis study of dropout statistics in West Virginia in school

year 1984-85 presents the data in the form of graphs. Eachgraph is followed by a one sentence conclusion and a questionor questions abc...c the dropout problem. Topics and questionscovered are as follows'. (1) was the dropout involved inEducational Consolidation Improvement Act (ECIA) or non-EC1Aprograms;' (2) was the student enrolled in a program incompliance with P.L. 94-i42; (3) with whom is the dropoutliving; (4) the parents' work status: (5) the economic statusof the dropout's residence: (6) the parent's education level:(7) the month the dropout left school; (8) the age of thedropout; (9) has the student dropped out and returnedpreviously; (10) the grade level at exit; (11) what was theclass size; (12) the dropout's ranking in class; (i3) thedropout's scholastic ability; (14) the dropout's program ofstudy: (15) whether the dropout failed any courses at lastreport; (16) number of years retained; (17) the attendancepattern; (18) the disciplinary record; (19) participation, ifany, in extracurricular activities; (20) whose idea was it forthe student to leave school; (21) what special efforts weremade to retain student; (22) was there an exit interview; (23)were the parents contacted; (24) how did parents feel; (25)what reasons were given for leaving; (26) what reasons did theschool give for the student's leaving; (27) what were thestudent's employment plans: and (28) does the student havefuture educational plans. Appendices include percentages ofdropouts by county (1974-1985), some suggestions forprevntive measures, and an annotated list of youth programsarranged by county. (CG)

Descriptors:, Dropout Prevention; Dropout Rate; DropoutResearch; Dropouts; Educational Status Comparison: 'FamilyRole; High Schools; School Role

Identifiers: West Vi "glnia

ED269454 TM860304A New Kind of Dropout: The Effect of Minimum Competency

Testing on High Sch.aol Graduation In Texas,Archer, Edith L.; Dresden, Judith H.20 Apr 198619p.; Paper presented at the Annual Meeting of the American

'Educational Research Association (70th. San Francisco, CA,April 16-20. 1986),

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EDRS Price - MFOI/PC01 Plus Postage,Language: EnglishDocument Type: CONFERENCE PAPER (150); PROJECT DESCRIPTION

(141)Geographic Source: U.S.; TexasJournal Announcementf RIESEP86Target Audiences ResearchersStudents falling to master minimum competency tests are

categorized as dropouts in this description of the results ofand remediatIon efforts for the statewide Texas EducationalAssessment of Minimum Skills (TEAMS) Testing Program. TEAMSassesses minimum competency in basic skills at grades 1. 3. 5.7, 9 and 11-12 exit level. The first administration tested alleleventh graders (n191.556) in October 1965. Based on masteryof 70 percent of curricula obj*.:tives the required masterylevel was to correctly answer 36 of 72 math items and 45 of 72English language items, While 88 percent and 9i percent ofstudents mastered the math and English portions respectively.22,485 individuals failed In mathematics and 16.921 failed inEnglish. Among students at risk, 11.751 eligible eleventhgraders did not take the October tests. Prevention programsgenerally focused on basic skills remediatlon. Tenth graders.identified by previous test scores, were given individualachievement profiles and encouraged to attend a six-weeksummer program.. Community programs, media coverage andtutorial classes prepared students for the TEAMS. Districtwideefforts helped to keep low failure rate. Future studies willidentify remedition effects. (PN)Descriptors: Academic Failure; Basic Skills; Criterion

Referenced Tests; Dropout Prevention; Dropout Research;Dropouts: Elementary Secondary Education; GraduationRequirements; High School Graduates; Intervention; MinimumCompetency Testing; Minority Group Influences; PotentialDropouts: Remedial Programs; Socioeconomic Influences; StatePrograms; Test Results; Withdrawal (Education)

Identifiersf Texas Educational Assessment of Minimum Skills

ED268666 EA018408Preventing Dropouts. The Rest of ERIC on Educational

Menmgement, Number 83.ERIC Clearinghouse on Educational Management, Eugene, Oreg.May 19865p,Sponsoring Agency: Office of Educational Research and

Improvement (ED), Washington. OC.Contract Mateo 400-86-0003Available from: Publication Sales, ERIC Clearinghouse on

Educational Management, University of Oregon, 1787 AgateStreet. Eugene, OR 97403 (free).

EDRS Price - MFOI/PC01 Plus Postage,Language: EnglishDocument Type :? ERIC PRODUCT (071): BIBLIOGRAPHY (131)Geographic Sources U.S.; OregonJournal Announcement: RIESEP86Target Audience:. Administrators; PractitionersPreventing dropouts Is the main topic of the 12 publications

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reviewed in this annotated bibliography, A statisticalanalysis of dropouts in Portland. Oregon, revealed that thecorrelation by school was far greater than correlation byresidential area. In another study, approximately 155 droputswere questioned and most believed that the school system hadgiven up on them. Responses from 44 administrators ofexemplary vocational education programs gave the highestrating for dropout prevention to students' self-conceptdevelopment, Beck and Mule summarized the literature ondropouts and found the key factor to be the stodent'ssocioeconomic clans. Programs that work in preventing dropoutsare described :ro three publications. O'Connor studied 3effective dropout programa' and highlights 10 characteristicsof effective programs, emphasizing such points as identifyingpotential flJpouts earlier, and encouraging, rather thancoercing, students to participate in special programs. Wehlagepresents a set of guidelines for the marginal student, Mahoodsummarizes the zost to society of dropouts and recommendsinschool suspension for disruptive students. The Sarasonsreport 'xi an experiment in social skills training. Finally, areport wmmarizing the findings of a conference of high schooladministrators suggests that high school students be allowedthe option of spreading their education over a longer period.(MLF)Descriptors', Dropout Prevention: Dropout rrograms; Dropout

Research; Dropouts; Elementary Secondary Education;Interpersonal Competence; Literature Reviews; NontraditionalEducation; School Effectiveness; Socioeconomic Status

ED268444 CG019003From "Youth in Transition" to "Monitoring the Future": A

Tale of Two Longitudinal Studies of Youth in the UnitedStates.

Bachman, Jerald G.17 Apr mg13p.; Paper presented at the Annual Meeting of the American

Educational Research Association (70th, San Francisco, CA,April 16-20, 1986), Figures may be marginally reproducible dueto small print.

MRS Price - MFOI/PC01 Plus Postage.Languages EnglishDocument Type:: RESEARCH REPORT (143)f CONFERENCE PAPER (150)Geographic Source U S.; MichiganJournal Announcement:: RIESEP86Target Audience:: ResearchersThis paper uses a case history approach to present the

evolution of two longitudinal studies. Youth In Transition,which involved 8 years of data collection (1966-1974) andMonitoring the Future, for which data collection began In 1975and continues in the present. The Youth in Transition projectla described as a study of the causes and consequences ofdropping out of high school. Five key decisions about researchdesign made during the program planning phase are discussed,Expansions of the project over an 8-year period are explained.

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It is noted that the Youth in Transition study laid thegroundwork for the Monitorig the Future project and that thestudies share similarities in content and methodology.; Eightlessons which were loomed from the Youth in Transition studyand which affected plans for the Monitoring the Future projectare listed. The Monitoring the Future project is described asan attempt to extend many of the trend analyses from the firststudy, Funding. initial data collection from 15.000 seniors in125 high schools. and follow-up data collections are brieflypresented. It is noted that one important product of thisproject has been extensive descriptive reporting of drug uselevels and trends among high school seniors, A continuation ofLett collection, analysis, and reporting of these data isrecommended. especially since tne lengthening span of timemakes the analyses richer with each new year of datacollection, Del

Descriptors: Adolescents; Dropout Research; Drug Use:Followup Studies: High Schools; 'High School Seniors;'Longitudinal Studies; 'Research Design; Research Methodology;Trend Analysis; Young Adults

* E0268198 00024800A Generation Too Precious to Waste. An Investigative Report

Prepared by the Illinois State Task Force on Hispanic StudentDropouts. Submitted to the Illinois General Assembly.

Illinois State General Assembly. Springfield,Mar 198530p.EDRS Price - MFOI/PCO2 Plus Postage.Language; EnglishDocument Type' GENERAL REPORT (140)Geographic Source; U.S.; IllinoisJournal Announcement; RIEAUO86Government; StateThis report outlines the findings and recommendations of an

Illinois etste task force which investigated the pronlms ofHispanic student dropouts. Following an executive summary, thereport is divided into two sections which. respectively.describe findings and provide recommendations for twelveproblem areas; (1) inadequate definition of a dropout andinaccurate collection and reporting of date; (2) inadequatenumber of Hispanic guidance counselors and unrelated jobresponsibilities; (3) need for Hispanic role models; (4)parental participation; rights and responsibilities; (5) needfor staff development and training; (6) specialized programsand special education; misclassification and misplacement; (7)inadequate utilization of the Migrant Student Record TransferSystem; (8) need for employment and training programs; (9)need for extracurricular activities and remedial programs;(10) truancy and crime; (11) unenforced school disciplinepolicies; (12) inappropriate utilization of existing schoolresources and lack of teacher accountability. Three appendicesinclude the State Senate resolution which established the taskforce; a roster of task force members; and schedule of thepublic hearings and presenters. (KH)

Descriptors: Discipline; Dropout Prevention; Dropouts:

Elementary Secondary Education; Hispanic Americans; MigrantYouth: Potential Dropouts: School Counselors: SpecialEducation: Student Needs: Urban Youth: Vocational EducationIdentifiers; Illinois

E0267317 CG018897How Many Graduate? A Study of the Freshman Class of 1979 at

San Juan High School, Revised,Gallant, Steve; Housden, TheresaSan Juan Unified School District, Carmichael. CalifJon 198613p,

EDRS Price - MFOI/PC0i Plus Postage.Language; EnglishDocument Type; RESEARCH REPORT (143)Geographic Source; U.S.; CaliforniaJournal Announcement :; RIEAUG86The large number of dropouts estimated by the California

State Department of Education has caused concern foreducators, lawmakers. and the general public. 4 '985investigation of the graduation rate of the 1979 freshmanclass of San Juan High schrwil was conducted which also soughtto identify logistical problems with the collection oP dataneeded for determining the graduation rate: Dropout researchhas been complicated by lack of a uniform definition ofdropouts and uniform method of estimating the dropout rate,Attrition rates overlook details about where, when, and whystudents dropout. San Juan High School was chosen because itsstudent body composition resembled state averages inbackground and achievement and the school had a stablepopulation and educational programs. Records were checked todetermine which students who had entered as freshman did notgraduate with their class. Efforts were made to locate thesestudents and to determine their status. Logistical problems intracking the students included the variability of recordkeeping and transferring, student name changes, undocumentedaddress changes, and legal constraints on the release ofstudent information. The overall graduation rate was found tobe 76.9 percent although only 59.1 percent graduated from SanJuan High in January or June of 1983, Sixty-nine students whohad dropped out earned their diplomas or passed a proficiencytest at a later time, The actual dropout r.ete was 22.6percent. The freshman grade point averages of those who laterdropped out were lower than those who subsequently graduated.(A811Descriptors; Dropout Rate; Dropout Research; Grade Point

Average; High Schools; High School Students; ResearchProblems: Student Attrition

Identifiers; San Juan High School CA

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E0287316 CO018898Soosting Teachers' Self-Esteem: A Dropout Prevention

Strategy.Ruben, Ann Moliver(Mar 1986Ip.; Paper presented at the International Collaborative

Conference on Careers (Miami. FL, March 26-28, 1986).EORS Price MFOI/PC01 Plus Postage,Language: EnglishDocument Type:. PROJECT DESCRIPTION (141): CONFERENCE PAPER

(150)

Geographic Source: U.S.: FloridaJournal Announcement: RIEAUG86Good teachers leave teaching not because pay is low but

because of poor working conditions and too tittle recognition,Since students can be strongly affected by teachers. teacherswho fs. negatively about themselves can adversely affectstudents. A five-evening workshop was developed in DadeCounty. Florida to boost teachers' self-esteem and to have thepratiolpants experience trust, prizing. realness.Understanding, and frednis so that they could replicate thisenvironment for their a adents. Group exercises included enIntroduction to group rules, non-verbal communication.introducing your partner. giving yourself a positiveadjective, balloon experienCe, value auction, choosing threevalues, admiration ladder, and identifying negative/positivecommunication, Teachers implemented the self-esteem boostinge xercises in the classroom with reported success. Teachersreported that students enjoyed a more relaxed atmosphere andteachers themselves reported greater sensitivity to students'differences., Teachers' scores on a before-and-afterself-esteem questionnaire improved following the workshopsessions, (ABL)Descriptors: Attitude Change; Dropout Prevention;

Elementary Secondary Education; *Negative Attitudes;Professional Continuing Education; Self Esteem; *TeacherAttitudes: *Teacher Student Relationship; Teacher Workshops

ED26:200 UD024684'cool -to -Work Transition: Proceedings of the Conference of

' a University/Urban Schools National Task force (7th,w aehington, D.C., November' 1-2, IRIS).

Bossone, Richard M., Ed.; Pollshook, Irwin Ed.City Univ., of New York, N.Y. Graduate School and Univ.

Center.1966I30p.Available from: Dr. Richard Bossone. Graduate School of

CONY, 33 West 42 Street, New York, NY 10036 (55.00).:EDRS Price - MFOI/Pc06 Plus Postage.Language: EnglishDocument Type: CONFERENCE PROCEEDINGS (021); GENERAL REPORT

(140)

Geographic Source: U.S.; New YorkJournal Announcement: RIEJUN86The eleven papers presented at a 1985 conference on

school-to-work transition are collected in this volume. Thepapers focus on school - business partnerships. school programs,and community projects. Their titles (and authors) are: (1)"Investing In Our Children:. Business and the Public Schools"(Sol Hurwitz); (2) "From School to Work: Transition or Chasm?"(Gordon Berlin): (3) 'Corporate Role in Public Education"(Peter Goldberg): (4) "World of Work:. Youth OrientatIcn"(James N, Heston): (5) "Bridges and Partnerships:School-to-Work Transition" (William J. Cirone); (6)"Public/Private Collaboration In School-to-Work Programs"(Peggy Dulany): (7) "School-to-Work Transition: A Solution tothe Dropout Problem" (Nathan Quinones and Victor Herbert); (8)"Preparation for Police Work:. An Academic Model" (Mary DePlenoRothlain): (9) "School-to-Work Transition:. The Hidden Agenda"(R. C. Smith): (10) "School-to-Work: Lessons Learned inBaltimore" (Merlon W. Pines); (11) "School-to-Work P--ogramsResponse and Non-wesponse" (Frank J. Slobig) Opening remarks.by William J. Bennett, and closing remarks, by Edward J.Meade. Jr.. are also included. A preface to this collectionobserves that virtually all of the papers express concern fortha effectiveness of school-to-work programs and stress therelevance of basic skills and the Inculcation of qualitiesvital to productive employment. (M)Descriptors: Basic Skills: Career Education; Dropouts:

Educational Improvement; Education Work Relationship; HighSchools; School Business Relationship; *School Role; UrbanSchools; Vocational Education; Work Attitudes; YouthEmployment

Identifiers: Corporate Support; Maryland (Baltimore):*School to Work Transition

ED266005 RC015629The Educational Disadvantages of Junior High and High School

Migrant Students In Wisconsin. Part One of a SupplementarySecondary School Program for the Children of MigratoryAgricultural Workers in Wisconsin.,

Phillips, Kathleen R.198515p.: Paper presented at the Annual State Superintendents

Conference for Supervisors and Directors of Instruction(Madison. WI. 1985). For related document, see RC 015 428.LOPS Pice - Mf0i/PC01 Plus Postage.Language: EnglishDocument Type: POSITION PAPER (I20): CONFERENCE PAPER (150)Geographic Source: U.S.: WisconsinJournal Announcement: RIEJUN86Wisconsin junior and senior high schools enroll

approximately 500 children of migrant agricultural workerseach year, but performance data shows that in 1982-83 twelfthgrade service to migrant students was only 17% of the firstgrade figure. Problems which contribute to the high dropoutrate of junior and senior migrant students in Wisconsininclude lack of opportunity to participate in ext.acurricularactivities, low attendance, limited English proficiency, lack

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of parental invo'vement, lack of home envieanment conducive tostudy, feelings of insecurity, responsibilities for siblingcare, teenage pregnancies, early marriage, limited vocationalguidance and academic counseling, and 1sck of coordination ofclass schedules, course content, textbooks, and recordkeepingbetween Wisconsin and homebase schools. A map of the majormigrant streams is appended. (LFL)

Descriptors: Dropout Characteristics; Dropout Research;Dropouts: Educationally Disadvantaged: Educational Needs;Migrant Education: Migrant Problems: Migrant Youth;Secondary Education; Secondary School Students; StudentMobility; Student Needs; Student ProblemsIdentifiers: Wisconsin

* ED2C5430 CG018753Keeping Students in School, Dropout Data, Research, and

Programs,North Carolina State Dept, of Public Instruction, Raleigh.Jul 1985Gip.

EDRS Price - MF01/PC03 Plus Postage,Language :: EnglishDocument Type: STAT;STICAL MATERIAL (iiO): PROJECT

DESCRIPTION (141)Geographic Source U.S.; North CarolinaJournal Announcementf RIEJUN86Government: StateThis report, compiled by the North Carolina State Board of

Education's Office for Dropout Prevention, provides dropoutdata, reasons for students' dropping out of school, andapproaches for keeping students in school until successfulcompletion of their education. Facts and figures or dropoutrates of high school and the extended day school programservicing high risk students are presented in graphs andchar*s A summary of four research studies examining reasonsfor students' dropping out is given with material from thestudies themselves included, One of the studies describedconcludes that students most likely not to graduate arechildren of the poor and poorly educated; these children enterhigh school without firm direction and with low levels ofachievement and patterns of non-success early in their schoolcareers. Many dropouts, asserts another study, feelalienation. Specifi.; recommendations from the other twostudies are given which include identifying potential dropoutsat eto earlier age, and looking at attendance, retention,participation in extracurricular activities, how programchoices are made, and how grades are assigned to students(especially minorities) as possible avenues to reducing thedropout rates, A third section (which makes up half thedocument) describes promising approaches (primarily conductedin North Carolina counties) which contribute to dropoutprevention and illustrate the wide range of services andprograms needed to meet the various need, of individualstudents, (ABB)Descriptors:' academic Failure; Attendance; DropoutPr ventlen: Dropout Rate; 'High Risk Students: High Schools;

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High School Students; Motivation; Potential_ opouts; School(t

Guidance; Student Attrition; St ads; Withdrawal(Education)Identifiers. North Carolina

ED265291 CE043074Creation of an Alternative High School in the West Fargo

School District--An Analysis.Hagen, Gerald W.(198536p.

EDRS Price - MF01/PCO2 Plus Po*tage,Languagef EnglishDocument Type:. PROJECT DESCRIPTION (141)Geographic Source: U.S.; North DakotaJournal Announcement: RIEJUN86West Fargo Community High School (North Dakota) was

established to 1982 to provide alternative secondary educationto high school dropouts and students who would be unable tofunction successfully in the traditional high school setting.The school was set up to be a self-supporting institutionstaffed by three part-time instructors and one part-timeparaprofessional: its approach was a hybrid of traditionalclassroom-based instruction and individualized instructions.Upon entering the program, studeois develop an educationalprogram consisting of eight 1/2-credit courses that Bracompleted In a 4-week time block system. Time extensions aregranted for students who have been working at their fullcapacity; students judged not to have been working at capacitymust pay a S2 fee for a time extension. Despite school boarddisagreements resulting in separate diplomas for graduates ofthe district's traditional and alternative high schools anddelays in instruction caused by the fact that the alternativeschool was set up as a correspondence program, the West Farcs,Community High School is filling a definite need and has beensuccessful. The main problems still facing the school areinadequate funding ano c.intinued resistance to placing thealternative and traditional programs on an equal fotAing, (MN)

Descriptors:. Accreditatioo (Institutions); CorrespondenceStudy; Dropout Programs; Educational Needs; Financial Support

High Schools: Needs Assessment: Nontraditional Education;Outcomes of Education; Program Development; ProgramEffectiveness; School Holding Power

Identifiers: *West Fargo School District ND

ED264j92 RC015557Study of High School Dropouts in Appalachia.Cox, J. Lamarr; And OthersResearch Triangle Inst.. Triangle Park, NC. Center for

Educational Studies.22 May 1985157p.; Tables may not reproduce well due to small print.Sponsoring Agency: Appalachian Regional Commission,

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Washington, D.C,Report No.: RT1/3182-01/01-FREDRS Price - MF01/PCO7 Plus Postage.Language EnglishDocument TypC RESEARCH REPORT (143)Geographic Source U.S.; District of ColumbiaJournal Announcement RIEMAY86Target Audience: Researchers; PractitionersA study of high school dropouts and programs ir Appalachian

regions of 13 states also sought exemplary programs andmethods of replication, The high school dropout reie was foundto be 5.8% higher than the national overage of 23.9%. Withinthe region, rates were 19.1% in the northern, 38% In thecentre,, and 30% In the southern region. Differences Incollecting and reporting data were detailed with implicationsfor the study. Data gathered on dropout characteristicsIncluded reasons for school-leaving, behavioral descriptions,and sex and racial differences. Approximately 23% of theAppalachian school districts reported having dropoutreduction/remediation programs and provided programdescriptions, Program efforts were reported to be limited bylack of resources and information about appropriate andeffective awoaches, Components Judged to be most ImportantIn program success were identification of cause/need, planningbased on cause/need, development of effectiveness measures,and development of a feedback system, Study recommendationsIncluded standardization of data collection procedures,Improved availability of information about dropout programs,and increased researcn on exemplary dropout programs,Appendices provide dropout definitions, methods of datacomputation, and data for 13 states and a list of dropoutprograms b, location and type; 14 tables amplify the text. A46-item annotated biblimvaphy Is included, WODescriptors: Data Collection; Definitions: Dropout

CherecteristIcs: Dropout Programs; *Dropout Rate; Dropouts;High Schools; *High School Students; Information Needs:*Program Descriptions; Program Design: Program Improvement;Regional Characteristics: Research Needs; Rural Areas: RuralEducation; State Surveys

Identifiers Appala-hia

En264648 EA018096Alternative Schools and Programs, Iowa: "Reaching Out to

Help People." 1985-86 State Directory,Morley, Raymond E.; Clay, Helen I,Iowa State Dept, of Public Instruction, Des Moines., Special

Needs Section.Jun 1985190p.; For the 1983-84 Directory, see ED 233 489.EDRS Price MF01/PC08 Plus Postage.language EnglishDocument Type: D.RECTORY (132); PROJECT DESCRIPTION (141)Geographic Source U.S.; IowaJournal Announcement: RIEMAY86Government: StateTarget Audience: Prat Itioners

This directory on Iowa alternative programs for potentialand actual dropouts begins with a brief Summary of the state'sdropout problem accompanied by nine references. Descriptionsof some of the special programs and schools precede the fulltext of state legislatiln for funding and administeringdropout programs, ate next section, in outline form, presentsthe advantages and disadvantages of the following dropoutprevention taxi alternative program approaches: tutoring,counseling/advising, advisement, work-related activities, andalternative classes. Important questions that need to be askedthroughout the needs assessment and program planning processare listed, A series of statements called "Ideas for Successand Failure. based on input from 20 national leaders in thefield, offers further advice about dropout programs, Threereprinted education Journal articles address the followingtopics (11 a summary of research on school programeffectiveneus: (2) a study of 13 schools in 4 states thatshows alternative schools come closer to satisfying studentneeds than do conventional schools; and (3) predictions foralternative echools In this decade, Thirty pages of thedirectory are devoted to a reprint of The Current Status ofSchools of Choice In Public Secondary Education,' by Mary AnnRaywid (1982). This study analyzes the responses to a31-question survey from 1.200 of the 2,500 identified publicalternative secondary schools, The questionnaire is reproducedwith replies entered as percentages. The directory concludesby listing Iowa alternative schools followed by operationalInformation for each progr- (MU)

Descriptors:: Adult Education; Dropout Prevention: DropoutPrograms; Dropout Research: Dropouts; Elementary SecondaryEducation; Nontraditional Education: Questionnaires; Statelegislation; State School District Relationship; Student Needs

Identifiers: Iowa

E0264444 CE043529The Role of Vocational Education In Decreasing the Dropout

Rate.Weber, James M,Ohio State Univ., Columbus. National Cent,r for Research In

Vocational Education,198671p.Sponsoring Agency. Office of Vocational and Adult Education

(ED). Washington. OC,Contract No.: 300-83-0016EORS Price - MFOI/PC03 Plus Postage.language: EnglishDocument Type: RESEARCH REPORT (143)Geographic Source: U.S ahloJournal Announcement: RIEMAY86In an effor to Identify the kinds of vocational experiences

that appear to be the most promising In reducing the dropoutrate, two distinct research strategies were used. Thf firststrategy involved analysis of data available from the High

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School aid Beyond Project. a nationally representative sampleof students and schools surveyed in 1980 (when the studentswere sophomores) and resurveyed In 1982.; The second strategyinvolved contacting a sample of nine exemplary dropoutprevention programs and securing descriptive data from themregarding their erlentatIon, organization. and operations, Ingeneral, project results confirm that participation invocational education is positively related to high schoolretention. Rather than participate in the mainstream of thevocational program, however, dropouts tend tc participate morein exploratory and consumer/homemaker or industrial artscourses than in job-skill training courses. Also, they tend tobe involved in work-study experiences that do not appear to bedirectly related to their overall high school programs.Included among the project recommendations are the followingmore systematic efforts to identify potential dropouts;programmatic activities to reduce absenteeism, theft, and drugabuse; activities to enhance parents' involvement; moreextensive career exploration and career education experiences;and review of dropout-prone students' work-study experiences.(CT)Descriptors: Demonstration Programs: Dropout Prevention;

Dropout Rate; Dropout Research; High School Students; JobSkills; Outcomes of Education; Program Effectiveness: SchoolHolding Power: Secondary Education; Vocational Education;Work Study Programs

Identifiers: High School and Beyond (NCES)

(0264361 U13024669Renegotiating Society's Contract with the Public Schools:

The National Commission on Secondary Education for Hispanicsand the National Board of Inquiry into Schools..

Lefkowitk, BernardCarnegie Corp. of New York, N.Y.Carnegie Ouaraterly, v29 n4 v30 ni p1-11 Fall-Win 1984-85

19PS13p.EORS Price MFOI/PC01 Plus Postage,Language; EnglishDocument Type; REVIEW LITERATURE (070)Geographic Source: U.S.; Nei YorkJournal Announcement: RIEAPRIAThe Hispanic Policy Oevelopment Project (HPDP1 and the

National Coalition for Udvocates for Students (NCAS) launchedseparate inquiries into how American pubic education could beimproved without excluding poor, minority, female, andhandicapped youngsters. HPOP reported on the performance ofHispanic students in inner-city high schools in "MakeSomething Happen; Hispanics and Urban School Reform." whileNCAS investigated the circumstances of all disadvantagedpublic school students in its report. "Barriers to Excellence:Our Children at Risk." Both reports claim that the dropoutrates and low achievement levels of a stagg:ring number ofminority and poor children not only subvert the nation'sdeepest values of fairness, they threaten its economic socialfabric, One general conclusion is drawn by both reports: there

are two systems of public education in the United States, onerich w.th resources and talent that serves middle-class andaffluent Whites, the other, a "pauper's system" that seemsheaded for a decline. Many analysts quoted in the reportsbelieve that school reform, to benefit poor and minoritychildren, must redwfine the scale and scope of the problem,including a redefinition of what constitutes a high-riskstudent. Above all, they say, students mk.st be given thefeeling that adults care about them, and are interested intheir progress. In general, the reports emphasize, strongerlinks must be constructed between teachers, parents,communities, and businesses, and all must actively cooperate,for without reform. schools w'll continue to perpetuate theinegnalities in the larger society. (KH)Descriptors: Black Students; Disadvantaged Youth; 'Dropouts;

Educational Change; Educational Oualliy: Elementary SecondaryEducation; 'Equal Education; High Risk Students; High Schools;Hispanic Americans; Minority Group Children; Parent Schoolketationshi p; Public Education: School Community Relationship;

Student Needs: Urban EducationIdentifiers: Barriers to Excellence; Excellence in

Education; Making Something Happen; Our Children at Risk

E0264072 RC015550The Educational Status of Federally Recognized Indian

Students Enrolled In or Eligible for Enrollment in SIA and SIAContract Schools, and Schools Receiving Support VIA theJohnson-O'Malley Act.;

Latham. Glenn I.,6 Aug 198520p.: Paper presented at the Evaluation Network/Evrluatinn

Research Society (San Francisco, CA, October 10-13, 1911)EORS Price - MFOI/PC01 Pius Postage.Language: EnglishOocumont Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)Geographic Source: U.S.: UtahJournal Announcement: RIEAPR86Educational status of Indian students was found to be

inferior to status of non-Indian students when measured byenrollment, attendance, dropout rate, and nonenrollment, Thestudy found that Indian student enrollment had Increased 2.3%from 1983 to 1984; average daily attendance was 4% less thanfor non-Indian students; dropout rates for Indian students ingrades 9-12 was 33.2% In Bureau of Indian Affairs schools and24.4% In public schools receiving Johnson-O'Malley funds; andan estimated 4.5% of l.idian children were not enrolled in aneducational program. Oata for the study were gatheredprimarily from questionnaires returned by 41 Bureau of IndianAffairs or contract schools and 13 offices or education instates with schools receiving Johnson - O'Malley funds. Otherdata sources included onsite visits and telephone Interviews 87with officials In agencies concerned with Indian education.,The difficulties encountered in obtaining exact data about theIndian student population were described, including no

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universally accepted definition of Federally recognizedIndians, no uniform data gathering or recordkeeping system forIndian students, no central data depository. fequent studenttransfers between schools. and variations in computation ofaverage daily attendance. Tables and figures providesupplementary information, (LFL)Descriptors! American Indian Education; American Indians;

Attendance Patterns; Average Daily Attendance; Data CollectionDropout Rate; Elementary Secondary Education; Enrollment;

Public SchoolsIdentifiers: Bureau of Indian Affairs Schools; Johnson 0

Malley Act; nonstudents

ED264052 RC015495New Mexico Dropout Study: 1983-1984 School Year.Cevatta, Jerry C.; Gomez. Albert S.New Mexico State Dept. of Education. Santa Fe. Evaluation.

Assessment, and Testing Unit,198423p.: For the 1981-1982 study. see ED 227 992. Dual color

graphs will not reproduce clearly.EDRS Price - MFOi /PCO1 Plus Postage,Language: EnglishDocument Type! RESEARCH REPORT (143)Geographic Source: U.S.; New MexicoJournal Announcement: RIEAPR86Government: StateTarget Audience! Practitioners; ResearchersEach public school that had students enrolled Ir grades 9-12

was surveyed to gather data on the extent and nature of theschool dropout problem in New Mexico during the 1983-84 schoolyear, Data on grade. sex, ethnicity, and reason for droppingout were collected. Information was obtained from all 88public school districts and from 99% of the schools surveyed.Data indicated that 5.868 ninlh- through twelfth-gradestudents dropped out of school, resulting in a dropout rate of7.3%. up slightly from the 1982-83 7.2% level. This representsan interruption of a downward trend in the dropout rate. Thehighest dropout rate for both male and female studentsoccurred at grade 11 and the lowest at grade 9. Males tendedto drop out of school proportionally more than females at allgrade levels. Native American students (12.3%) and Hispanicstudents (7.9%) had the highest dropout rates, Only NativeAmerican students experienced their highest dropout rate atgrade 9. The highest portion (39.1%) dropped out for reasonsrelated to "motivation or interest", while 17.6% cited "homeand related" reasons. The remaining 15.0%. 11.2%, 9.9%. and7.2% dropped out for reasons related to "other,""reenrollment." "discipline.' and "pregnancy or marriage"respectively, (NEC)Descriptors: American Indians; Black Students; Dropout

Characteristics; Dropout Rate; Dropout Research; EnrollmentRate; Ethnic Distribution; *High Schools; Hispanic Americans;Public Schools; School Districts; Secondary Education; SexDifferences; State Surveys; White StudentsIdentifiers: Now Mexico

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ED263743 FLO15261Some Relationshins between Appalachian Language and Culture

and High School Drop -Out Rates as Fcund in Two West VirginiaCounties.

McLaughlin. Diana ChiarkyDec 1984157p.; Masters Thesis. University of Texas at Arlington.EDRS Price - MFOI/PC07 Plus Postage,Language EnglishDocument Type! THESIS (042); RESEARCH REPORT (143)Geographic Source! U.S.; TexasJournal Announcements RIEAPR86This study examines the possible relationship between

elementary and secondary students' use of a nonstandard formof English and the high school dropout rate in the SouthernAppalachian region. The investigation began in two countieswith interviews of teachers who appeared not to see that theirstudents' speech variety differed from their own. Furtherinvestigation revealed a larger set of problems in educatingthis group of children. involving linguistic variance, a poorfit between the school system and the culture, and aspects ofthe mountain culture such as strong traditional views,geographic lsoiation, suspicion of non-mountain culture,little value attached to education, and lack of parentaleducation or support. Suggestions for change include languageprograms based on the English-as-a-second-language concept;curriculum geared to the mountain child; reassessment ofstandardized examinations; a supplementary reading program,following the example of the Foxfire program: teachereducation in relevant culture and language, educatorworks:lops; community action projects; and adult educationclasses, (MSE)Descriptors: Academic Achievement: Cultural Context:

Curriculum Development; Dropout Characteristics; ElementaryEducation; High Schools; Interference (Language): LanguageUsage; Nonstandard Dialects; Regional Dialects; Teacher Role

Identifiers! Appalachia (South); English (Appalachian);West Virginia

ED263682 EA018078The School Psychologist: Advocate for Childroto at Risk.Jensen, Mary CinakOregon School Study Council. Eugene.OSSC Bulletin, v29 n3 Nov 1985 Nov 198540p.Available from: Publication Sales, Oregon School Study

Council, University of Oregon. 1787 Agate Street, Eugene. OR97403 ($4.00 prepaid; quantity discounts; $1.50 for shippingand handling will be added to billed orders).

EDRS Price - MFOI/PCO2 Plus Postage.Language! EnglishDocument Type; SERIAL (022): PROJECT DESCRIPTION (141)Geographic Source! U.S.; OregonJournal Announcement! RIEAPR86

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Target Audience: Administrators; Support Staff;Practitioners

This monograph characterizes the profession of schoolpsychology, describes the roles of school psychologists in theEugene (Oregon) Public Schools, and profiles Patricia Glasgow.recently named School Psychologist of the Year by the OregonSchool Psychologists Association. Among those Interviewed werethe school superintendent, the director of the schoolpsychology program at the University of Oregon, severalprincipals, and a parent The interviews provided thebackground for this examination of the profession of schoolpsychologist and the population served in this district. Thenine psychologists in this district form an internal supportstructure in which individual strengths can be shared to meetthe demands of sometimes complex cases, Their job descriptionsemphasize three major roles; diagnostician, consultant, andcase manager. Increasingly, school psychologists seethemselves speaking in the interest of students to teachers.adeinistrators, and parents, Names of those interviewed and anine-item bibliography follow the text, (MLF

Descriptors: Child Advocacy: Child Psychology: DisabilitiesEducationally Oisadvantaged: Elementary Secondary EducationHigh Risk Students; Occupational Information: Potential

Dropouts: Psychological Evaluation; Psychological Services;School Psychologists

Identifiers; Eugene Public Schools OR; Glasgow (Patricia)

(0263678 EA018073New Study Looks at high School Absenteeism.de Jung. John; Duckworth. KennethOregon Univ., Eugene. Center for Educational Policy and

Management.R&D Perspectives, Sum-Fall 1985 19859p.

Sponsoring Agency: National Inst. of Education (ED),Washington, DC.

Available from Publication Sales, Center for EducationalPolicy and Management, University of Oregon, Eugene, OR 97403(5.35 per copy).EDRS Price - MFOI/PC01 Plus Postage.Language: EnglishDocument Type:, SERIAL (022): RESEARCH REPORT (143)Geographic Source; U.S.; OregonJournal Announcement: RIEAPR86Target Audience: Administrators: Researchers; PractitionersThe sample for this 2-year study of student absenteeism

consisted of 6 comprehensive high schools, 3 from each of 2urban school districts with 1.000 to 1,600 students and 60 to70 full-time teachers. Highlights of the first-year findingssummarized in this journal are based on the responses ofnearly 8,000 students and 350 teachers. Attendance ronords areneither accurate nor consIstent from school to school. Almosta third of the students missed an average of at least oneclass per day; nearly all students missed some of theirclasses two to three times more often than other classes.Students named social sciences, English, and math as subjects

they cut the most. Penalties seemed to be a poor deterrent;having to male up classwork was the most powerful deterrent,Compared to low-absence students, high-absence studentsaccounted for 84 percent of all grade point averages below1.5; and 85 portent said they would be satisfied with a C or 0grade, compared to 50 percent of the students with fewerabsences who said the same. Absences by students in classesthey failed were double the overall school rate; they weretriple the school rate for those students who failed more thanone class. To control chronic absenteeism and prevent morestudents from dropping oUt, administrators should improveschool curriculum, instructional techniques, and attendancepolicies, (MLF)Descriptors: Attendance; Dropout Characteristics; Grade

Point Average: High Schools; High School Students;Longitudinal Studies; Record Keeping; Student Characteristics

5tudent School Relationship; Urban Schools

E0263343 CE042821Strategies for Recruitment and Retention of Minority

Students in Michigan Vocational Education Programs.,CRW Associates, Inc.. Detroit, MI,198596p,Sponsoring Agency: Michigan State Dept. of Education,

Lansing. Vocational-Technical Education Service.EDRS Price - MFOI/PC04 Plus Postage,Language: EnglishDocument Type; NON-CLASSROOM MATERIAL (055)Geographic Source: U.S.; MichiganJournal Announcement; r'EAPR86Target Audience; Practt..onersThis manual provides step-by-step strategies and materials

for recruiting and retaining minority students in secondaryand postsecondary vocational education programs. Particularemphasis is placed on recruiting for training, education, andplacement in high-growth, emerging occupations and onproviding equal access to all vocational and technicalprograms, Addressed In the individual chapters are thefollowing topics: assessment of Michigan minority studentvocational education enrollments, a model for independentlocal school assessments, procedures for devising recruitmentand retention plans, strategies for addressing image problemsand interfacing with minority communities, and statewidepolicy recommendations. Appendixes to the guide include abibliography, forms for independent school assessment(student, counselor, teacher, staff, and parent and communitysurveys), and various minority profiles on educationalattitudes (Arabic speakers, Blacks, Mexican Americans, NativeAmericans, and Vietnamese persons) (MN)

Descriptors; Dropout Prevention: Educational Attitudes:Educational Policy; Educational Strategies; EmergingOccupations: Enrollment: Enrollment Trends; Equal Education;Minority Groups; Outreach Programs; Policy Formation;

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Postsecondary Education; Public Relations; Questionnaires:Records (Forms); School Districts; *School Holding Power;Secondary Education; Statewide Planning; Student RecruitmentSurveys; Vocational EducationIdentifiers: Michigan

E02$2597 11015283IMpaet of Early Exposure to SilingUsl Education as Related

to School Oradea. Absenteeism, Grade Retentions and Incidenceof School Drop -Out: A Ten Year Study.

Curlel, Herman; Richek, Herbert G.(198522p.EORS Price - MFO1 /PCO1 Plus Postage:Language: EnglishDocument Types RESEARCH REPORT (143)Geographic Source: U.S.; OklahomaJournal Announcements RIEMAR88The study reported here examined the long term impact of a

bilingual program that was designed as transitional programfor children in elementary grades. A quasi-experimental designwas used to compare two groups of Mexican-American tenth-gradestudents enrolled in traditional high school where allsubject matter was presented in English, The experimentalgroup (nI116) had previously been taught one or more years inan elementary bilingual education program. The control group(n90) had had all its schooling in English. The students'seventh-grade and tenth-grade records were examined for thesevariables: grade point average, absenteeism, grade repetitionin elementary and secondary grades, dropout rates at thecompletion of junior high school, and the completion of tenthgrade: Results revealed no differences in grade point averagein either period, The control group had statisticallysignificant higher rate of absenteeism during two quarters ofthe seventh-grade year, significantly higher graderepetition rate at all levels. and higher frequency ofdropouts in botn periods studied, (Author/POSE)

Descriptors: Academic Achievement: Academic Persistence:Attendance Patterns; Bilingual Education; Dropout Rate:Elementary Secondary Education; Grade 7; Grade 10; Grade PointAverage; Grade Repetition; High School Students; LongitudinalStudies; Mexican Americans: School Holding Power: Self Esteem

E0282457 EA017987Staying In School: The Dropout Challenge. A Position Paper,Bowen, Jeffrey M.; Lipkowitz, Debra L.New York State School Boards Association, Albany.198528p.

FORS Price - MF0I/PCO2 Plus PostageLanguage: EnglishDocument Type: POSITION PAPER (120)Geographic Source: U.S.; New YorkJournal Announcement: RIEMAR88Target Audience: Policymakers

Students drop out of school for a wide variety of reasons,Programs to discourage dropping out must tnerefore accommodatethe actual needs of individual students rather than aim at theassumed needs of the "typical dropout." This do:umnt reviewsSchool policies and programs that could affect dropouttendencies positively. Among these innovative methods areproviding alternatives to traditional student promotionpolicies, offering early childhood education programs,structuring education in nontraditional ways, coordinatingsocial services for student support, operating high schoolequivalency programs, creating alternative learningenvironments suited to the specific needs of dropouts.adopting Inschool suspension policies, and involving parentsin dropout prevention. Examples are drawn from successfulprograms in New York State. (P00)rescriptors> Dropout Characteristics: Dropout Prevention:

Dropout Programs; Dropouts; Educational Innovation;Elementary Secondary Education: High School EquivalencyPrograms; Individual Differences: Nontraditional Education;Parent Participation; Potential Dropouts: School Counseling:School Organization; Student Adjustment; Student Alienation;Student Needs; Student Promotion; Student School Relationship

Identifiers: New York; Operation Success

E0262314 CG0145411A Profile of Illinois Dropouts.Arnold. GeraldIllinois State Board of Education. Springfield,, Dept, of

Planning, Research and Evaluation.Aug 19852Ip.EDRS Price - MFOI/PC01 Plus Postage,Langua EnglishDocument Types RESEARCH REPORT (143)Geographic Source; U.S.; IllinoisJournal Announcements RIENAR86Government: StateTo identify behavioral and attitudinal differences between

students who became high school dropouts and students whoremained in school, sophomores from Illinois who participatedin the National High Schori and Beyond Study (N1.950) wereinterviewed and tested. Their responses were weighted torepresent the total sophomore enrollment for Illinois and aprofile of student behavioral and attitudinal characteristicswas compiled. In 1982, participant* from the 1980 studycompleted follow-up questionnaires, A portion of theirresponses (NI66) were weighted to represent an estimatednumber of respondents who would drop out of school by thespring of 1912, Comparison of dropout profiles with profilesof students who continued high school showed that dropoutswere more likely to report falling academically, being absentor tardy, lack of Interest in school, and being subject todisciplinary actions. Of the Hispanic and Black Illinoissophomores, 25 percent eventually dropped out, exceeding the

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rates of other racial-ethnic groups and the national rates forthese groups. Although male students proportionally were morelikely to drop out than females, over one-half the dropoutswere females. Of these, over one-third reported having one ormore children. The findings indicate that poor academicperformance, absence from school for 3 or more days, lack ofhigh school completion by one or both parents, and pregnancyfor females are warning signals for students at-risk fordropping out (Fifteen data tables presenting the profilecomparison, are included.) (MCF)

Descriptors:; Academic Failure; Black Students; ComparativeAnalysis; Dropout Characteristics; Dropout Research: EarlyParenthood: High Risk Students: High Schools; High SchoolStudents; Hispanic Americans; Pregnancy; Racial Differences:Sex Differences: Student Attitudes: Student Characteristics

Identifiers: High School and Beyond (NCES): Illinois

E0282229 CE042841The Impact of Day-Care Services on the Education of

Secondary and Adult Students on Ohio.Hill, Ann Merle: Bragg, Debra O.Ohio State Univ., Columbus. National Center for Research in

Vocational Education.198509p.; This publication was prepared pursuant to a contract

with the Gallia-Jackson-Vinton County Joint Vocational Schoolon a grant from the Home Economics Section of the OhioDepartment of Education.

Sponsoring Agency: Ohio State Dept: of Education, Columbus.EDRS Price - MFOI/PC08 Plus Postage.Language: EnglishDocument Type: EVALUATIVE REPORT (142)Geographic Source:, U.S.; OhioJournal Announcement: RIEMAN'SThe Incidence of pregnancy among young teenagers has

increased dramatically in the past several decades, Youngsingle mothers are much more likely than others to leaveschool before graduation and to be unemployed and poor. Thisstudy was conducted to identify differences In completion,school attendance rates, and grades for secondary and adultstudents who received day-care services for their childrencompared to those who did not. Data were gathered from fourday-care sites In Akron, Cleveland. Cincinnati. and Dayton.(Data from two other sites were not usable.) A total of 145secondary and adult students were provided with day care fortheir children and 145 were not. The study found thatattendance rates and grade point averages (GPAs) for studentsusing day care were similar to the attendance rates and GPAsof those who did not. In general, attendance was higher forhigh school students than for adults., Nearly three-fourths ofsecondary students who had children in day care completedcourses or graduated, compared to only two-fifths of secondarystudents whose children were not in day care, While one-thirdof adults with children in day care completed courses or highschool equivalency degrees, only approximately one-tenth ofthe adult comparison group did so. Recommendations were made

to the Home Economics Section staff of the Ohio Division ofvocational Education and to local coordinators of day-careprograms for program improvement, (ke)

Descriptors; Academic Persistence; Adult Education: AdultStudents: Attendance; Day Care; Dropout Prevention; EarlyParenthood: Finales; Grade Point Average; High SchoolEquivalency Programs: High School Students; ProgramEffectiveness: Secondary Education: State Programs: StatewidePlanning: Youth Problems

Identifiers; Ohio

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E0282213 CE042616The High School Drop Out: Vocational Education Can Help.Batsche, CatherineIllinois State Univ, NormalJun 198515p,Sponsoring Agency Illinois State Board of Education.

Springfield, Dept, of Adult. Vocational and TechnicalEducation.EDRS Price - MFOI/PC01 Plus Postage,Language: EnglishDocument Types NON-CLASSROOM MATERIAL (055)Geographic Source :: U.S,; IllinoisJournal Announcement RIEMAR86Government: StateTarget Audience; PractitionersThis pamphlet offers information on high school dropouts and

the role of vocational education in dropout prevention,References are provided for each section. Characteristics ofdeopouts, reasons fer dropping out, and 12 factors thatcontribute to retention In high school are listed. Indicatorsfrom research are cited that show that vocational educationdoes have retentive ability. Advantages to altering thetraditic school environment are then highlighted, Effectiveteaching technicamis, as shown by recent research, are listed,Characteristics of effective programs according to directorsof exemplary programs are identified. Programmaticconsiderations that have been found to be effective inreducing dropout rates are then described. The pamphletconcludes by listing vocational education practices inIllinois that respond to the needs identified by dropouts,(VIA)Descriptors; Demonstration Programs: Dropout CharacteristicsDropout Prevention: Dropouts; Program Design; Role of

Education: School Holding Power; Secondary Education:Teaching Methods: Vocational EducationIdentifiers; Illinois

E0262167 CE042500A Compendium of Research Addressing Barriers to Student

Recruitment and Retention in vocational Education in Florida.Final Report from September 1, 1984 to December 31, 1984.

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Waltz, Freddie C,; Beeman, Carl E.Florida Univ.. Gainesville. !net, of Food and Agricultural

Sciences,31 Dec 196426p.; For related documents, see ED 218 471, ED 230 767. and

ED 247 448,Sponsoring Agency: Florida State Dept. of Education.

Tallahassee, Div. of Vocational EdUcation,EDRS Price - 14101/PCO2 Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (143)Geographic Source: U.S.; FloridaJournal Announcementf RIEMAR66To address the issues of student recruitment and retention

in Florida. a three-year research study was conducted. Thethree phases of the study sought the follovtqfpf (1) todescribe barriers to recruitment and retention ofdisadvantaged, unemployeti, underemployed, out-of-school youthas perceived by students, teachers, counselors, andadministrators: (2) to develop means for implementing provenrecruitment strategies to attract and retain students inpostsecondary vocational programs; and (3) to identify factorsthat influenced students who were currently enrolled in apostsecondary vocational program to enroll and also thefactors that influenced them to continue enrollment. Data weregathered through interviews and by mail surveys of students,teachers, counselors, and administrators, Results of dataanalysis showed that administrators, teachers, and counselorsrelied too often on recruitment strategies that were lesssuccessful, such as booths at fairs, and that students andprofessional personnel perceived different strategies as mosteffective, For example, school officials thought that"personal contact with students enrolled in the program orprogram graduates" was the most effective strategy, whilestudents rated it fairly low. The study produced recruitmentmanual that school personnel could use to enhance theirchances of successful recruitment and retention ofdisadvantaged students. (KC)

Descriptors:: Academic Persistence; Administrator Attitudes:Disadvantaged Youth; Dropout Prevention: Dropouts; ProgramAttitudes; Program Effectiveness; Program Improvement; SchoolAttitudes; Secondary Education; Stet* Programs; StudentAttitudes; Student Recruitment; Teacher Attitudes;Vocational EducationIdentifiers Florida

E0262146 UD0:A4488Fort Hamilton High School Project SPEED: Special Education

to Eliminate Dropouts, 111113-11184. D.E.A.; Evaluation SectionReport,

New York City Board of Education, Brooklyn, N.Y, Office ofEducational Evaluation,

(198549p.: Appendices may not reproduce well due to small, light

print, For related document, see ED 245 037,Grant No.: 000-620-2691

Available from: Office of Educational Assessment, New YorkCity Board of Education. 110 Livingston Street, Brooklyn, NY11201.

EDRS Price - MFOI/PCO2 Plus Postage,Language:; EnglishDocument Typo: EVALUATIVE REPORT (142)Geographic Sources U.S.; New YorkJournal Announcement: RIEFE886Project SPEED, which is housed at Fort Hamilton High School

in Brooklyn, New York, provides instruction in English as asecond language (ESL) and in the student's native language, aswell as bilingual instruction in social studies, computers,and typing to 366 students of limited English proficiency(LEP) in Grades 9-12. In 1983-84, all of the program'sstudents were born outside the United States, Almost half ofthem were Hispanics, and the remainder were Asian and MiddleEastern in origin, To achieve the program's central goal ofdropout prevention, its bilingual instructio* -I approach wastransitional in nature, Individualized programs were plannedfor each student and classes were taught by both mainstreamand resource teachers to heterogeneous groupings. In additionto instructional services, the program activities includedstudent support services, curriculum development, staffdevelopment, parent involvement, and an advisory committeewhich addressed areas of program improvement. Studentachievement data indicates that most students progressed inall subjects except mathematics at rates which matched theprogram's proposed criteria, and the attendance rate ofprogram students was significantly greater than the schoolwiderate. Moreover, the program's dropout rate was significantlylower than the schoolwide rate, To improve the program'soverall effectiveness, it is recommended that the program: (CI;introduce more individualized approaches, such as grouping, toinstruction in certain areas; (2) continue curriculumdevelopment and. If possible, bind materials rather thandistribute them singly or in packets: (3) hold more formalstaff meetings and planning sessions; and (4) strengthen t!,sprogram's counseling component in the arta of preventive groupcounseling. (104)Descriptors: Academic Achievement; Attendance: Bilingual

Education Programs; Curriculum Development; DropoutPrevention; English (Second Language); High Schools; HispanicAmericans: Limited English Speaking: Program Effectiveness;School Holding Power

Identifiers: Elementary Secondary Education Act Title VII;*New tork_City Aftiard_of_Educattont--*Profect SPEED NY

E0261532 FLO15100How We Educate Non-English Speaking Students Successfully,

The High Intensity Language Training Program Description.Apodaca, Rosita31 Mar 198521p.; Paper presented at the Annual Convention of the

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1985).EDRS Price - MFOI/PC01 Plus Postage.Language: EnglishDocument Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER

(150)Geographic Source: U.S.; TexasJournal Announcement: RIEFEB86Target Audience; Adcinistrators; PractitionersThe El Paso Independent School District, in an effort to

reduce the dropout rate and promote academic success amongHispanics, developed a high-Intensity language training (HILT)curriculum in English as a second language (ESL) forlimited-English-speaking students, to prepare them for fullparticipation in regular subject-area courses. The programbegan in January 1982 with four levels of instruction(beginning, intermediate, advanced. and transitional) and twocurriculum plans, one for students who had attendmd school forsix or more years in their native countries, and one forstudents with less than sly years of schooling. Each programlevel represents one semester in grades 9-12 and one schoolyear in grades 7-8. Enrollment is 8-12 students in beginningcourses, 15.20 In Intermediate courses, and regular class sizein advanced and transitional courses. Sheltered subject-areacourses are Included in the program at each level. InservIceteacher education workshops for both ESL and subject-areateachers has become an Integral part of the program, Pieprogram has proven successful in raising the HILT students'academic achievement and ability to function in contentclasses. (MSE)

Descriptors: Academic Achievement; Administrator Attitudes:Dropout Prevention; English (Second Language): InserviceTeacher Education: Instructional Development; IntensiveLanguage Courses: Limited English Speaking; Outcomes ofEducation: Program Descriptions; Program Effectiveness;Secondary Education: Spanish Speaking: Student Placement:Teacher Attitudes: Transitional Programs

Identifiers: El Paso Independent School District TX

ED261262 CE042525Whither Vocational Education: The Dropout Problem and Its

Impact in Kansas City and in the Nation,Aquila, Frank 0..Cleveland State Univ.. Ohio. Coll, of Education198542p,Sponsoring Agency: Missouri State Dept. of Education,

Jefferson City. Research Coordinating Unit.ERRS Price MFOI/PCO2 Plus Postage,Language: EnglishDocument Type: EVALUATIVE REPORT (142)Geographic Source: U.S.; MissouriJournal Announcement: RIEFE888This report identifies the nature and extent of the dropout

problem nationally and its extent and cause at the KansasCity, Missouri, Vocational-Technical (Vo-Tech) Center SectionOne, an examination of the national dropout problem, is an

extensive literature review. Deficiencies in secondaryvocational programs are investigated. Suggestions to improvethe mtructure and operation of vocational and adult educationare given. The key issues in vocational education from theperspective of the business community are discussed. thevalues and functions of vocational education are detailed,Characteristics of vocational dropouts are identified. SectionTwo presents findings of a year-long review of studentrecords; interviews with teachers, counselors, administrators,and staff and student and dropout interviews to determine theextent and cause of the Vo-Tech Center dropout problem.Findings are grouped into these major categories:recordkeeping problems, building problems, reasons forattending the Center, and problems with the Center,Suggestions for improvement include the following: improvecounselor contacts, coordinate school and transportationschedules, provide alternatives, develop building puiicies.Improve public relations, coordinate 1n-house programs, hire asocial worker/counselor, and better use job placement.Appendixes include a change agenda for vocational education,actions to facilitate business /Industrial cooperation withvocational education, and references, (VLB)

Descriptors: Academic Persistence; Adult VocationalEducation: Dropout Prevention; Dropout Research; Dropouts:Educational Improvement; Literature Reviews: Role ofEducation; School Business Relationship: Secondary Education:Student Attrition; Vocational Education

Identifiers: Missouri (Kansas City)

ED261119 U0024417A Study of the Longitudinal Dropuut Rate: 1980 Eighth-Grade

Cohort Followed from June 1980 through February 1985,Stephenson, Robert S.Mar 198517p.

ERRS Price - MFOI/PC01 Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (143)Geographic Source: U.S.: FloridaJournal Announcement: RIEJANB6Target Audience: Researchers; PractitionersAlmost 19.000 Dade County Public School students--all the

members of the 8th grade cohort in June 1980--were followedacross four and a half years in a study of dropouts. Majorfindings include the following: (1) at the end of thefollow-up period, 29.5% of the cohort had dropped out (19% ofAsians. 26.4% of Whites. 29.3% of Hispanics, and J3.9% ofBlacks: 26.8% of females and 32.1% of males): (2) almost 60%of the dropping out took place in the first two years of thefollow-up: (3) compared to Whites and Hispanics, Blacks weremore likely to drop out late in the follow-up period: (4) thedropout rate for Cuban-born Hispanics was 30% versus 28.8% forall other Hispanic students (the rate for pre-Mariel Cubanswas 29.9%. for post-Marlel Cubans 33%): (5) the dropout rate

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for Haitian-born students was 38.8%. the highest of any group;(6) the dropout rate for exceptional (but not includinggifted) students was higher than the regular student rate; and(7) students who were not out of phase (i.e. had not been keptback) by 8th grade were equally likely to drop out regardlessof ethnic group. an: were less than half as likely to drop outas students who were out of phase by that time. (Thelongitudinal method of calculating dropout rote used in thisstudy is described and contrasted with the cross-sectionalmethod in an appendix.) (CMG)Descriptors: Asian Americans; Blacks; Cohort Analysis;

Dropout Rate; Dropout Research; Ethnic Groups; HispanicAmericans; Longitudinal Studies; Racial Differences;Secondary Education; Whites

Identifiers: Florida (Dade County)

ED260662 RC015400Junior High Migrant Student Service': A Compendium,Johnson. Frederic C.State Univ. of New York. Oneonta. Coll. at Oneonta.May 199527p.EORS Price - MFOI/PCO2 Plus Postage,Language: EnglishDocument Typo: RESEARCH REPORT (143)Geographic Source: U.S.; New YorkJournal Announcement RIEJAN86Target Audience: PractitionersMigrant student enrollment declines steadily in Junior high

school as a result of low achievement, poor self-esteem.social isolation, late enrol;ment/early withdrawal policies,and school attitude toward migrant students. Parents.educators. and 237 Junior high school migrant students fromArizona. Michigan, New York, Wisconsin, Texas. and Floridawere surveyed during 1984-85 to explore reasons for droppingout of school. Most frequently mentioned were inability tocatch up. teacher negativism and apathy, and family financialdependence on migrant teenagers, Students who believed theywould graduate listed set of goals, willingness to study.and parental expectations and support as reasons for remainingin school, Those who did not expect to graduate listed asreasons the inevitability of falling behind, negative schoolfactors. language and family problems, and substance abuse.Suggestions for improving school holding power includednumerous social activities, employment opportunities, flexiblescheduling, career awareness counseling, fostering of positiveself-image, respect for cultural heritage, honest and sincereteachers, and emphasis on English language. Educatorsattending three migrant education workshops emphasized theimportance of school-parent communication and parentalinvolvement, Existing school- and student-oriented programs tocurb dropout behavior are summarized, Enrollment data, surveyquestionnaire. and sample student transfer form are included.(LFL)Descriptors.; Dropout Characteristics; Dropout Prevention;

Dropout Research; Enrollment; High Risk Students: Junior High

Schools; Junior High School Students; Migrant Education;Migrant Youth; Parent Attitudes; Questionnaires: SchoolHolding Power; Student Attitudes; Student Problems; TeacherAttitudes

ED26O351 C0018444Arkansas' High School Dropouts: Voluntary and Involuntary.Snowden. Max; Peel. EvelynArkansas Advocates for Children and Families, Little Rock.1 Apr 198589p,

Sponsoring Agency: Arkansas State Office of Alcohol and DrugAbuse Prevention, Little Rock.

EDRS Price - MFOI/PC04 Plus Postage,Language. EnglishDocument Type RESEARCH REPORT (143): TEST. QUESTIONNAIRE

(160)Geographic Source: U.S.. ArkansasJournal Announcement: RIEJAN86Target Audience: Policymakers; Administrators; Community;

PractitionersThis report is concerned with students who either dropred

out or were dismissed from grades 9 through 12 during 1983-84in 14 school systems in Arkansas It is intended for use bystate government, the State Department of Education, state andlocal policymakers. school administrators and staffs, parents,and young people. The data presented in this report wereobtained from questionnaires completed by schools for eachstudent who dropped out, was suspended, or was expelled during1983-84 and from interviews with over 200 of these students:In Part I of the report, the magnitude of the dropout problemis considered. demographic characteristics of the dropouts andselected characteristics of their families are examined, andreasons for withdrawals and exclusions are discussed, The twotypes of school departures, dropouts and dismissals, arecompared. Findings are summarized and recommendations ares.sggested. Part II of the report deals with the role ofalcohol and drugs in the dropout problem and is based onpersonal interviews with the students. Survey results arepresented according to beliefs about community drug andalcohol problems, patterns of drug use. reasons for usingdrugs, drug information sources, and other relatedinformation. The relationship between the use of controlledsubstances and school dropouts and dismissals is discussed,Findings are summarized and recommendations are made. Theappendices contain the Personal Interview Questionnaire and asample of detailed suspension, expulsion, and attendancepolicies, (NRB)

Descriptors. Adolescents; Alcoholic Beverages; Drinking;Dropout Characteristics; Dropout Research; Dropouts;Expulsion; High Schools; Illegal Drug Use; Student Attrition

Suspension; Withdrawal (Education)Identifiers Arkansas

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10260322 C6018418Dropout Prevention: Staff Development Program.Evens, Sandra Nicola; And OthersMississippi State Dept., of Education, Jackson, Div. of

Instruction,Dec 1984106p.; For the Dropout Prevention manual.MRS Price - MFOI/PC06 Plus Postage,Language: EnglishDocument Type:, NON-CLASSROOM MATERIAL (055)Geographic Source: U.S.: MississippiJournal Announcement:, RIEJAN86Governimentf StateTarget Audience$ PractitionersThis publication is designed to accompany the "Dropout

Prevention" manual (1984) and to serve as a guide for thestaff development training of administrators, faculty, andstaff in the Initiation of a dropout prevention program. Thestaff development program contains materials to assist staffin becoming aware of the scope of the dropout problem inMississippi, acquaint staff with the characteristics ofpotential dropouts. Instruct staff in how to use instrumentsdesigned to identify potential dropouts, and recommendprograms for staff to help keep students In school. Thismanual is divided into threw sections. The first sectioncontains an overview of the proposed Performance BasedAccreditation Standards related to the dropout preventionprogram, a definition of a dropout, and a discussion ofdropout problems in Mississippi. The second section focuses onthe elementary school potential dropouts. Nonattendance inelementary school, identification of the poorly adjustedchild, and a recommended program for elementary schoolchildren are considered. The final section is designed forsecondary school staff and includes discussions ofcharacteristics of potential dropouts, recommendations forchanging the behavior of potential dropouts, an alternativeclassroom for dropouts with discipline problems, a dropoutprevention program, and assistance for those who do drop out.Transparencies, suggestion lie's, and handouts are included inthe appendices, (NR13)Descriptors: Administrators; Dropout Characteristics;

Dropouk Prevention; Dropouts: Elementary Secondary Education:High Risk Students; Potential Dropouts;Implementation; School Holding Power; School Personnel;Staff Development: Student Attrition: Truancy

Identifiers: Mississippi

see CG 018 414.

ED260321 CG018414Dropout Prevention.Cage, Bob N.; And OthersMississippi Univ., University. Bureau of Educational

Research,Jun 198472p.; For the Dropout Prevention Staff Development Program,

see CO 018 415.Sponsoring Agency: Mississippi State Dept. of Education,

Jackson. Div. of Instruction.EDRS Price - MFOI/PC03 Plus Postage.Language: EnglishDocument Type: NON-CLASSROOM MATERIAL (055)Geographic Source, U.S.: MississippiJournal Announcement: RIEJAN86Government: StateTarget Audience: PractitionersThis manual presents a viable school program for grades K-12

to help reduce the number of school dropouts. Characteristicsof potential dropouts and alternative programs to meet theneeds of these students are given. Although this manual isdivided into sections for elementary (K-E) and secondary(7-12) school students, many of the ideas presented areappropriate for either of the tl grade spans. Section A isdevoted to grades K-6 end includes discussions onnonattendance in elementary school and on identifying thepoorly adjusted child, The Elementary School Pupil AdjustmentScale (ESPAS) is recommended for use by teachers to helpIdentifying potential dropouts in grades K-3, and the DropoutAlert Scale (DAS) is recommended for use in grades 4-6. A listof 15 potential dropout characteristics is provided and adropout prevention program for elementary students isoutlined, Section 8 is devoted to grades 7-12 and includesdiscussions on 16 characteristics of potential dropouts andthe use of the DAS to identify them, recommendations forchanging the behavior of potential dropouts; an alternativesclassroom for potential dropouts with discipline problems: adropout prevention program: and a plan for helping dropoutsmake a :tart in the outside world. Appendices contain theESPAS form with Instructions for use, the DAS form and scoringkey. and Vie School Sentiment Index for secondary schoolstudents. (NR8)

Descriptors:, Administrators: Dropout Characteristics:Dropout Prevention; Dropouts: Elementary Secondary Education;High Risk Students; 'potential Dropouts; ProgramImplementation: School Holding Power; Student Attrition:Teachers; Truancy

Identifiers :: Mississippi

ED260307 CG018399Dropouts: A Review of Literature. Project Talent Search,Self, Timothy C.Northeast Louisiana Unive, Monroe.Apr 198553p.; Title page is entitled "High School Retention: A

Review of Literature."Available from., Northeast Louisiana University Graphic

Services. Brown Stadium, Monroe, LA 71209 ($8.00).EDRS Price - MFOI/PC03 Plus Postage.Language: EnglishDocument Type: REVIEW LITERATURE (070)Geographic Source U.S.; LouisianaJournal Announcement: RIEJAN86

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This report reviews the research literature from 1975-1983on potential secondary school dropouts and strategies fore ffective dropout prevention programs. The informationprovided is intended to help communities in modifying and/orconstructing treatment programs for potential dropouts. Thereport is divided into three sections. In the first section.Characteristics of Potential Dropouts, research from elevensources is reviewed. A profile of a potential high schooldropout is suggested, In which the dropout's characteristicsare listed as poor academic and reading ability, a dislike ofschool, little participation in extracurricular activities.poorly educated parents, high grade retention, disciplineproblems, low socio-economic status. a broken home, poorself-concept, low aspirations. and high absenteeism. In thesecond section. Reasons for Dropping Out, literature frome ight sources is reviewed and ten reasons for dropping out aresuggested: lack of interest, academic failure, poor readingability, discipline problems, poor student-teacherrelationships, employment, marriage, pregnancy, dangerousschool grounds, and high absenteeism. In the third section.Dropout Prevention Programs, programs from 15 sources arereviewed and categorized as alternative school programs,vocational education programs, school modification programs,or counseling programs. Intervention strategies are suggested.Including individualized Instruction, teaching basic academicskills and vocational education, Improving teacher-studentrelationships, counseling, getting students involved inextracurricular activities, and helping students develop apositive attitude toward school. A chart and a listsummarizing the preceding material is provided for eachsection. (NOS)

Descriptors: Academic failure; Dropout Characteristics:Dropout Prevention: Dropout Programs; Dropout Research:1410 Risk Students; High School Students; Potential Dropouts

School Holding Power; Secondary Education; Student AttritionStudent Problems; Teacher Student Relationship; Truancy

E0260183 000243711

Replicating Exemplary Holding Power Programs 10112-84,New York City Board of Education. Brooklyn, N.Y., Office of

Educational Evaluation.(198453p.EORS Price - MFOI/PC03 Plus Postage.Language: EnglishDocument Type: EVALUATIVE REPORT (142)Geographic Source U.S.; New YorkJournal Announcement: RIEDEC85As part of an effort to reduce the dropout rate in New York

City p.:blic schools, a new project called ReplicatingExemplary Holding Power Programs was created In June, 1983Five schools participated as 'demonstrators* because they werejudged to have noteworthy holding power programs. Fiveadditional 'buddy* schools were chosen by the principals ofthe demonstrator school.). Each of the ten schools wasallocated $100.000 to dxpand and improve holding power

strategies aimed at incoming students Spending was at theprincipals' discretion: in general, the trend was to use thefunds for additional staff and staff time The schools did notuse uniform criteria in selecting program participants: thougheach school targeted -ninth graders, two schools targeted sometenth graders as well, Attendance monitoring was an importantfacet of the holding power program at all ten schools. Inaddition, all but one school placed primary focus on one ormore of the following: high-interest classes, counseling, andconcentrated staff time for small groups of students. Studentoutcomes. showed that the most successful schools weregenerally those which served only special groups of ninthgraders and had a large number of holding power programcomponents. As a whole, targeted students showed higherattendance, promotional, and achievement rates than theircomparison groups. (KM)Descriptors: Academic Achievement; Attendance: Dropout

Prevention; Enrichment Activities: High Schools: ProgramEffectiveness; School Holding Power: Student Promotion

Identifiers: New York (New York); Now York City Board ofEducation

°°°737 10 4

E0260161 00024326Teacher Culture In Successful Programs for Marginal

Students.Nauman, Craig198546p.: Paper presented at the Annual Meeting of the American

Educational Research Association. (Chicago. IL. 1965).EDRS Price - MF01/PCO2 Plus Postage,Language: EnglishOocument Type: RESEARCH REPORT (143): CONFERENCE PAPER (150)Geographic Source: U.S.: WisconsinJournal Announcement: RIEDEC85In successful programs for marginal youth, teachers extend

their role and create bonds with their students. In theextended role, teachers interact with students in a morepersonal way, provide learning experiences that promotecompetence and success, and establish and maintain high butrealistic expectations. This role requires the development ofa culture in which the teacher's beliefs, values, andbehaviors more closely resemble those of a professional. Thesehypotheses were tested in a field study of the teacher cultureof four successful dropout prevention programs and InvolvedISO high school students and 14 teachers In particular, thenature of studen.-teacher relatlonshles. the meaning of schooland schoolwork, use of time and space. decision-making, andpower were investigated., Analyses of the data revealed that acommon teacher culture existed among the four programs.Teachers were accorded the powe- ts control curriculum. andhad complete control over teaching methods. Curriculum contentwas perceived as less important than persona, development, butmastery of curriculum content was viewed as a means to promotesuccess and to give students feelings of self worth, Students

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were treated es individuals, both academically and personally:the extended Teae of the teacher allowed students and teachersto get to *mow each other as people. Although all of theprograms hod strong leader. decisions were frequently madeas group. And finally, the teachers. who maintainedcollegial relationships among themeelves, were relativelyindependent of administrative constraints. A five-pagebibllogrepAly concludes the document.

Descriptors: Dropout Programs: Nontraditional Education;Professional Autonomy; Secondary Education; Special Education:Teacher Attitudes: Teacher Characteristics; TeacherEffectiveness; Teacher Participation

E0269069 UD024343Dropout Prevention: A First Step. The Story of New York

City's Implementation of Education Lew 3002i2S) Relating toAttendance Improvement and Dropout Prevention.

Foley. Eileen; Marren. ConstanciaPublic Education Association, New York. N.Y..1966102p,Sponsoring Agency: Foundation for Child Development. New

York, N.Y.: Portion Guaranty Trust Co.. NV.; New York CommunityTrust. N.Y.EDRS Price - NFOi /PCOS Plus Postage,Language: EnglishOocument Type: PROJECT DESCRIPTION (141)Geographic Source U.S.; New YorkJournal Announcement; RIENOVS5The findings of task force study of New York City's

leplemntation of State dropout prevention law are providedin this report. An Introduction describes briefly thehistorical background of the legislation. called theAttendance Improvement-Dropout Prevention program, whichprovided 126 million in supplemental funds to school disti;ctswith poor attendance rates. The introduction also ot:Zilnesstudy's purpose and organization. Five chapter; follow, eachaddressing different aspect of the legislation'sImplementation in New York City, which received 50% of theavailable funds. Chapter 1 discusses the political context inwhich the legislation emerged. An analysis of the explicitprovisions of the legislation is presented in Chapter 2,Chapter 3 presents a chronology of the variousintergovernmental actions which were required to bring thepolicy to the doorstep of implementation. Chapter 4 detailsthe efforts of five community school districts to plan andimplement programs. It pays special attention to the politicaland organizational characteristics of those districts, as wellas the attitudes of the school personnel which circumscribedprogram selection and implementation, In Chapter 8 thefindings of the various parts of the study are summarized andthe conclusions of the earlier sections are related to eachother. An appendix contains a description of the methodologyused In the study. (KH)Descriptors: Dropout Prevention: Dropout Programs;

Educational Finance; High Schools; Program Evaluation;

Program Implementation: 'State Aid: State Programs: StateSchool District RelationshipIdentifiers; New York: New York (New York)

E0259047 110024316Keeping Kantucky's

Dropout Prevention.Kentucky State DeptApr 196643p.: Prepared by

Commission,EDRS Price . NF0I/PCO2 Plus Posrage,Language: EnglishDocument Type; GENERAL REPORT (140)Geographic Source: U.S,; KentuckyJournal Announcement; RIENOV66Government: StateTarget Audience: PractitionersThe Kentucky Dropout Prevention Advisory Commission.

appointed in 1964. found enough evidence to conclude thatKentucky's dropout problem is large enough to nerit thedevelopment of statewide dropout prevention efforts. Any sucheffort, the Commission states, will require commitment fromall Kentucky officials. educators, and citizens to educate allchildren. Furthermore, change at all levels of the educationsystem will be needed, along with adequate State funding oflocal efforts, And because dropping out is a process, notsingle action, prevention programs must be aimed at all levelsof education, from kindergarten to twelfth grade, and shouldinclude the child's home. Finally, the goal of any preventioneffort should be not merely to keep students In school for 12years, but to provide quality education to all students. TheCommission's specific recommendations to the State Departmentof Education include the following; (I) define the 'dropout":(2) count the number of dropouts, by district and school; (3)assume a major leadership role: (4) provide funding for localeducational authorities to maintain adequate support servicesfor students: (5) expand the current remediation program togrades 3 and 4 and develop methods of reducing the need torremedition: (6) addreas the special needs of middle andjunior high school students and or senior high school studentswith technical assistance anr, special funding: and (7)eventually raise the compulsory attendance age to 18 orgraduation, (KH)Descriptors; Dropout Characteristics: Dropout Prevention:

Dropout Programs: Educational Policy: Elementary SecondaryEducation; Potential Dropouts: State Aid: 'State SchoolDistrict Relationship; Statewide PlanningIdentifiers, Kentucky

Students In School: An Initial Report on

. of Educat.on. Frankfort.

the Kentucky Dropout Prevention Advisory

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ED258771 RC015341Higher Education Students from Rural Communities: A Report

on Dropping Out.Brown. Dennis E.Apr 198520p,EDRS Price - MFOI/PCOI Plus Postage,Language: EnglishDocument Type: REVIEW LITERATURE (070)Geographic Source: U.S.; Now MexicoJournal Announcementf RIENOV85In order that college and university educators and

administrators could design a strategy for dealing with ruralstudent dropouts, this study reviewed existing research onrural students who drop out of higher education. Although someresearch challenges the relationship between persistence incollege and rural/urban background. corroborated findingsindicated that students from small high schools were morelikely to drop out than students from large schools. Somesocial factors affecting the rural dropout rate are loweconomic status, low family expectations, and geographicisolation.. Little research has been done on rural womenstudents but that which has suggests that rural females mayhave greater needs than rural male students. Research on ruralstudents' academic in higher education presentsconflicting views. Non-academic factors, such as thetransition from a rural community to a college community, mayImpact the rural student dropout rate.- Although there isabundant research regarding dropout intervention techniques.little is available regarding rural student attrition,Providing specialized campus services for rural and small townstudents might be one answer. Results of this study stronglysuggest the need for research validating causes of the highdropout rate of rural students and the need for research onintervention techniques. (PM)Descriptors: Academic Achievement; Academic Aspiration;

Academic Persistence; Dropout Prevention; Dropout Research;Dropouts: Higher Education; Literature Reviews: RuralSchools; Rural Urban Differences; Secondary Education;Services; Socicenonomic Influences

ED258640 JC850353A Practical Partnership,Lieberman, Janet E.:La Guardia Community Coll., Long Island City, N.Y.Jul 198524p.EDRS Price - MFOI/PC01 Plus Postage.Language: EnglishDocument Typef PROJECT DESCRIPTION (141)Geographic Source:: U.S.; New YorkJournal Announcement: RIENOV85Target Audience: PractitionersMiddle College, a high school program on the LaGuardia

Community College campus, was designed to reduce the urbandropout rate, to prepare students more effectively for work or

PAGE: 48Item 140 of 178

college, and to attract more 4tudents to higher education. Asa public alternative high school on a college campus, theprogram creates a continuum between high school and college,featuring flexible pacing, broad curriculum options.service-oriented career education with required internshipsfor all students, and a college environment. The school openedin 1974. with 125 students in the 10th grade. Each year. 125more students were added after local junior high schoolsidentified them as probable dropouts. This report on MiddleCollege focuses on (1) background information on theestablishment of the program; (2) Middle School's service tothe joint missions of the community college and the highschool; (3) the Cooperative Education Program; (3) curriculumand the organization of high school and college courseoptions; (4) problems that have been encountered and the waythese problems were resolved; and (5) keys to the success ofthe Middle College program (e.g.. the assumption of adulthoodand respect for personal decisions of students, emphasis onawareness of personal options and control: and the power ofthe college environment), Finally, suggestions for thedevelopment of similar programs are offered, including earlyadmission of the academically able student, cooperationbetween college and high school faculties, and institutionalrestructuring. (HB)Descriptors: *College School Cooperation; Community Colleges

Cooperative Education; Dropout Prevention; High RiskStudents; High 'Schools: High School Students; ProgramDescriptions Urban Education

Identifiers City University of New York La Guardia CommColl

E0258095 CGOI8297Dropouts from the Chicago Public Schools: An Analysis of the

Classes of 1982, 1983, 1984.Hess, G. Alfred, Jr.; Lauber, DianaChicago Panel on Public School Finances, IL.24 Apr 1985113p.; Support for this research was provided by Lloyd A.

Frey Foundation. Tables may not reproduce well due to smallprint.

EDRS Price - MFOI/PC05 Plus Postage.Language, EnglishDocument Type, RESEARCH REPORT (143)Geographic Source, U S.,; IllinoisJournal Announcement, RIENOV85Many studies of high school dropout rates have compared the

number of graduates with the number of enrolled freshmen. Anadequate representation of the dropout rate, however, mustcombine all categories of leaving school before graduation,and a longitudinal approach must be employed., A joint venturebetween the Chicago Panel on Public School Finances and theDepartment of Research and Evaluation of the Chicago Board ofEducation was designed to track all entering freshmen whoentered a Chicago public school as part of the graduating

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classes of 1982-1964. Each student's entry was tracked alongwith information on whether or not he transferred, graduated,was retained, or dropped out. The results indicated that thedropout rate for the close of 1962 was 43 percent, withsimilar figures estimated for 1983 and 1964. Hispanics andBlacks were the most likely to dropout, with overage maleswith low reading scores most at risk. Dropout rates at theclty'3 63 high schools varied considerably, with the lowestrates at the schools with the best reading scores and thefewest overage students. it is the conclusion of this studythat the Chicago Public School System operates two-tieredhigh school system which concentrates dropout prone studentsinto Inner city Black and Hispanic high schools. (The reportIncludes an executive summary with recommendations; asystemwide analysis of the class of 1982 by dropout rate, age.reading Score, gender, and race; school level analysis ofoutcomes: three year comparisons of the classes of 1982, 1983.1964; an assessment of the financial impact of dropouts; adescription of the study methodology; and various tables andappendices.) (NM)Descriptors:: Adolescents: Age Differences; Black Students:

Dropout Rate; Dropout Research; *High Risk Students; HighSchools; Hispanic Americans: Males; Student Attrition

Identifiers: Chicago Public Schools IL

E0267964 CE041613Oregon High School Follow-up Study. Statewide Findings.Owens, Thomas R.Northwest Regional Educational Lab.. Portland, Oreg.Oct 198481p,Sponsoring Agency:: Oregon State Dept. of Education, Salem.

Div, of Vocational Education.; Washington County EducationService District, Portland, OR,FORS Price - MFOI/PCO2 Plus Postage,Language: EnglishDocument Type: RESEARCH REPORT (143)Geographic Source U.S.; OregonJournal Announcement: RIENOV85A foilowup study collected data from and concerning 1981

high school graduates and early 1 from 19 schoolsthroughout Oregon in order to determine the effects ofvocational training on employment and further education beyondhigh school. Data from 1,296 former students, 672 of whom hadtaken at least one year of vocational cluster courses, wereanalyzed along with the responses of 65 vocational educationteachers to a vocational education program features survey,Approximately half of the former vocational education studentswere working full-time, 19 percent were employed part-time and30 percent were enrolled in school Among the formernonvocational students, 41 percent were employed on afull-time basis, 21 percent had part-time Jobs, and 41 percentwere enrolled in school. Five percent of each group wereunemployed. Wages did not differ between former vocational andnonvocational students; however, females in both groups earnedsignificantly less than their male counterparts. Less than 10

003740:11wwM. - 411111

percent of respondents in each group were dissatisfied withtheir current Job. Fifty-nine percent of the vocationalgraduates and 40 percent of the nonvocational graduates Judgedtheir vocational courses to be closely or somewhat related totheir current Job, with approximately half of the respondentsin each group wishing they had taken more vocational classeswhile in high school. (This paper includes 31 tables and acopy of the student survey instrument.) (MN)

Descriptors Academic Achievement; Comparative Analysis;Dropout Research; Dropouts: Educational Attitudes;Educational Benefits: Employment Patterns; Females: followupStudies: Graduate Surveys; High School Graduates; Influences;

Job Satisfaction: Outcomes of Education; PostsecondaryEducation; Program Content: Ouestionnaires: Salary WageOifferentials: School Role: Secondary Education:` State Surveys

gables (Oats): Teacher Attitudes: Vocational EducationVocational Education Teachers

Identifiers Impact Studies Oregon

* E0257963 CE041612Retentinn of Students in Vocational Programs. A Sourcebook

of Strategies for High School Educators.,New Hampshire State Dept. of Education, Concord Div, of

Instructional Services.198556p.; For related document, see CE 041 611.EDRS Price - MfOl/PC03 Plus Postage.Language:; EnglishDocument Type:: NON-CLASSROOM MATERIAL (055)f BIBLIOGRAPHY

1130Geographic Source: U.S.; New HampshireJournal Announcement: RIENOV85Government StateTarget Audience: PractitionersThis handbook contains materials to assist high school

teachers in increasing enrollment and completion rates invocational programs preparing students for entry intonontraditional occupations. The first part of the manualoutlines practices and activities addressing the followingareas:: guidance and counseling, special events for students,public relations, direct instruction, communication and thenews media, extracurricular activities, use of instructionalmedia, curriculum, assessment, parent and communityinvolvement, administration and management, and staffdevelopment and training. Included in the second section areabstracts of 26 different documents dealing with vocationaleducators' workshops, parent workshops, bibliographies,sierlations, sourcebooks, and research reports coveringstr4legies for promoting nontraditional enrollments, Anannotated list of recommended curriculum materials is providedin the third section. (MN)DescrIptoriv Abstralts; Classroom Techniques; Community

Involvement; Counseling Techniques; Curriculum Development;Dropout Prevention; Educational Media; Educational Practices.:

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Educational Strategies; Extracurricular Activities: GuidelinesHigh School Students; Instructional Materials; Learning

Activities; *Nontraditional Occupations; Parent Participation;Program Administration; Program Implementation; Publicity;Public Relations; School Counseling; School Holding Power;Secondary Education; Staff Development; Student Evaluation;*Student Recruitment; Teacher Workshops; *Vocational EducationWorkshops

E0257927 UD024292Report of the National Invitational Working Conference on

Holding Power and Dropouts (New York. New York. February13-18. 1988).Mann. DaleColumbia Univ., New York. N.Y. Teachers College.13 Mar 198555p,Sponsoring Agency; American Can Co, Foundation. Greenwich.

CT.

EDRS Price - MFOI/PC03 Plus Postage,Language; EnglishDocument Type: CONFERENCE PROCEEDINGS (021); POSITION PAPER

(120)Geographic Sourc; U.S.; New YorkJournal Announcement: RIEOCT85The conference summarized here brought together participants

from 12 public school districts and 34 observers fromgovernment agencies. foundations and community organizations.The attendees addressed the concern that the reform agenda ofAmerican public schooling is insufficiently sensitive to needychildren who have dropped out of school or who may be at riskof doing so, The chairman's personal observations of theconferencees' conclusions are provided on the followingsubjects: (1) the need for obtaining better data; (2) reasonsfor the absence of more accurate information; (3) improvingthe information base; (4) holding power in schools vs.,

post-school remediation; (5) "successful' programming; (6) theComprehensive Competencies Program; (7) outcomes; (8)obstacles; and (9) who is to blame for the existing problems.The first appendix lists the guests at the conference, while asecond provides the agenda, Appendix 3 plots program variablesby district (the 12 districts represented at the conference).in terms of policy and services for dropouts or potentialdropouts. Categories reviewed include; (1) diagnosis forstudent selection; (2) program learning content; (3) programdelivery; (4) resources; and (5) evaluation. Appendix 4addresses population characteristics. graduation requirements.degree options, and information managemen ". practices ofindividual districts. The paper "Uncommon Sense; SchoolAdministrators. School Reform and Potential Dropouts." byEdward L. McD111, Gary Natriello. and Aaron M. Pallas, is alsoappended to the report, (RON)

Descriptors: Administrator Role; Conferences; *DisadvantagedYouth; Dropout Characteristics; Dropout Prevention; DropoutPrograms; Dropout Research; High Risk students; *InformationNeeds; Potential Dropouts; Program Improvement; Public Policy;

Public Schools; Research Problems: School Districts; SchoolHolding Power; Secondary Education; Urban Schools

E0257926 00024289The 1983-84 Dropout ReportNew York City Board of Education. Brooklyn. N.Y,May 198960p.; Prepared by the Analytic Studies Unit.EDRS Price - MF01/PC03 Plus Postage.Language; EnglishDocument Type; STATISTICAL MATERIAL (110):

DESCRIPTION (141)Geographic Source; New YorkJournal Announcement RIEOCT85Data on dropout patterns in New York City Public Schools are

provided and analyzed in order to identify issues to beaddressed and contribute to the establishment of standards andcriteria for program development. Part I introduces the keyquestions to he asked.: In Part II. the term dropout is definedaccording to State Education guidelines; the criteria forgauging high school ono system-wide dropout rates arearticulated; the structure of the school system is outlined;and procedures for dropout accounting are described. Part IIIlays out the findings in terms of; (i) the annual dropoutpercentage and projected four-year dropout rates; (2) acomparison of 1983-1964 and 1982-1993 dropout rates; (3)reasons for discharge; (4) a further examination of day highschool dropouts; (S) all discharges from New York Cityschools; and (6) supplementary analyses on dropout rates amongolder students, the success of a retrieval plan for dropouts.figures for dropouts who re-enroll, and data on adult andcontinuing education students, Part IV draws together theconclusions, Three appendices present admission and dischargecodes; figures for dropouts and graduates from academic.vocational, and alternative high schools; and a history ofdropout accounting in New York City. (RON)

Descriptors Adult Education; Dropout Characteristics;Dropout Prevention; Dropout Prograwd; Dropout Rate; DropoutResearch; High Schools; Nontraditional Education;Recordkeeping; Research Methodology; Student Attitudes;Vocational Education

Identifiers *New York (New York)

PROJECT

E0257889 U10024163Operation Success: Sponsored by the New York State Education

Department. A Cooperative Program of Federation Employment andGuidance Service, the New York City Board of Education and theUnited Federation of Teachers, Evaluation Report, Year EndingJune 30, 1983.

City Univ. of New York, Flushing. N.Y. Queens Coll.Feb 1984222p.; Prepared by CUNY's Center for Labor (I Urban Programs,

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Sponsoring Agency: New York State Education Dept.. Albany.MRS Price - MF01/PC09 Plus Postage,Language: EnglishDocument Type: EVALUATIVE REPGRT (142)Geographic Source: U.S.; New YorkJournal Announcement: RIEOCT65Operation Success is a pilot project funded by the New York

State Education Department to provide support services to highschool dropouts and potential dropouts. It offers programs,including employment programs, intended to develop skills,self-awareness and self-direction, ornourage career goals, anddevelop appropriate attitudes toward the world of work. In itsfirst year (1962-63). Operation Success provided in-school,supplementary services to 1.764 New York City students atthree separate schools. At year's end, 93 percent of theparticipants were still enrolled (or had graduated), and theprogram had managed to bring 232 dropouts back to school.MOreover, the program's success had had a spillover effectwithin the participating high schools: their total attendanceincreased by 4 percent. and enrollment at the three schoolsrose 10 percent (compered with an 8 percent decline in theprior year). Operation Success resulted in major changes instudents' attitudes toward school and teachers, and theseshifts in attitude were reflected by positive changes inparents' feelings toward the schools, (The narrative portionof this evaluation report is followed by appendices containing48 statistical tables. feedback from the high schools, andlabor market information for New York City.) (104)Descriptors; Attendance; Dropout Characteristics; Dropout

Prevention: Dropout Programs: Dropouts: EconomicallyDisadvantaged: Employment Programs; Enrollment: High RiskStudents: High Schools: Parent Attitudes: Potential Dropouts;Program Development; Program Effectiveness; ProgramEvaluation; Services; Strident Attitudes

Identifiers: New York (New York): Operation Success

t ED257649 TM850290Coordinated Vocational Academic Education, 1680-1903,Tees, Sandra: And OthersFort Worth Independent School District, Tex, Dept.

Research and Evaluation.14 Mar 196429p.EDRS Price - MFOI/PCO2 Plus Postage.Language: EnglishDocument Type:. EVALUATIVE REPORT (142)Geographic Source: U.S.: TexasJournal Announcement: RIEOCT85Coordinated Vocational Academic Education (CVAE) is offered

at three middle schools in the Fort Worth Independent SchoolDistrict, Texas. Courses in automobile mechanics, cosmetology,and home and community services are provided for potentialdropout students who meet specific criteria:; (1) lowachievement; (2) inadequate communication skills; and/or (3)social or emotional problems which interfere with performance,This evaluation studies three student cohorts (CVAE classes of

of

1980-81. 1981-82. and 1982-83) to AMISS CVAE impact onsurvival rate (students remaining in school) and attendance,academic achievement, citizenship, and market demand forskills developed, Findings indicate that the 132 CVAE studentson the whole show positive changes in grade point averages,Iowa Tests of Basic Skills (ITBS) scores, and citizenshipmarks during the program year. A large percentage of studentsin classes from 1980 to 1983 have enrolled for the 1983-84school year. There was no improvement in attendanceSalability of skills is adequate. Some impact may be lost dueto lack of ninth grade follow-up programs, Appendices containsix tables showing average percent attendance; grade pointaverages for m3th. English, science, and social studies; andprincipal comments on the CVAE program, (BS)

Descriptors: Achievement Gains; Attendance Patterns; CohortAnalysis; Disadvantaged Youth; Dropout Prevention; DropoutPrograms: Grade 8; Low Achievement; Middle Schools; ProblemChildren; Program Evaluation; School Counseling; SchoolDistricts; Secondary Education; State Programs; StudentBehavior; Student Motivation; Vocational Education

Identifiers: Coordinated Vocational Academic Education;Fort Worth Independent School District TX

E0287032 CG018302Raising Standards and Retaining Students: The Impact of the

Reform Recommendations on Potential Dropouts,McD111, Edward L.; And OthersJohns Hopkins Univ., Baltimore,

Organization of Schools,Apr 198556p,Sponsoring Agency: National Inst. of Education (ED).

Washington, DC,Grant No.. NIE-G-83-0002Report No. CSOS-'58EDRS Price - MFOI /PCO3 Plus Postage.Language: EnglishDocument Type; REVIEW LITERATURE (0701; POSITION PAPER (120)Geographic Source: U.S.; MarylandJournal Announcement: RIEOCT85This paper examines the potential influence of school reform

policies on the high school dropout rate, We summarize adiverse set of reports on American education which recommendincreasing academic standards in schools as a means forimproving secondary school performance We also describe ourunderstanding of the processes by which youngsters drop out ofschool. In light of these diverse literatures, we show thatraising standards may have both positive and negativeconsequences for potential dropouts, On the positive side,raising standards may encourage greater student effort andtime on schoolwork, and thus read to higher levels ofachievement. On the negative side, raising the standards mayincrease academic stratification within schools and cause moreschool failure, with no apparent remedies, Because of these

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potential negative consequences of raising standards. weMOSS the literature on intervention programs designed toreduce delinquent behavior and school dropout. We sujgest thatalterable organizational characteristics of schools can holpbuffer the potentially negative consequences of raisingacademic standards for students at risk of dropping out. Weconclude by calling for rigorous evaluations of toeimplementation and measurable effects of school reformefforts, In the context of 'full enrollment model" ofprogram effectiveness, (An 18-page bibliography concludes thepaper.) (Authors)

Descriptors: Academic Aspiration: Academic Standards;Dropout Prevention: Dropouts: Educational Change:Educational Ouality: *Nigh Risk Students: InstitutionalCharacteristics: Literature Reviews: School Effectiveness:Secondary Education: Student Improvement

Identifiers: National Commission on Excellence in Education

ED256902 0E041421Progressing to College: A 14-16 Core. An FEU View.Further Education Unit. London (England),Apr 198515p.

Report No.f ISBN-0-948489-63-6EDRS Price - MF01/PC01 Plus Postage:Language; EnglishDocument Type: POSITION PAPER (120)Geographic Source: United Kingdom; EnglandJournal Announcement: RIEOCT85The Further Education Unit (FEU) believes that young school

leavers should be able to check their achievements against acore of entitlement. Therefore, the FEU is proposing a corecurriculum to support the successful transition of the schoolleaver aged 18 or older to adult life., The core, which isintended to serve as a diagnostic and planning checklist fromwhich individual programs can be constructed, addresses thefollowing areas: adaptability, role transition, physicalskills, interpersonal skills; values, communication andnumeracy, problem solving, information technology, society,learning skills, health edUcation, creativity, environment,science and technology, and coping. Teachers shouldincorporate such pupil learning strategies as experientiallearning, participation and negotiation, and communityinvolvement into transition programs based on core objectivesto encourage pupils to internalize and apply their learning,take responsibility for it, and recognize a variety ofexperiences as a part of it: Preservice and inservice trainingthat reflect the broadening of the role of teachers to becomemanagers of learning should be provided, and schoolorganization should be reappraised to support the achievementof core alms: Extensive publicity will also be necessary sothat practitioners, parents, and industry will accept the newcore,, (MN)Descriptors Articulation (Education): Basic Skills:

Behavioral Objectives; Classroom Techniques: CollegePreparation; Coping; Core Curriculum: Daily Living Skills:

Delivery Systems: Developmental Studies Programs: DropoutPrograms; Educational Needs; Educational Policy; ForeignCountries: Position Papers: Program Implementation: Publicity:

Secondary Education; Transitional ProgramsIdentifiers: Great Britain

E0258840 50016729The Drop-Out Problem In Primary Education: Towards

Universallratic:s of Primary Education in Asia and thePacificSome Case Studiesf China, India, Peninsular Malaysia,Socialist Repub10 of Viet Nem, Sri Lanka. ond Thailand,

United Nations Educational, Scientific, and CulturalOrganization, Bangkok (Trailand). Regional Office forEducation in Asia and the Pacific.

1984

258p.: Some charts contain small print.Available from UNIPUB. 205 East Forty-Second St.. New York,

NY 10017 ($20.75).EDRS Price - MFOI Plus Postage. PC Not Available from EDRS.Language; EnglishDocument Type; COLLECTION (020); BOOK (010)Geographic Source: ThailandJournal Announcement; RIESEP85Government InternationalThe ways in which six developing countries in Asia are

dealing with the problem of children dropping out ofelementary school are discussed in these essays. One of thepersistent problems that has deterred universalization ofprimary education is the early dropping out of children fromschools., Case studies describing the magnitude and causes ofdropout and actions being undertaken to prevent dropout areprovided for the countries of China, India, PeninsularMalaysia, the Socialist Republic of Viet Nam, Sri Lanka, andThailand. There 10 much variation concerning the dropoutproblem both between and within Asian countries: In general itcan be said, however, that countries with high dropout ratesalso have high repetition rates, inadequate school provision,low female enrollment, and disparities of dropout betweenurban and rural children. Because high repetition and highdropout rates usually occur in the early school grades,careful attention must be paid to grade 1 and preschooleducation. Community and nonformal educational resources mustbe used and incentives must be provided, especially tofemales. (RM)Descriptors Case Studies: Comparative Education:

Developing Nations: Dropout Characteristics: DropoutPrevention; Dropouts: Educational Development EducationalNeeds: Educational Opportunities: Elementary Education; EqualEducation: Foreign Countries

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M255595 U0024143Hispanic School Dropouts: The Extent and Relevance of

Pre-High School Attrition and Delayed Education.Hirano-NOkanishi, MarshaNational Center for Bilingual Research. Los Alamitos. Calif,[198430P.Sponsoring Agency: National Inst.: of Education (ED).

Washington. DC.Contract No..: NIE-00-CA-80-0001Report No.: NCBR -R -i7EDRS Price - MFOI/PCO2 Plus PostageLanguage: EnglishDocument Type RESEARCH REPORT (143)Geographic Source :: U.S.; CaliforniaJournal Announcement: RIEAU085Using the 1978 Survey of Income and Education, and focusing

on Hispanics aged 14 to 25, analyses were conducted to assesswhen in the schooling process Hispanics drop out, Findingssuggest that over 40 percert of all Hispanic dropouts leaveschool before reaching the 10th grade, with most of thepre-high-school attrition occurring at the junior high schoollevel, Dropping out among Hispanics peaks in the 11th grade(30 percent of all Hispanic dropouts), followed by sharpdecline in the 12th grade (7 percent), Analysis of descriptivestatistics regarding pre-high-school attrition and delaysuggests that regional differences in policies regardingschool leaving and delay may exist, that sophomore-aged PuertoRicans are most likely to experience delay among Hispanicsubgroups, and that socioeconomic. language - related andimmigration factors are related to delay and pre-high-schoolattrition. In view of these findings, It is Important thatresearchers focus on the Junior high school period in whichsignificant numbers of Hispanic youth drop out of schooland/or experience substantial delays in their educationalprogress. Furthermore. pre-high-school attrition statisticsshould be regarded as social indicators and analyzed on aregular basis for Hispanics and other relevant subgroups, inorder to review trends regarding the attrition issue: (mH)Descriptors Age Differences; Dropout Characteristics:

Dropout Rate: Dropouts: Educationally Disadvantaged: HighSchools: Hispanic Americans: Immigrants; Influencer: JuniorHigh Schools; Language Dominance; Secondary School Students;Student Promotion

E0254358 RC014994Report to the State Department of Education Task force on

Migrant Education.Rollason, Wendell N,Redlands Christian Migrant Association, Immoklee. FL.9 Aug 1984184p.EDRS Price - MFOI/PC04 Plus Postage.Language :' English

Document Type: REVIEW LITERATURE (070); POSITION PAPER (120)Geographic Source: U.S.; Florida

Journal Announcement RIEJUL85Target Audience: Policymake-sThe report presents Redlands Christian Migrant Association's

(RCM's) position ,n Florida's Migrant Education Program, theprogram changes sought by RCMA. and background and beck-upmaterials. The packet of materiels includes brief discussionsof the background and reactivation of the Task Force onMigrant Education: Stole Board of Education instructions tothe Task Force; memos of instructions from Florida's Bureau ofCompensatory Education to selected superintendents and agencyheads: transcript excerpts from the April 5 and t2 meetings ofRCMA with the State Board of Education: a federal review ofFlorida's migrant education progrm and the state's response:various compilations of statistics on Florida's migrantchildren: and pertinent news clippings. The report alsoprovides memorandum from the Florida Department of Educationon the benefits of the Early Childhood Program: an excerptfrom the report What Effective Schooling Research Says toMigrant Education Program Planners (by William G. Seward andKathleen Cotton) discussing parent prticrpation ininstructional programs; the State Cabinet's concerns aboutschool children and the schools: bill analysis* of StateRepresentative Bob Johnson's bill cresting the DropoutPrevention Target Program and a copy of the bill itself; AStudy of Florida Secondary School Dropouts,* a final report byMGT of Americo. Inc.; and table entitled *Survival Ratios byGrade Groups for the Total School Population and IdentifiedMigrants 1979-1982.* (N0A)

Descriptors: Academic Achievement: Dropout Prevention:Dropout Rate; Early Childhood Education; EdUcational Finance:Educational Legislation; Educational Research: ElementarySecondary Education; Enrollment; Family characteristics:Migrant Education: Parent Participation: ProgramAdministration; Program Effectiveness; Questionnaires: StateAction; State Programs

Identifiers Florida: Redlands Christian MigrantAssociation

ED254563 RC014924Coca-Cola Hispanic Education fund: Los Angeles Program

Description.Coca Cola Bottling Co. of Los Angeles. CA198410p.

EDRS Price - MFOI/PC01 Plus Postage.Language. EnglishDocument Type f RESEARCH REPORT (143)Geographic Source. U.S.: CaliforniaJournal Announcement. RIEJULB5The Coca-Cola Hispanic Education Fund was created in

response to the high school dropout problem in Los Angeles.The Fund enables the Coca-Cola Bottling Company of Los ngeleeto build upon the successful relationship it has developed inthe Hispanic community and maximizes the . :fectiveness of

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existing student support programs by directing needy studentsinto these programs at an early stage. Administrators.Counselors. teachers. and aides identify sophomore studentswho during their junior high school careers were known to haveficedbelc. attendance. OconomiC, family. and other problemsMoth teem teaching an.; the buddy system approach are employedin assisting these students. Major program, components are theStudent Identification. Incentive Activities. Orientation.Instructional Core. and Tutoring Projects. Program activitiesare enhanced by snob existing school programs as theAttendance Motivation Program. Chapter 1 teacher and studentassistance services. student orientation and governmentPrograms, youth service* programs, and other 44- go Ina projectssponsored by the Coca-Cola Company. Program evaluation willinvolve analyses of individual and group attendance patternsand student progress. ob tions of program procedures andactivities by teachers, students, parents. and administrators:review of periodic reports; and feedback from ProgramAdvisory tcumil comprised of school system, civic, politicaland business representatives. (NOA)Descriptors: Dropout Prevention: Hispanic Americans;

Private Financial Support; Program Evaluation; Schoolliminess Relationship: School Community Relationship:Secondary Education: Student Not

Identifiers :: California (Los Angeles): Coca Cola HispanicEducation Fund

E0253942 CGO$9107Fee Whom the School Dell Tolls: The Impact of Dropping Out

on Cognitive Performance. Report No. 3541,Alexander. Karl L.; And OthersJohns Hopkins Univ., Baltimore, end.; Center for Social

Organization of Schools:Jan 195542p,5nonsoring Agency: National Inst. of Education (ED).

Washington, DC.Grant NIE-0-82-0002(DRS Price - MFOI/PCO2 Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (142)Geographic Source: U.S.: MarylandJournal Announcement: PIEJUL$5Target Audience: ResearchersAlthough much has been written about the ineffectiveness of

schools in imparting cognitive skills. there is littlereliable knowledge by which to judge such claims., While thetypical school effectiveness study focuses on variation ineducational outcomes between organizational units, there havebeen few studies which compared 'school' and 'non-school"populations. The purpose of this paper is to assess thecontribution of formal schooling to cognitive development.Using data from the sophomore cohort of the High School andBeyond project. patterns of cognitive development forgraduates and dropouts over 2-year interval were compared.With the effects of social background. sophomore test

performance, and prior acadohnic adjustment controlled, theaverage di:ference in cognitive test performance that may beattributable to the effect of staying in school is aboutone-tenth of a standard doviatIon, Moreover. dropping cut ofschool has its most severe negative effects upon disadvantagedstudents. (Author)Descriptors: Cognitive Development: Comparative Analysis:

Dropout Research; Dropouts: 'High School Students: 'Outcomesof Education: Performance Factors; school Role: SecondaryEducation

Identifiers: Impact Studies

ED253744 CE040757Job Corps Amendments of MM.: Hearing War:: *iv:, Committee

on Labor and Human Resources, United States Senate,Minety-Eighth Congress, Second Session on S. 2111, to Amendcart S of Title IV of the Job Training Partnership Act, toStrengthen the Job Corps Program.Congress of the U.S.. Washington. D.C. Senate Committee on

Labor and Kaman Resources.II Feb 115417Sp.: Document contains small type,Report No. S-Heg-911-1153EDRS Price - NFO1 Plus Postage. PC Not Available from EORS.Language:: EnglishDocument Type: LEGAL MATERIAL (050)Geographic Source: U.S.: District of ColumbiaJournal Announcement: RIEJULa5Government: FederalThis Congressional report contains testimony pertaining to

amending the Job Training Partnership Act (JTPA) to strengthenthe Job Corps Program. The primary focus of the hearing was onthe current adequacy and future potential of the Job Corps'vocational and basic education programs, facilities andequipment, residential living and enrichment programs. as wellas the adequacy of the Department of Labor's budget andpersonnel resources to achieve Job Corps' goals, Includedamong those persons providing testimony at the hearing wererepresentatives of the following agencies and organizationsTeledyne Economic Development Company; Management and TrainingCorporation: the National Football !moue Players Association:Minact, Inc.: and the Singer Company. A Job Corps vocationalreview and memorandum from Peter E. Roll, the director ofthe Office of Job Corps, concerning establishment ofperformance standards for Job Corps Centers are also providedin the text of the hearing Statements were also presented byPatrick J. O'Keefe. of the U.S. Department of Labor, and byJennings Randolph. U.S. Senator from West Virginia. (MN)Descriptors Cooperative Planning; Cooperative Programs:

Disadvantaged Youth: Dropout Programs; EconomicallyDisadvantaged: Educational Cooperation; Educational Equipment:Educational Facilities: Educational Legislation; EducationalNeeds: Educational Objectives; Evaluation Criteria; 'FederalLegislation; Financial Needs: Financial Support; Job training

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; Policy Formation; Program Effectiveness; Program Evaluation;Public Policy; Rehabilitation Programs; School BusinessRelationship; Secondary Education; Vocational Education;Vocational Rehabilitation; Youth Programs

Identifiers: Amendments; Congress 98th; Department of Labor;Job Corps: Job Training Partnership Act 1982; Private Sector

ED253686 CE040655World of Mork -- Education and Jobs. Kit NO: 101-705

Instructor's Manuel. Revised.Miles, Mamie Role; Killingsworth, LindaSouth Carolina State Dept, of Education,; Columbia Office of

Vocational Education.,198417p.; For an earlier version of this document, see ED 165

328, For other related documents, see CE 040 651-656,Sponsoring Agency f Office of Education (GREW). Washington.

D.C.Grant No.: SC-5058-76-1-211-0330EDRS Price MFOI/PC01 Plus Postage,Language: EnglishDocument Typef TEACHING GUIDE (052)Geographic Source: U.S.; South CarrlinaJournal Announcement R1EJUL85Government: StateTarget Audiencef Teachers; PractitionersThis instructor's manual contains activities for teaching

students about the benefits derived from completing highschool, sources of training for occupations, and informationon finding job openings and on working part-time andfull-time. It is designed for use in five periods in classesin prevocational education in South Carolina. The guidedescribes the activities, gets goals for student attainment,provides instructional Wjectives to meet the goals, and thengives directions for implementing the activities (includingmaterials and resources required, class preparation, and classpresentation). The guide also contains a student worksheet andeight transparency masters for duplication, (KC)Descriptors: Behavioral Objectives; Career Choice; Classroom

Techniques; Decision Making Skills; Dropout Prevention;Education Work Relationship; *Employment; Job Search MethodsJob Training; Learning Activities; Occupational InformationPart Time Employment; Prevocational Education; Secondary

Education; State Curriculum Guides; Teaching Methods;Transparencies; Vocational Education

Identifiers: South Carolina

ED253595 110023653Educating the At-Risk Adolescent. More Lessons from

Alternative Nigh Schools: A Report.ft . Foley, Eileen; Crull, Peggy4 I, Public Education Association, New York, N.Y.

198410/P,

Sponsoring Agency: ittleSton Foundation Inc., New York, NY::

Morgan Guaranty Trust Co., NY : New York Community Trust, N.YAvailable from Public Education Association, 20 West 40th

Street, New York, NY 10018.EDRS Price - MFOI/PC05 Plus Postage.Language:, EnglishDocument Type f RESEARCH REPORT (143)Geographic Source: U.S.; New YorkJournal Announcement, RfEJUN85This report contains research findings on student

achievement and retention at New York City alternative highschools serving dropouts and potential dropouts,. After asummary and introduction, statistics are presented whichreveal that alternative schools facilitate positive changes instudent performance,. Next, reasons for students' dropping outare discussed, and factors which influence the holding powerof alternative schools are described. Differences in students'academic preparedness and the types of school programs arecited as major reasons for the fact that some schools show ahigher rata of student retention. A summary of major findingsis presented, with particular focus on the dropout problem,Finally, a model for establishing alternative schools (orrefining existing ones) is described, and this study'sprincipal recommendations are outlined, Methodologicalprocedures used to collect and analyze the data contained inthis report are detailed in five appendices, including athree-page interview format. (KH)Descriptors: Academic Achievement; Attendance Patterns;

Dropout Characteristics; Dropout Rate; Dropouts; High riskPersons; High Schools; Models; Nontraditional Education;Potential Dropouts; Program Development; School Effectiveness; * ::hoot Holding Powerloantifiers.., New York (New York)

ED251577 00023970Students In New York City Public Schools, 1970-1981.

Discussion of Data,New York City Board of Education, N.Y.(198428p,; Parts of tables may not reproduce well due to small

and light print; For a related document, see UD 023 971.EDRS Price - MF:/PCO2 Plus Postage.Language:. Englist.Document Type:. STATISTICAL MATERIAL (1101; PROJECT

DESCRIPTION (141)Geographic Source: U.S.; New YorkJournal Announcements R1EAPR85Seventeen tables of statistical data on students in New York

City Public Schools are provided for the years 1970-81. Thedata are briefly discussed under seven categories, (1)Enrollment., from 1971-72 to 1981-82, enrollment in the publicschool system declined by 19.5%, most of the decline being inelementary school enrollments, A considerable decline inintermediate/juniar high and high schools began in themid-1970's, however. (2) Pupil ethnicity., Whites, the largest

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group of students in 1970, were the third largest by 1981.Blacks became the largest group in 1972. Hispanics became thesecond largest group In 1978. (3) Pupil Attendance: attendancerates are generally stable, (4) Test Results: the trend showsthat elementary and junior high school students have comedialer to the national average. (5) Promotions: promotionrates in eleeentary. Intermediate. and junior high schoolshave been declining over the past decade. (6) Graduates: thechange in the number of graduates is generally consistent withthe change in enrollment: (7) Dropout Rates In High Schools:these should be assessed with caution, as data have been onlypartially audited, and the method of collecting theinformation has changed over the years. (RON)Descriptors: Asian Americans; Attendance Patterns: Black

Students; Dropout Rate; Elementary Secondary Education;Enrollment Trends; *Ethnicity: High School Graduates;Hispanic Americans: Reading Tests: School Statistics; Scores;Special Education: Student Promotion; White StudentsIdentifiers: New York (New York)

E0251546 00023929A Policy Blueprint for Community Service and Youth

Employment.Slobig, Frank J.; George, Calvin H.Eleanor Roosevelt Inst., Hyde Park. N.V.Sep 198433p.; Prepared by The Roosevelt Centennial Youth Project.

Also sponsored by the Kenworthy-Swift Foundation and thePublic Welfare Foundation:Sponsoring Agency Edna McConnell Clark Foundation, New

York, N.Y.; Field Foundation, New Verk,New York, N.Y.

Available from The Roosevelt Centennial Youth Project, 81018th Street, NAO., Suite 705, Washington, DC 20006 (52.00 percopy),

EDRS Price - MFOI/PCO2 Plus Postage,Language: EnglishDocument Type: CLASSROOM MATERIAL (050) GENERAL REPORT

(140)Geographic Source: U.S.; District of Ce:umblaJournal Announcement: RIEAPR85This document presents a proposal for a two-tiered community

service and youth employment program. The first chapterpresents youth employment data, describes the need for awork-education and community Investment strategy, anddiscusses the proposal's underlying philosophical and economicideas. Chapter II reviews four categories of successful workand service programs that provide examples 'or developingpolicy: (I) work experience and cooperative education; (2)remedial education and training: (3) pre-employmentassistance; and (4) private sector placement activities:Chapter III presents a model of the two tiers of the proposedproject, each of which would serve different goals: (I) theCommunity Service Corps would involve young adults who want tospend a year in transitional community service that teststheir skills and encourages them to explore new interests; and

N.Y.; Ford Foundation,

(2) the Stay -in- School Program would offer training, supportservices and work opportunities to economically disadvantagedyouths who are still in high school or have dropped out.Chapter IV briefly outlines the general principles upon whichthis model's delivery system options were based. The documentends with a short discussion of principles for a nationalcommunity service and youth employment policy, and with a listof organizational and individual endorsements, (KH)Descriptors: Career Education: Community Development:

Community Services; Disadvantaged Youth: Dropouts: EducationWork Relationship; Employment Programs: Government Role; HighSchools; High School Students: Models; Public Policy: SchoolBusiness Relationship: Work Experience Programs: Young Adults: Youth Employment

ED251544 00023924The High School Drop Out and the Inner City School. Final

Report of the Grand Jury in the Circuit Court of the EleventhJudicial Circuit of Florida in and for the County of Dade.;Fall Term A.D., 1989. Filed July 17, 1984.,

Dade County Grand Jury. Miami. FL,198455p.EDRS Price - MFOI /PCO3 Plus Postage.Language: EnglishDc-ument Type: LEGAL MATERIAL (090): GENERAL REPORT (140)Geographic Source: U.S.; FloridaJournal Announcement: RIEAPR85Government: LocalThe final report of a Florida Grand Jury investigation of

the school dropout situation in Dade County is presented inthis document., Information contained in the report was drawnfrom a questionnaire administered to 264 dropouts andpotential dropouts, from a second questionnaire administeredto 323 elementary school teachers, and from the testimony of20 expert witnesses. In Sections I and 11, introductory andbackground material are presented. In Section III, thefollowing topics are discussed: the dropout rate, overall andfor Hispanics. Blacks, and nenHispanic Whites; dropoutcharacteristics; and what happens to dropouts after they haveleft school.; In Sections IV through VI, the question of whydropouts leave is addressed in terms of the school, theneighborhood, and the home. The relationship between academicperformance and delinquency is explored briefly in SectionVII; Following this, schools in Dade County that aresuccessful, the issue of school effectiveness, and some ofDade County's past and present efforts to bring aboutimprovement are examined. A summary of findings and a list ofrecommendations are presented in the concluding section, (CMGDescriptors: Black Students; Delinquency; Dropout AttitudesDropout Characteristics: Dropout Prevention; Dropout RateHigh Schools: Hispanic Americans; Influences: Scheel

Effectiveness: White StudentsIdentifiers: Florida (Dade County)

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60251489 91640767Indian Education Act Project in the Portland Public Schools,

11183-114 Evaluation Report."91. CanPortland Public Schools, OR. Research and Evaluation Dept.Oct 198426p.EDRS Price - MfOl/PCO2 Plus Postage.Language EnglishDocument Type; EVALUATIVE REPORT (142)Geographic Source: U.S.; OregonJournal Announcement: RIEAPR65The 'goal of the Indian Education Act Project (LEAP) is to

Increase and extend the education of American Indian youths sothey can better cop. with a highly technological society,Statistics have indicated drop-out rates of 40 to 50 percentamong American Indians. a primary factor giving rise to theurgent need for supplemental educational services to AmericanIndian students attending public school systems, The projectdesigned and implemented a comprehensive program to reduceattrition and to increase student attendance and achievement.;The project provided a variety of activities and services(e.g.. tutoring, student and parent counseling, economicsupport, cultural and career education) for American Indianstudents. The project staff also involved the American Indiancommunity. District statistical data compiled over the lastfive years continue to be encouraging, showing a decline Inattrition while also showing increases :et attendance andachievement among American Indian students., While theeducational circumstances of the American Indian students inPortland appear to be improving, federal support for thiseffort appears to be decreasing at more rapid rate than theproblems LEAP is trying to solve. Sufficient funding is aconcern that must be reconciled in the near future.(Author /BM)Descriptors: Academic Achievement; 'American Indian

Education; Attendance Patterns; Basic Skills; CulturalEducation; Dropout Prevention; *Dropout Rate; ElementarySecondary Education; Parent Participation; Program Evaluation;'Urban American Indians

Identifiers: Indian Education Act 1972 Title IV; PortlandSchool District OR

E0250421 UD023879Citizen Guide to Children out of School: The Issues, Data,

Explanations and Solutions to Absenteeism. Dropouts, andDisciplinary Exclusion.

Kasser, Susan C.Citizens' Council for Ohio Schools, Cleveland,Sep 1984Slp.

Sponsoring Agency: Carnegie Corp. of New York, N.Y.Available from:. Citizens' Council for Ohio Schools, 453 The

Arcade, Cleveland, Ohio 44114 (65.00 per copy).EDRS Price - 14F01/PC03 Plus Postage.Language: English

Document Type: NON-CLASSROOM MATERIAL 1055): RESEARCH REPORT(143)Geographic Source U.S.; OhioJournal Announcement: RIEMAR85Target Audience% Policymakersf, Practitioners; CommunityThis guide to children out of school is addressed mainly,

but not exclusively, to school districts. school personnel.and concerned citizens In the State of Ohio. The greatestfocus is on the educator's role in assuring that all childrenare served and on finding solutions when school participationproblems exist. The basic position on attendance of theCitizens Council for Ohio Schools 's outlined, with anemphasis on student well-being and t'a importance of usingdata for identifying problems and developing policy Threechapters follow, each of which discusses a differentattendance problem and outlines the Council's position on theissue, as well as providing a bibliography of relevantliterature, The first chapter describes Ohio's attendancelegislation and considers ways of determining when absenteeismis a problem. School attendance data for Ohio are given, asare some explanations for why children stay away and somesuggestions for intervention. Chapter II provides an overviewof the controversy about school exclusion (relating it to theschool desegregation movement) and discusses the wisdom ofsuspension and expulsion as disciplinary measures. Somealternatives to suspension are discussed, and legal issues anddata on exclusionary practices in Ohio are considered. Thesubject of Chapter III is dropouts. Relevant legal issues aredetailed, a history of dropping out as a major problem ispresented,, and Ohio dropout data are presented. Finally, somesolutions to the droupout problem are considered. (KM)

Descriptors: Attendance; Board of Education Policy;Discipline Policy; Dropout Prevention; Dropout Rate; Dropouts

Elementary Secondary Education; Expulsion: Out of SchoolYouth; School Attendance Legislation: School Policy; StateStandards: Suspension; Truancy

Identifiers: Ohio

ED249603 EA017153Participation and Equity On Australian Schools., The Goal of

Full Secondary Education.Australian Commonwealth Schools Commission. CanberraMar 198444p.

Report No,;. ISBN-0-642 8741-3EDRS Price - MFOI/PCO2 Plus Postage.Language: EnglishDocument Type: POSITION PAPER (120): PROJECT DESCRIPTION

(141)Geographic Source Australia; Australian Capital TerritoryJournal Announcement: RIEMAR85Target Audience PollcymakersThis report analyzes the Participation and Equity Program's

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Australian students prematurely leaving full-time educationend of fostering more equal education, and discussesstrategies for achieving these objectives, Following astatement by the Minister of Education and Youth Affairs andan Introduction. chapters are devoted to the following: stateand commonwealth initiatives. selected statistics onparticipation and retention and pericipation and equity.basic principles and objectives of he Participation andEquity Program, proposed areas for act:, operation of theprogram, administrative arrangements, and recommendations. Adirectory of School Commission offices In each state capitalconcludes the report. (Author/DCS)Descriptors: Academic Persistence: *Access to Education;

Dropout Prevention: Dropout Rete: Educational Opportunities;Equal Education; Nondiscriminatory Education: Objectives:Program Administration; Program Content: Program DevelopmentPrograms: School Holding Power: School Statistics; Secondary

EducationIdentifiers: Australia: Commonwealth Schools Commission;

Participation and Equity Program

ED249444 CG017784Attrition from an Adolescent Addiction Treatment Program: A

Cross Validation.Mathison. Kenneth 5.: Meyers. KathleenAug 198415p.: Paper presentwd at the Annual Convention of the

American Psycholpliscal Association (93nd. Toronto. Ontario,Canada, Augus 14-29. 1994),Sponsortog Agency; Carrier Foundation. Belle Mead. NJ,EDRS Price - MFOI/PC01 Plus Postage.Language; EnglishDocument Type: RESEARCH REPORT (143): CONFERENCE PAPER (150)Geographic Source: U.S.; New JerseyJournal Announcement: RIEMAR95Target Audience: ResearchersTreatment attrition is a major problem for programs treating

adolescent substance abusers. To isolate and cross validatefactors which are predictive of addiction treatment attritionamong adolescent substance abusers, screening interview anddiagnostic variables from 119 adolescent In-patients weresubmitted to a discriminant equation analysis. The resultsshowed that the equation was able to successfully predictprogram completion/non-completion for 92 percent of thederivation sample. The variables which distinguished the twogroups were a diagnosis of affective disorder, two or moreprevious psychiatric treatments, a history of familypathology, and minimal (or no) family involvement In thepatient's treatment. Use of this formula on a secondcross-validation sample (N45) yielded a hit rate of 78percent. These findings support the use of the discriminantequation analysis model, and suggest that treatment dropoutscan be identified even among high risk groups such asadolescents in substance abuse treatment, (Si.)Descriptors: Adolescents: Dropout Characteristics; Dropout

Rate; Dropout Research; Drug Rehabilitation;

Institutionalized Persons; Prediction; Predictor Variables;Secondary Education

E0249337 U0023859Job Training Partnership Act and Dropout Youth,Catholic Univ, of America. Washington, D.C. Center for

National Policy Review,Jobs Watch Alert, p1-14 Aug 13 1954 13 Aug 198415p,

EDRS Price - MFOO/PC01 Plus Postage.Language: EnglishDocument Type: GENERAL REPORT (140);Geographic Source U.S.: District of ColumbiaJournal Announcement% RIEFEB85Data from recently published analyses of past youth training

efforts, together with demonstration programs for dropoutsjust getting underway, provide some clear indications ofdirections that must be taken to effectively treat the needsof seriously-at-risk youth. Furthermore, data on trends Inyouth unemployment among dropouts show that long-rangeemployment training investments will be less costly to thenation In terms of tax revenues, economic productivity, andwelfare and criminal justice costs than allowing the problemto continue to worsen, But early reports on the Job TrainingPartnership Act (JTPA). Including an in-depth look atPortland, Maine, suggest that effective, targeted treinioi: Isnot being provided to this group, despite Congress' intent todo so. Unless local private industry councils and governmentofficials make greater use of what we now know snout whatworks and does not work for training et-risk youth, JTPA willcontinue to fall far short of its service and performancegoals for dropouts, and for youth In general, (AuthoryGC)Descriptors: Business Responsibility; Demonstration

Programs: Disadvantaged Youth: Dropouts: EmploymentOpportunities: Federal Programs; Job Training; Public Policy: Secondary Education: Unemployment: Vot th Employment

Identifiers :: Academies Program; Comprehensive Employment andTraining Act: JOBSTART: Job Training Partnership Act 1982:Maine (Portland); Summer Training and Education Program

JOURNAL ARTICLE (080)

ED248607 EA017145Addressing Teenage Pregnancy and Parenthood.Green*, Brenda Z,National School Boards Association. Washington, DC.

Educational Policies Service.Updating School Board Policies. vI5 n7 Jul-Aug 1984 19848p.

EDRS Price - MFOI/PC01 Plus Postage.Language: EnglishDocument Type: SERIAL (022); PROJECT DESCRIPTION (141):

LEGAL MATERIAL (090)Geographic Source:: U.S.; District of ColumbiaJournal Announcement: RIEFEBB5

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Target Audience: PolicymakersThe theme article of this issue. "Addressing Teenage

Pregnancy and Parenthood" by Brenda Greene, explains thatpregnant students and those who are already parents have thesame legal rights to public education as do all otherstudents. To meet this responsibility and to lower dropoutrates, schools need to make educational opportunitiesavailable to these students: Characteristics of successfulprograms are presented: Janet Horton in "A Dilemma for SchoolBoardef Employees Who Are Unwed Parents," summarizes courtdecisions holding that school systems cannot dismiss an unwedparent based on the assumptions of immorality or because theindividual IS seen as an unfit role model for students. TIefirst of the remaining two short articles informs schoolsystems that, legally, pregnancy and childbirth are consideredmedically related problems and qualify for sick and disabilityleave. However, parenting does not, and the option to takeunpaid child care leave must be available to men if it isavailable to women, The last article advises that theauthorization of all televised sch001 events and the approvalof program content, commercials, and commentators can giveSchool systems more control over what and how school eventsare televised, (MLF)

Descriptors: Board of Education Policy; Dismissal(Personnel): Dropout Prevention; Dropout Programs; FamilyLife Education; Leaves of Absence; Parenthood Education;Parenting Skills; Pregnant Students; Program Development;Secondary Education; Student Rights; Unwed Mothers

10248413 C0017685The Cry for Help Unheard: Dropout Interviews.Jordan-Davis, Walter E.,Austin Independent School District, Tex. Office of Research

and Evaluation.Apr 198424p.: Paper presented at the Annual Meeting of the American

Educational Research Association (65th, New Orleans, LA, April23-27, 1954): Parts of Attachment A may be marginally legibledue to small print.

Report No.: &ISO-ORE-83.47Available from: Office of Research and Evaluation. AISO,

6100 Guadalupe, Box 79, Austin, TX 78752.EDRS Price - MFOI/PC01 Plus Postage:Language: EnglishDocument Type:, RESEARCH REPORT (143); CONFERENCE PAPER (150)Geographic Source: U.S.; TexasJournal Announcement: RIEFEB85One of the concerns expressed by educators nationwide is the

alarmingly high numbers of students who withdraw from schoolsbefore graduating, In response to this concern, the AustinIndependent School District interviewed 95 dropouts in their

1;"'i homes, asking them why they left achool and what could have143.-1 been dome that would have enabled them to remain In school.

Responses indicated that no one issue could fully explainschool withdrawal, Social, personal, and academic issues wereinterwove, 1, however. school related issues were the most

commonly mentioned, with inadequate academic preparation,especially in reading and writing, mentioned as a primaryreason for withdrawal. The ability to work was the mostcommonly cited advantage to dropping out, although employmentconcerns were also listed as the primary disadvantage, Thefindings suggest that providing all students with theopportunity to develop basic academic skills In the earlygrades could reduce the number of dropouts. (JAC)Descriptors: Dropout Attitudes: Dropout Characteristics;

Dropout Research; Dropouts: High Schools; High SchoolStudents; Low Achievement; Predictor Variables; SchoolHolding Power; Student Needs: Student School Rolationship

E0241455 CE039553Youth Studies ;,bstracts. Vol, 3, No. 3, Part 2.Australian National Univ., Canberra. National Clearinghouse

for Youth Studies.,Youth Studies Abstracts. v3 n3 pt2 Aug 1984 Aug 198470p.; For related documents, sea ED 240 306-307, ED 244

079-050, AND CE 039 552-554. Document contains small print.MRS Price - MFOI Plus Postage. PC Not Available from EORS.Language: EnglishDocument Type: SERIAL (022): BIBLIOGRAPHY (131): RESEARCH

REPORT (143)Geographic Source: Australia; Australian Capital TerritoryJournal Announcement: RIEJAN85This compilation of 47 abstracts of materials -- papers,

studies, reports, reviews--and citations to 48 periodicals isthe second of two parts. This part contains abstracts in onecategory: programs (proposals, reports, evaluations).Abstracts are arranged in clusters according to prime subjectmatter, Topics covered, listed at the front of the booklet,are as follows:: aborigenes, apprenticeship, bibliography,disabled, education, employment/labor markets, evaluation,family, girls/women, migrants, programs, rural,schools/schooling, school students, school 1 socialchange, social welfare, TAFE, technological change,unemployment, youth, and youth workers. Each citation providessome or all of the following: authorial: classificationnumber; place. Institution, and date; pagination; andabstract. The section on periodicals lists them by state,territory, or foreign country (arranged alphabetically) withsome or all of this information: title, source, volume and/ornumber, date, pagination, and articles of interest or anannotation, (YLB)

Descriptors: Abstracts: Dropout Research; Dropouts:Educational Research; Education Work Relationship; Family(Sociological Unit); Females: Foreign Countries; Job Training

Labor Market; Migrants; Part Time Employment; Periodicals:Postsecondary Education: Research; Riv,earch Projects; ResearchReports: Secondary Education; Unemployment; VocationalEducation; Work Attitudes; Youth Employment

Identifiers: Australia

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10247454 CE039552Vaud 6tUdtell AbetraOtil. Vol. 3, No. 3. Part 1.Australian National Univ.. Canberra. National Clearinghouse

for Youth Studies.Youth Studies Abstracts, v3 n3 ptl Aug 1964 Aug 196496p.; For related documents, see ED 240 306-307. ED 244

0711-060. and CE 039 553 -554., Document contains small print.EIDOS Price MF01 Plus Postage. PC Not Available from EORS.,Language: EnglishDocument Type: SERIAL (022); BIBLIOGRAPHY (131); RESEARCH

REPORT (143)Geographic Source: Australia; Australian Capital TerritoryJournal Announcement: RIEJAMIISThis compilation of 112 abstracts of meterials--papers.

studies, reports, reviews--is the first of two parts. This)art contains abstracts in one category: social andeducational developments (policy, analysis. research).Abstracts are arranged in clusters according to prime subjectmatter. Topics covered, listed at the front of the booklet,are as follows: aborigenes, apprenticeship, bibliography,

education, employment/labor markets, evaluation,family, girls/women, migrants, programs, rural.schools/schooling, school students, school leavers, socialcharge, social welfare, TAFE, technological change,unemployment, youth, and youth workers. Each citation providessome or all of the following: euthor(s); classificationnumber; place, institution, and date; pagination; andabstract (YL6)

Descriptors: Abstracts; Dropout Research; Dropouts:Educational Research; Education Work Relationship; Family(Sociological Unit); Females; Foreign Countries; Job Tra1ning

Labor Market; Migrants; Part Time Employment; PostsecondaryEducation; Research; Research Projects; Research Reports;Secondary Education; Unemployment; Vocational Education;Work Attitudes; Youth Employment

Identifiers: Australis,

E0247355 00023736The Lasting Impact of the Direct

Program: Preliminary findings of aStudents.Gersten. Russell; And OthersApr 199439p.; Paper presented at the

Educational Research Association1994).EORS Price - MFOI/PCO2 Plus Postage,Language: EnglishDocument Types RESEARCH REPORT (143); CONFERENCE PAPER (150)Geographic Source: U.S.; OregonJournal Announcement: RIEDEC64Fifteen hundred high school students who had taken part In

the Direct Instruction (DI) Follow Through Program Inelementary school were studied to examine the impact of DI ontheir high school careers. Positive effects were found in eachof the six sites studied. Two sites demonstrated positive

Instruction follow ThroughLongitudinal Study of 1600

meeting of tme American(New Orleans. LA. April

effects in both achievement and graduation/dropout rate. Infour sites, positive effects were found in some areas of highschool achievement, In three, 9th grade reading chievementwas within 10 percentile points of the natsu"al median,indicating that students had maintained the level achieved atthe end of Grade 3. In four sites, the dropout rate for 01students was significantly lower than that for non-01students. Generally, positive effects were stronger incommunities with a kindergarten-starting program than afirst-grade-starting program, The only two significantnegative effects were in math achievement in one site and inthe dropout rate of one cohort in another site. (CMG)Descriptors: 'achievement Gains; Compensatory Education;

Dropout Rate; Economically Disadvantaged; Elementary SchoolStudents; Vementery Secondary Education; High SchoolGraduates; High School Students: Longitudinal Studies;Program Effectiveness

Identifiers: Direct Instruction Follow Through Project;Impact

E0247353 1)0023734Desegregation and Dropping Out in One School District.Doss, David A.Austin Independent School District, Tex. Office of Research

and Evaluation.199417p.; Paper presented to the American Educational Research

Association (Maw Orleans, LA, April 10a41. One table ismarginally legible,

Report AISO-ORE-63.49MRS Price - MFOI/PC01 Plus Postage.Language: EnglishDocument Type: RESEARCH REPORT (143); CONFERENCE PAPER (ISO)Geographic Source: U.S.; TexasJournal Announcement: RIEDEC114Students of ninth-grade age in Austin. Texam, were studied

to discover tow desegregation affected dropout rotes forBlacks, Hispanics. and Anglo/Others, Examination of the grossdropout percentages over the first 15 months suggests thatimpacted -only (nonreassigned, but in impacted schools)minority students were twice as likely to drop out asunaffected (nonreassigned In nonimpacted schools) minoritystudents, Black and Hispanic males were even more likely todrop out if they were reassigned to impacted schools However,reassignment had no appreciable effect on Hispanic females.and reassigned Black females dropped out at a rate no higherthan unaffected Black females. Anglo/Other males had a patternsimilar to Black females and Anglo/Other females; that is,they were not much affected. The gross percentages over thelangur term (2 1/2 years) suggest an Impact of a differentnature, Hispanic males had a high dropout rate regardless ofassignment. The likelihood of dropping out for Hispanicfemales and Black males increased moderately if in an impactedschool and markedly if reassigned. Black females were most

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likely to drop out if they were impacted only. Anglo/Othersdropped out least when reassigned. When the gross perentageswere Controlled for grade point average. grade and disciplineresults were different for some of the grOuPs. Either way.however. the results Indicate clearly that desegregation hadnegative effect on the holding power of the school districtfor some students. (CPO)Descriptors: Black Students; Comparative Analysts:

Desegregation Effects: Dropout Rate: High Schools: HispanicAmericans; Rectal Differences; School Holding Power; "SexDifferences: White Students

Identifiers: Austin Independent School District TX

10246236 CE039254Indicators of affective Programming for School to Work

Transition Shills among Dropouts.Batsche. Catherine; And OthersIllinois State Univ.. Normal,Jun 1116420p.Sponsoring Agency: Illinois State Board of Education,

Springfield, Dept, of Adult. Vocational and TechnicalEducation.EMS Price - M001/PC01 Plus Postage,Language: EnglishDocument Type:. RESEARCH REPORT (143)Geographic Source: U.S,; IllinoisJournal Announcement: RIEDEC64This study examined characteristics of programs in which

students were enrolled to determine which activities were mosteffective in dealing with dropouts. The study attempted tovalidate program components that have previously beenassociated with retentive capacity, Seventy -six exemplaryprograms for dropouts were selected to participate in thestudy. Directors of the 76 programs were mailed survey thatIncluded a list of 16 program descriptors that they were askedto rank in order of importance for dropout prevention programsuccess. Surveys were returned from 44 of the 76 programs, andrepresented 26.052 dropout students. The four programdescriptors that were ranked as the most effective in workingwith dropouts were self-concept development, workattitudes/hatlis, interpersonal /life skills, and motivation.The four program descriptors that were ranked as the leastnecessary were interagency cooperation, Job development, staffupgrading, and community service, The teaching factorsconsidered is be extremely important to retaining dropoutsreflected those skills that are part of fundamental classroommanagement: rules are established and clearly communicated,and performance standards are clearly communicated.Respondents also indicated that it was extremely importantthat the teacher was considered approachable. In addition,respondens rated counseling services as Important. Based onthe results of this survey, recommendations were made forImproving dropout prevention programs. (KC)Descriptors: Demonstration Programs; Dropout Prevention;

*DropoUt Programs; Dropout Research; Dropouts; Outcomes of

Education; Program Attitudes: 'Program Effectiveness; ProgramImplementation: 'Program Improvement; Secondary Education

E0246077 TO41110346Behavioral Outcomes of an Alternative Program for Junior

High School Students at Risk of Dropping Out.Griffin, Edward: And OthersLouisiana State Dept of Education, Baton Rouge.27 Apr 196414p.; Paper presented at the Annual Meeting of the American

Educational Research Association (66th, New Orleans. LA, April2Z-27. 1964) .EDRS Price - MfOl/PC01 Plus Postage.Language EnglishDocument Type; CONFERENCE PAPER (150): PROJECT DESCRIPTION

(141)Geographic Source; U.S.; LouisianaJournal Announceasst R1ENOVS4Government :: StateTarget Audience :: ResearchersThe study examines the relationship between success upon

leaving an alternative school program and immediate measuresof program effect., The strength of the relationship was usedto determine the degree to which the program effected Its longterm goals of preparing students for future academic orvoc.!!nnal success. Student success was defined as behaviorrefl4cting adequate academic skills and attitudes towardeducation. It was measured by ranking three outcomes indescending order return to formal education: securingemployment or a general educational development (GEO) diploma;not returning to school, not working, or not pursuing the GED.The Immediate measures of proves effect were readingachievement, mathematics achievement, absenteeism rate.disciplinary referral rate. change in absenteeism ofdisciplinary referral rates, and attitude toward school.Students assessed were between the ages of 13 and 20 who hadparticipated in an alternative school program stressing smallgroup instruction and vocational /prevocational trainingsponsored by five Louisiana school systems. The regressionmodel accounted for 25 percent of the variance in studentoutcomes, Age. mathematics achievement, and absenteeism ratewere the only variables which had a probability level of lessthan ,05. The relationship was positive for mathematicsachievement and negative for age and absenteeism, (Author/OWH)Descriptors; Basic Skills; Behavior Modification: 'Dropout

Prevention: Dropout Programs: Dropouts; Junior High Schools;Mathematics Achievement; 'Nontraditional Education: ProgramEvaluation; School Attitudes: Student Attitudes

Identifiers; Acadian Consortium: Louisiana

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ED245971 RC014826Statewide Survey of Indian Education, Washington State,Washington Office of the State Superintendent of Public

Instruction, Olympia,198429p.: For related document. see RC 014 825.EDRS Price - MFOI/PCO2 Plus Postage,Language :: EnglishDocument Type :: RESEARCH REPORT (143)Geographic Source: U.S.; WashingtonJournal Announcement; RIENOV114Government: StateQuestionnaire responses from e5 of 72 Washington school

districts with significant Indian populations providedquantitative data about 13.522 American Indian students ingrades 1(-12 in 1981 -82. Results showed that 11.3% transferredto or from the districts during the year. Results also showedthat American Indian students were at the expected grade levelfr.r their age and had not been retained scholastically. Noattendance patterns emerged for specific grades, butattendance levels in high school were significantly lower thanfor earlier years. Results showed a downward trend in readingand mathematics achievement scores, which fell from aboveaverage In grade 1 to well below average in grade 12, with alarge drop after grade 9., American Indian students usedpersonal counselors increasingly throughout their schoolyears. with an elementary school peak in grade 2 and anotheraround grade 7. Ho they decreased their use of tutoringover the years. with a high in grades 7 and 8. American Indianstudents dropped out of school for various reasons, includingwithdrawal by parents, expulsion, legal detention, andillness. The reasons for 51% of the dropouts was unknown.American Indian children had a lower dropout rate than thegeneral population.. Results should be Interpreted carefully,(SB)Descriptors: Academic Achievement; American Indian

Education: Attendance Patterns; Dropout Research; Dropouts;Elementary Secondary Education: School Counseling; SchoolHolding Power: State Surveys: Student Placement: TutoringIdentifiers: Washington

ED245047 U0023636John Jay High School Project "RESCATE." 0.E.E. Evaluation

Report. 1982-1982. final Report,Friedman, Grace Ibanez; Schulman, RobertNew York City Board of Education, Brooklyn. N.Y. Office of

Educational Evaluation.Mar 198475p.; Published by the O.E.E. Bilingual Education Evaluation

Unit; For related documents, see ED 215 069 and ED 234 126.Sponsoring Agency: Department of Education, Washington. DC,Grant No.: 6008006387EDRS trice - MFOI/PC03 Plus Postage.Language: EnglishDocument Type: EVALUATIVE REPORT (142)Geographic Source: U.S.; New York

Journal Announcement RIEOCT84Project RESCATE, in its third and final year of funding,

provided instruction in English as a Second Language (ESL) andnative language skills,, as well as bilingual instruction inscience, mathematics, and social studies, to 185Spanish-speaking students of limited English proficiency (LEP)at John Jay High School in Brooklyn, New York, In addition,ESL instruction was provided to 20 Haitian, 20 East Asian. 3Middle Eastern and 2 Italian LEP students, The overall programgoal was dropout prevention, To this end, staff worked withstudents and their parents. offering a variety of supportiveservices Including individual and group guidance, careerorientation, home visits to reduce truancy. tutoring, and analternative school for students unable to function in themainstream. The program was supported by a combination ofTitle VII. Chapter 1, and tax-levy funds, Students wereassessed in English language development, native languagemastery. and in mathematics, social studies, science, andbusiness and vocational studies, Quantitative analysis ofachievement data indicated generally significant academicgains; in addition, the attendance rate among program studentswas significantly higher than that of the general schoolpopulation. The following changes were identified as havingoccurred in the three-year funding period: (I) the return ofmonolingual English speakers to mainstream classes; (2)extension of ESL Instruction; (?) Incorporation of a remedialmathematics course: (4) strengthening of local business tiesto locate employment for program students: and (5) maintenanceof a family language program. The evaluation also identifiedareas where efforts were less successful;. (1) documentingnon-Hispanic participation; (2) increasing staff developmentin policy planning; (3) expanding tutorial services: (4)assessing curriculum needs; and (5) Identifying materialsavailable from outside sources. (Author/GC)Descriptors: Achievement Gains; Asian Americans; AttendanceBilingual Education Programs; Dropout Prevention; English

(Second Language); Haitians; High Schools: Limited EnglishSpeaking; Native Language Instruction: *Program Effectiveness;Spanish Speaking

Identifiers; New York (Brooklyn): Project RESCATE NY

ED245037 00023626fort Hamilton High School Project SPEED:. Special Education

to Eliminate Dropouts, O.E.E. Evaluation Report, 1982-1983,Nicolaidis, Mary; Sica, MichaelNew York City Board of Education, Brooklyn, N.Y. Office of

Educational Evaluation,Feb 198479p.; Published by the O.E.E. Bilingual Education Evaluation

Unit; Parts of the appendices are marginally legibleSponsoring Agency; Department of Education. Washington, DC.Grant No. 0008202691EDRS Price - MFOI/PC04 Plus Postage.Language; English

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Document Type: EVALUATIVE REPORT (142)Geographic Source: U.S.; New YorkJournal Announcement: RIEOCT84The major goal of Project SPEED (at Fort Hamilton High

School, Brooklyn. New York) was dropout prevention. In itsfirst year of operation. 1982-83, the project provided Englishas a Second Language (ESL) instruction, bilingual instructionin basic skills required for graduation, and guidance servicesto approximately 300 limited English proficient (LEP) studentsIn grades 9-12 who were regarded as high risks for droppingout. The students, mostly recent immigrants, were 65 percentSpanish speaking. 20 percent Chinese speaking. and 15 percentArabic speaking. The project's individualized approach wasbased on three modish', each having a specific goal andcurricular emphasis: Model I aimed at dropout prevention.particularly for 9th and 10th graders; Model II aimed attruants whose likelihood of staying in school is minimal; andModel III aimed at retaining LEP students older than 18.Evaluation of the project, however, showed that it wasimpossible to examine these models as such because thecounseling. educational, and vocational guidance componentsthat were to differentiate them had not been formallyimplemented: In terms of student achievement, quantitativeanalysts Indicated the following: (1) attainment of Englishlanguage objectives was mixed; (2) objectives in content areacourses were attained overall; (3) 75 percent of studentstaking the High School Equivalency Exam passed; and (4) theprogram attendance rate was significantly greater than thegeneral attendance rate. In addition, curricular materialswere being developed and adapted in the three nativelanguages, and staff participated in meetings, workshops, anduniversity courses. Finally, parent participation was minimal.(CMG)Descriptors: Achievement Gains; Arabs; Attendance;

Bilingual Education Programs; Chinese Americans; CurriculumDevelopment; Dropout Prevention; English (Second Language);High Risk Persons; High Schools; Hispanic Americans; LimitedEnglish Speaking; Parent Participation; Program Effectiveness

Program Evaluation; School Holding Power; Staff DevelopmentIdentifiers: New York (Brooklyn); Project SPEED NY

about high school dropouts, their characteristics, and ways toretain potential dropouts in high school. A pretest and answerkey precede the text of the report. The first section presentsan overview of the dropout problem and its consequences. suchas the dropout's greater level of unemployment and lowerearnings. In the second section, factors effecting attendanceand enrollment are listed, and teachers are given methods foridentifying potential dropouts. Checklists of characteristicsand worksheets are provided for teachers to Identify high-riskstudents. There is a report summary on dropouts in WestVirginia, . 1981-1982. The third section contains suggestionsfor preventing students from dropping out. such as tutoring,counseling, work-related schemes, alternative education.parent involvement, student-centered approaches, and otherlow-cost dropout prevention activities. The fourth sectionpresents methods of evaluating the success of dropoutprevention programs, while the fifth section consists of theresults of a survey of dropout prevention activities In WestVirginia in 1983, (KC)

Descriptors :: Dropout Characteristics; Dropout Prevention;Dropout Programs; Dropout Rate; Dropout Research; Dropouts;Educational History; Educational Needs; Employment Problems;Potential Dropouts; Program Eva'uation; ProgramImplementation; Program Improvement; Secondary Education;Statewide Planning; Youth Employment

Identifiers: West Virginia

ED240278 CE038085Brief Guidelines on Information and Strategy for Dropout

Prevention in West Virginia.West Virginia Research Coordinating Unit for Vocational

Education, Huntington.:(198462p.; Figures and statistics may not reproduce well due to

small print. 1jEDRS Price - MFOI/PC03 Plus Postage.Languor's: EnglishDocument Type NON-CLASSROOM MATERIAL (055)

1 Geographic Source U.S.; West VirginiaJournal Announcement: RIEJUL64This guide is intended to provide teachers and

4DIRUOGOadministrators, especially In West Virginia, with information

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