SURNAME AND NAME OF AUTHOR(S)
Lehr, Camilla A. ; Johnson, David R.; Bremer, Christine D.; Cosio, Anna; Thompson, Megan
DESCRIPTION OF CONTENTS
This work provides a rich overview of the problem of school leavers. Based on the analysis of the state of the art knowledge in this field, it examines intervention programs and lists a wide range of factors that can make the difference between success and educational failure. It is emphasized that, although there is still a solid base of research on intervention and prevention of school leaving for definitive conclusions, there are a number of indicators that teachers, principals and political actors may use the information already available to help make decisions. It is a work that aims to contribute to improving the level of planning and programming addressing school dropout prevention and intervention in an integrated manner with a view to increasing enrollment rates.
The following intervention programs that took place in the U.S. are critically analyzed: Achievement for Latinos through Academic Success (ALAS), Career Academies, Check & Connect, Coca - Cola Valued Youth Program, Interpersonal Relations / Personal Growth Class, Ninth Grade Dropout Prevention Program (NGP), Preventing School Dropout Beginning in Elementary Grades, Project COFFEE, School , transitional Environment Project (STEP), Support Center for Adolescent Mothers (Family Growth Center), Teen Outreach Program (TOP). These programs are presented according to the following descriptors: background, description of intervention, participants and framework, implementation, costs, and evidence on efficacy.
Many studies have identified predictors and variables associated with school dropout. In recent years, these variables were categorized according to the extent to which they can be influenced to change the path that leads to school leaving. State variables (eg. socioeconomic status, level of skills, family structure) are difficult to change. Moreover, the modifiable variables (eg. school attendance, identification with school, etc.) are easier to change and usually can be positively influenced by students, parents, educators and community members. Modifiable variables should therefore be the focus of efforts to improve the school dropout problem.
COMMENTS ON THIS PUBLICATION
This guide is a very important instrument for different target audience, such as teachers and educators, principals and other heads of educational institutions and also policy makers. This book has the virtue of presenting, in a very brief form, a review of the state of knowledge regarding school leaving. The text is concise, and the most important points are properly included and analyzed. By establishing a bridge between research and practice, this guide has been designed and developed with a view to guiding policy makers and educators to formulate strategies that may result in higher levels of efficiency and effectiveness in tackling the problem of early school leaving. One particular aspect that stands out as very positive is how different amongst themselves are the detailed programs of action that were implemented in the U.S., and how identifying regularities allows for a global understanding on how to act on the phenomenon. All this is made very clear, objective and in a rigorous way .