Current Information on Dropout Prevention: Ideas From Practitioners and the Literature

Abstract

Findings from a review of recent research on dropout prevention were sent to school administrators and other practitioners, who were invited to describe prevention programs they were using to increase the number of at-risk students who graduate from high school or receive an equivalent credential. Interventions described in the literature and recommended by practitioners included offering alternative types of service delivery, enhancing preparation for postschool employment, improving interpersonal relationships between school and family members and among individuals at school, increasing respect and consideration shown by school staff members to students, and individualizing positive and function-based support for students with behavior or attendance problems. Suggestions for developing action plans based on the information gathered are given.

Key Words:

• dropout prevention
• graduation
• action plans

Additional information

Notes on contributors

George M. Sugai

Emma J. Martin is an assistant professor, Tary J. Jobin is a research associate, and George M. Sugar is a professor, all in the Department of Special Education at the University of Oregon, Eugene. Authors' Note: This research was supported in part by the Oregon Department of Community Colleges and Workforce Development and the Oregon Department of Education, Office of Professional Technical Education. The opinions expressed herein do not necessarily reflect positions or policies of the supporting agencies and no official endorsement should be inferred.