DOCUMENT RESUME

ED 407 474 UD 031 711

AUTHOR Johnson, Charmaine; Syropoulos, MikeTITLE High School Intervention Centers Program 1995-96. Evaluation

Report.INSTITUTION Detroit Public Schools, MI. Office of Research, Evaluation,

and Testing.PUB DATE Sep 96NOTE 55p.; Executive Summary printed on colored paper.PUB TYPE Reports Evaluative (142)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Academic Achievement; Achievement Tests; Grade Point

Average; Grade 9; High Risk Students; High School Students;*High Schools; *Intervention; *Nontraditional Education;Program Effectiveness; Program Evaluation; Test Results;Truancy

IDENTIFIERS *Detroit Public Schools MI; Metropolitan Achievement Tests

ABSTRACTThe High School Intervention Centers Program (HSICP) of the

Detroit (Michigan) Public Schools was developed to provide an alternative forhigh school students who were identified as performing below grade level inEnglish and mathematics and who exhibited the self-defeating behavior oftruancy. The program provided an opportunity for ninth graders to improveachievement in the basic skills, increasing attendance and reducing theprobability of dropping out. An evaluation of HSICP was conducted to show how193 students from the approximately 450 in the program each year performedcompared to a control group of 198 students with comparable achievement fromthe same 4 high schools for the first semester of 1995-96 and 168 for thesecond semester. For the first semester, statistically significantdifferences were found to exist in favor of the experimental group for thevariables of grade point averages, attendance, and credit hours earned, butdifferences on the Metropolitan Achievement Test in reading and mathematicswere not significant. For the second semester, statistically significantdifferences were found in favor of the experimental group for grade pointaverages and credit hours earned. It should be noted that achievement resultswere still below district averages for the experimental group.Recommendations are made for program improvement. Appendixes present aliterature review and a bibliography. (Contains 12 tables and 56 references.)(SLD)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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S

EVALUATION REPORT

INTERHIGH S

ON DENTE PROGRAM

1995-96

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reprodUced asreceived from the person or organizationoriginating it.

0 Minor changes have been made to improvereproduction duality.

a Points of view or opinions stated in thisdocment do not necessarily represent officialOERI position or policy. I-

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

Moo reteiro i 1 I,c Sof) CT&

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Drs. Charmaine Johnson andMike Syropoulos, Project Evaluators

Office of Research, Evaluation and TestingDepartment of Research, Development and Coordination

Detroit Public Schools

September, 1996

9

TABLE OF CONTENTS

Page

I. PROGRAM FACTS i

II. HIGH SCHOOL INTERVENTION CENTERS PROGRAM

(Executive Summary) ii

111. PROGRAM DESCRIPTION 1

IV. LITERATURE REVIEW 2

V. PURPOSE OF THE EVALUATION 2

VI. METHODOLOGY 3

VII. PRESENTATION AND ANALYSIS OF DATA

Product Objectives 6

VIII. CONCLUSION 18

IIIX. RECOMMENDATIONS 18

X. APPENDICES 20

A. Literature Review 21

B. Bibliography/Sources 40

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PROGRAM FACTS

Name of Program . High School Intervention Centers Program (HSCIP)

Funding Year 1995-96

Purpose of Program The High School Intervention Centers were established to01 provide an alternative for high school students who were

identified as performing below grade level in English andmathematics and who exhibited the self-defeating behaviorof truancy. The program provided an opportunity for ninthgrade students to improve achievement in the basic skills,thereby increasing school attendance and decreasing thepotential for school failure and dropping out.

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Features of Program Students were referred to the High School InterventionCenters Program for one semester during the 1995-96school year by the high school principals. They wereenrolled in three classes: language arts, mathematics, andgroup guidance. All classes were focused on the individualneeds of students in small group settings, and an intensivegoal-directed guidance mode was used to assist students inacquiring specific self-awareness skills and effectiveproblem solving techniques.

Funding Source Title 1, Elementary and Secondary School ImprovementAmendments

Funding Level : $998,630 (yearly)

Number and Levelof Participants Approximately 450 9th grade students (est. per year)

Number and Level ofSchool in Program . Four high schools

Staffing Patterns

Instructional Time

Equipment & Materials

First Year of Funding .

Name of Schools :

One counselor and two teachers per school

Students are enrolled in three classes for one semester.

Typical instructional materials and equipment

1982-83 school year

Finney, Kettering, Mackenzie, and Western-i-

HIGH SCHOOL INTERVENTION CENTERS PROGRAM (HSICP)1995-96

Executive Summary

Purposes and Features of the Program

The High School Intervention Centers Program (HSICP) was established to provide analternative for high school students who were identified as performing below grade level inEnglish and mathematics and who exhibited the self-defeating behavior of truancy. The programprovided an opportunity for ninth grade students to improve achievement in the basic skills,thereby increasing school attendance and decreasing the potential for school failure and droppingout.

Students were referred to the High School Intervention Centers Program for one semesterduring the 1995-96 school year by the high school principals. They were enrolled in threeclasses: language arts, mathematics, and group guidance. All classes were focused on theindividual needs of students in small group settings, and an intensive goal-directed guidancemode was used to assist students in acquiring specific self-awareness skills and effective problemsolving techniques.

Methodology

The evaluation of the HSICP was designed to show how the students in the programperformed compared to a control group.

FIRST SEMESTER

A control group of 198 students was selected from four high schools (Southwestern,Northwestern, Central, and Southeastern). (These schools did not participate in the 1995-96HSICP). These students' post grade point averages (GPA's) and attendance were compared withcorresponding data for 193 experimental students from four high schools (Western, Mackenzie,Kettering and Finney) in the HSICP. The pre-data were not available. Post-data came from thefinal report card marking period January, 1995. Also, data from the administration ofMetropolitan Achievement Tests (MATT Form S, Level S1, Psychological Corporation, 1993)administered in April, 1995 (pre) and April, 1996 (post) were examined for both experimentaland control students. The staff from the Office of Research, Evaluation and Testing wereresponsible for collecting all required evaluation data. One limitation of this study is that someschools did not have complete lists of students enrolled in the program.

SECOND SEMESTER

A control group of 168 HSICP students was selected from the same four high schools.These schools did not participate in the 1995-96 HSICP. These students' pre and post gradepoint averages (GPA's) and attendance were compared with corresponding data for 165experimental students from the same five high schools in the HSICP used in the first semester.The pre-data came from the final report card marking period January, 1996. Post-data camefrom the final report card marking period June, 1996. Also, data from the administration ofMetropolitan Achievement Tests (MATT Form S Level Si Psychological Corporation, 1993)administered in April, 1995 (pre) and April, 1995 (post) were examined for both experimentaland control students. The staff from the Office of Research, Evaluation and Testing wereresponsible for collecting all required evaluation data. One limitation of this study is that someschools did not have complete list of students enrolled in the program.

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Findings

Product Objectives

First Semester - Statistically significant differences were found to exist in favor of theexperimental group for the variables of grade point averages, attendance and credit hours earned.However, Metropolitan Achievement Test (Reading and Mathematics) were not significant.

Second Semester Statistically significant differences were found to exist in favor of theexperimental group for the variables of grade point averages and credit hours earned.

Although the results are statistically significant, it should be noted that most of thevariables' results are below the district's results.

A summary of findings is presented below.

FIRST SEMESTER

Pre and post-data for the experimental and control students were analyzed using a t-testto ascertain statistically significant differences between the two groups.

Grade Point Averages

Data for both control and experimental students came from the final report cards January,1996 (post). Specifically, the experimental students' mean post GPA is 1.05; the controlstudents post GPA is 0.46. There were no pre-data available for the two groups. The postGPA's of the experimental and control students were compared for statistically significantdifferences. The results were found to be statistically significant at the .05 level in favor of theexperimental students. The product objective for GPA was met.I

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Attendance (Days) Absent

Days absent data for both control and experimental students came from the final reportcards January, 1996 (post). Experimental students' mean days absent is 22.4; the controlstudents' mean days absent is 34.2. The post differences between the control and experimental'groups were found to be statistically significant at the .05 level in favor of the experimentalgroup. The product objective for absenteeism was met.

Credit Hours Earned

Credit hours earned data for both experimental and control students came from the finalreport cards January, 1996. Experimental students' credit hours earned is 18.2; the control

5 students' credit hours earned is 9.1. The post differences between the two groups werestatistically significant at the .05 level in favor of the experimental group. The product objectivefor Credit Hours Earned was met.

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Metropolitan Achievement Tests (Reading and Mathematics)

Scale scores were used in the test for significant differences between the scores attainedby the two groups on the Metropolitan Achievement Tests. Metropolitan Achievement Testsdata came from the test results April, 1995 (pre) and April, 1996 (post).

The experimental students' mean scale score for reading changed from 269.6 to 219.1a difference of -50.5; the control students' mean scale score changed from 278.8 to 279.2 adifference of +0.4. The pre- difference between the control and experimental students was not

statistically significant. However, the post difference between the control and experimentalstudents was statistically significant at the .05 level in favor of the control group. The productobjective for CAT/MAT7 for reading was not met.

The experimental students' mean scale score for mathematics changed from 251.4 to224.5 a difference of -26.9; the control students' mean scale score changed from 240.4 to 265.4

a difference of +25.0. The pre difference between the two groups was not statisticallysignificant. The post difference between the two groups was also not statistically significant.

IP The product objective for CAT/MAT7 for mathematics was not met.

SECOND SEMESTER

Pre and post-data for the experimental and control students were analyzed using a t-testto ascertain statistically significant differences between the two groups.

Grade Point Averages

Data for both control and experimental students came from the final report cards January,1996 (pre) and June, 1996 (post). Specifically, the experimental students' mean GPA increasedfrom 0.65 to 0.89; the control students GPA increased from 0.69 to 0.72. The pre differencesbetween the control and experimental groups were not significant. The post GPA's of theexperimental and control students were compared for statistically significant differences. Theresults were found to be statistically significant at the .05 level in favor of the experimentalstudents. (Note: The post GPA differences of both groups remained below D .) The productobjective for GPA was met.

Attendance (Days) Absent

Days absent data for both control and experimental students came from the final reportcards January, 1996 (pre) and June, 1996 (post). Experimental students' mean days absentincreased from 28.15 to 31.51; the control students' mean days absent increased from 29.22 to32.42. The pre and post differences between the control and experimental groups were foundto be not statistically significant. The product objective for absenteeism was not met.

Credit Hours Earned

Credit hours earned data for both experimental and control students came from the finalreport cards January, 1996 (pre) and June, 1996 (post). Experimental students' credit hoursearned increased from 13.6 to 15.2; the control students' credit hours earned decreased from12.8 to 11.4. The pre differences between the control and experimental groups were notsignificant. However, the post differences were statistically significant at the .05 level in favorof the experimental group. The product objective for Credit Hours Earned was met.

Metropolitan Achievement Tests (Reading and Mathematics)

Scale scores were used in the test for significant differences between the scores attainedby the two groups on the Metropolitan Achievement Tests. Metropolitan Achievement Testsdata came from the test results April, 1995 (pre) and April, 1996 (post).

The experimental students' mean scale score for reading changed from 267.0 to 218.3a difference of -48.7; the control students' mean scale changed from 270.0 to 268.8 a differenceof 1.2. The pre difference between the control and experimental students was not statisticallysignificant. However, the post difference between the control and experimental groups wasstatistically significant at the .05 level in favor of the control group. The product objective forCAT /MATT for reading was not met.

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The experimental students' mean scale changed from 241.0 to 241.5 a difference of 0.5for mathematics; the control students' mean scale changed from 261.4 to 272.0 a difference of-10.6. The pre difference between the two groups was not statistically significant. The postdifference between the two groups was also not statistically significant. The product objectivefor CAT /MATT for mathematics was not met.

Recommendations

Based on a review of the literature and data collected, the following recommendationsare made:

Staff

1. Teachers in the program should know, understand and accept the physical, social,emotional and intellectual characteristics of at-risk students.

2. Teachers in the program should be involved in intensive training that will enablethem to utilize strategies that have been found successful in schools teaching at-risk students.

3. Teachers who are willing to help at-risk students and fully understand the purposeof the program should be assigned to the project.

4. Teachers who are not comfortable in teaching the at-risk student and are notwilling to change should resign from the project and return to regular classrooms.

Curriculum

1. Teachers should develop innovative curriculum that will reach and help the at-riskstudents.

2. Teachers should use innovative strategies in the areas of reading and mathematics.Regular teaching and regular curriculum have failed these students the last eightyears. Teachers have to use different instructional strategies to meet all theirneeds.

3. Teachers should use curriculum that is meaningful to the students and curriculumthat helps the student make the connection between learning and work.

4. Efforts should be made to allocate moneys for special curriculum materials asneeded.

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Administration

1. Efforts should be made to appoint a coordinator for the program. There is nosupervision or guidelines for the teachers to follow. The program will be lessthan successful if it continues under the present conditions.

2. Efforts should be made in every project school to appoint one of theadministrators to be in charge until a coordinator is appointed.

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THE HIGH SCHOOL INTERVENTION CENTERS PROGRAM (HSICP)1995-96

PROGRAM DESCRIPTION

The High School Intervention Centers Program (HSICP) were established to provide an

alternative for high school students who were identified as performing below grade level in

English and mathematics and who exhibited the self-defeating behavior of truancy. The program

is to provide an opportunity for ninth grade students to improve achievement in the basic skills,

thereby increasing school attendance and decreasing the potential for school failure and dropping

out.

Students were referred to the High School Intervention Centers (HSIC) Program for one

semester during the 1995-96 school year by the high school principals. They were enrolled in

three classes: language arts, mathematics, and group guidance. All classes were focused on the

0individual needs of students in small group settings, and an intensive goal-directed guidance

mode was used to assist students in acquiring specific self-awareness skills and effective problem

111

solving techniques.

Students who successfully participated in the program were expected to:

1. strengthen their basic competencies in mathematics and language arts:

6 2. acquire a better understanding of themselves and their academic potential; and

3. develop problem-solving techniques to improve school performance and schoolattendance.

The HSIC Program for 1995-96 was funded through the Elementary and Secondary

School Improvement Amendments (ESSIA). The centers were operational for Title 1 students

in four Detroit high schools. The schools were Finney, Mackenzie, Kettering, and Western.

Targeted students meet Title 1 guidelines and appeared on the school's Title 1 list. Targeted

schools were defined as those who had high incidence of under achievement with priority being

given to ninth graders with attendance problems.

The Centers are based on the belief that students poor academic achievement and

O attendance patterns can be improved through the collaborative efforts of the students, parents,

and the High School Intervention Centers Program.

O LITERATURE REVIEW

A literature review was conducted as part of the 1995-96 Ninth Grade Restructuring

Program evaluation. The review of literature conducted for that program yielded pertinent

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information for the HSICP. Therefore, the literature review is presented in this report. (See

Appendix A for the literature review).

PURPOSE OF EVALUATION

The emphasis currently being placed on the development of dropout prevention programs

for young people and the concomitant installation of such programs in schools, makes it crucial

for educators to examine the effects of such programs. Examination must be made of such

variables as the time spent on the program, net effects on grade point averages, attendance, test

scores, and other in-school academic and non-academic behaviors. As with all programs,

process data, such as the perceptions held by the various interest groups of the program, are

crucial. Such perceptions often assist in making program adjustments and often provide telling

data about the program.

The purpose of this evaluation is to access the degree to which students improved their

academic achievement and attendance, and continued their education beyond the ninth grade.

Results are to be used by central, area and school staff members for purpose of program

planning.

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METHODOLOGY

This evaluation was designed to evaluate the students who were in the 1995-96 High

Schools Intervention Centers Program. These students were enrolled in ninth grade during the

1995-96 school years.

The evaluation of the High School Intervention Center Program (HSICP) was designed

to answer one major research question state below:

1. How did the HSICP students perform in the 1995-96 school year with respect tograde point averages, attendance, credit hours earned, and standardizedachievement tests (reading and mathematics) when compared to a control group.

Product Data

To answer the first question for the first semester, a control group of 198 students was

randomly selected from four non-participating high schools (Table 2). Selection was done by

asking staff to identify students who would have participated had the school had an HSICP.

These students' pre and post GPA's and attendance were compared with corresponding data for

193 HSICP students from four participating high schools (Table 1). Pre data came from the

final report card marking period June, 1995. Post data came from the final report card marking

period January, 1996; and the Metropolitan Achievement Tests (MATT, Form S, Level S1

Psychological Corporation, 1993) administered in April, 1995 (pre) and April, 1996 (post) were

examined for both the experimental and control students.

To answer the first question for the second semester, a control group of 168 students was

randomly selected from four non-participating high schools. Selection was done by asking staff

to identify students who would have participated had the school had an HSICP. These students'

pre and post GPA's and attendance were compared with corresponding data for 165 HSICP

students from five participating high schools. Pre data came from the final report card marking

period January, 1996. Post data came from the final report card marking period June, 1996;

and the Metropolitan Achievement Tests (MATT, Form S, Level Si, Psychological Corporation,

1993) administered in April, 1995 (pre) and April, 1996 (post) were examined for both the

experimental and control students.

The Office of Research, Evaluation and Testing staff were responsible for collecting all

required product evaluation data.

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TABLE 1

HIGH SCHOOL INTERVENTION CENTERS PROGRAMEXPERIMENTAL SCHOOLS

1995-96

Area SchoolsGrade/

Population

First SemesterExperimental

Students

Second SemesterExperimental

Students

A Western 9/468 59 (44)* 56 (49)*

B Mackenzie 9/630 47 (46) 53 (49)

E Kettering 9/634 57 (55) 53 (33)

F Finney 9/637 52 (48) 48 (34)

TOTAL 9/2403 215 (193) 230 (165)

*The number in parenthesis indicate students who had pre- and post-data in June, 1996.

TABLE 2

HIGH SCHOOL INTERVENTION CENTERS PROGRAMCONTROL SCHOOLS

1995-96

Area SchoolsGrade/

Population

First SemesterControlStudents

Second SemesterControlStudents

A Southwestern 9/445 53 ( )* 54 (43) *

B Northwestern 9/554 56 ( ) 51 (42)

E Pershing 9/896 62 ( ) 52 (40)

F Southeastern 9/505 52 ( ) 53 (43)

TOTAL 9/ 223 (198) 210 (168)

*The number in parenthesis indicate students who had pre- post-data in June, 1996.

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PRESENTATION AND ANALYSIS OF DATA

PRODUCT OBJECTIVES

Research Question #1

How did students in the High School Intervention Centers Program (HSICP) perform withrespect to grade point averages, attendance, credit hours earned, and MetropolitanAchievement Tests (MAT7) compared to a control group?

There were four product objectives formulated for each semester based on the first

research question. The three product objectives follow:

FIRST SEMESTERProduct Objective #1.1

The grade point averages (GPA's) of HSICP experimental students will be significantlyhigher than the grade point averages of the control students.

Evaluation Results Grade Point Averages

Table 3 shows the grade point averages (GPA's) of the HSICP experimental and control

students at the conclusion of the first semester. GPA's were calculated by assigning a value of

4.0 for letter A, 3.0 for letter B, etc. (All subjects were included in calculating the final

GPA's).

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TABLE 3

9TH GRADE - GRADE POINT AVERAGEEXPERIMENTAL AND CONTROL

1995-96(FIRST SEMESTER)

Experimental Control t Sig.Month/Year N Group N Group S.D. Value Level

January, '96 193 1.05 184 0.46 0.603 9.528 0.05**Statistically significant at the .05 level.

The pre GPA's of the experimental and control students were not available. The post

GPA's were compared for statistical difference. The difference was found to be statistically

significant at the .05 level in favor of the experimental group. Product Objective #1.1 on Grade

Point Averages was met.

Product Objective #1.2

The mean number of days absent for the HSICP experimental students will be significantlylower than for control students.

Evaluation Results Attendance (Days Absent)

Table 4 shows HSICP experimental and control students' days absent from September,

1995 to January, 1996.

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TABLE 4

9TH GRADE - DAYS ABSENTEXPERIMENTAL AND CONTROL

1995-96(FIRST SEMESTER)

Experimental Control t Sig.Month/Year N Group N Group S.D. Value Level

January, '96 193 22.4 184 34.2 14.414 -7.986 0.05**Statistically significant at the .05 level.

There were no pre days absent available for the first semester groups. Post results of

the control and experimental students were compared for statistical differences; differences were

found to exist at the .05 level in favor of the experimental group. Product Objective #1.2 on

Attendance was met.

Product Objective #1.3

The credit hours earned during the first semester by the HSIP students will be significantlybetter than the credit hours earned by the control students.

Evaluation Results

Data in Table 5 show that the experimental students' mean credit hours earned is 18.2;

the control students' mean credit hours earned is 9.1 at the conclusion of the first semester of

1995-96 school year.

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TABLE 5

CREDIT HOURS EARNEDEXPERIMENTAL AND CONTROL

1995-96(FIRST SEMESTER)

Experimental Control t Sig.Month/Year N Group N Group S.D. Value Level

January, '96 193 18.2 184 9.1 9.855 8.941 0.05**Statistically significant at the .05 level.

The pre-credit hours earned by the control and experimental students were not available.

The post differences were found to be statistically significant at the .05 level in favor of the

experimental group. Product Objective #1.3 on Credit Hours Earned was not met.

Product Objective # 1.4

Metropolitan Achievement Test (MAT7) scores for reading and mathematics of theexperimental students will be significantly higher than the scores of the control groupstudents.

Evaluation Results Metropolitan Achievement Test Equated (MAT7)

Table 6 shows both the experimental and control students' MAT7 reading test scores

from April, 1995 (pre) and April, 1996 (post). Specifically, the experimental students' mean

scale score decreased by 50.5; the control students' mean scale score inreased by 0.4.

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TABLE 6

METROPOLITAN ACHIEVEMENT TEST9TH GRADE - READING

EXPERIMENTAL AND CONTROL1995-96

(FIRST SEMESTER)

Experimental ControlGroup Group t Sig.

Month/Year N Scale Score N Scale Score S.D. Value Level

April, '95 129 269.6 123 278.8 166.9 0.438 0.6

April, '96 74 219.1 107 279.2 157.4 -2.525 0.1*

Difference -50.5 +0.4*Statistically significant at the .05 level.

The pre mean averages of scale scores as shown in Table 6 were compared for statistical

differences. There were no statistically significant differences between the control and

experimental groups. The post differences were statistically significant at the .05 level in favor

of the control group. Product Objective #1.4 on Metropolitan Achievement Test (Reading) was

not met.

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TABLE 7

METROPOLITAN ACHIEVEMENT TEST9TH GRADE - MATHEMATICS

EXPERIMENTAL AND CONTROL1995-96

(FIRST SEMESTER)

Experimental ControlGroup Group t Sig.

Month/Year N Scale Score N Scale Score S.D. Value Level

April, '95 129 251.4 123 240.4 154.5 0.566 0.57

April, '96 74 224.5 107 265.4 159.3 -1.700 0.09

Difference -26.9 +25.0

Evaluation Results Metropolitan Achievement Test (MAT7) (Mathematics)

Table 7 shows both the experimental and control students' MAT7 mathematics test scores

from April, 1995 (pre) and April, 1996 (post). Specifically, the experimental students' mean

NCE score decreased by -26.9 ; the control students' mean NCE score increased by 25.0.

The pre mean MAT7 mathematics scale scores of the experimental and control students

were compared for statistical differences; no significant differences were found to exist. The

post differences were also not statistically significant. Product Objective #1.4 on Metropolitan

Achievement Test (MAT7) (Mathematics) was not met.

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SECOND SEMESTER

Product Objective #1.1

D The grade point averages (GPA's) of HSICP experimental students will be significantlyhigher than the grade point averages of the control students.

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Evaluation Results - Grade Point Averages

Table 8 shows the grade point averages (GPA's) of the HSICP experimental and control

students.

Review of Table 8 shows that the experimental students' GPA's increased by 0.24 and

the control students' GPA's increased by 0.03 from January, 1996 (pre) to June, 1996 (post).

GPA's were calculated by assigning a value of 4.0 for letter A, 3.0 for letter B, etc. (All

subjects were included in calculating the final GPA's).

TABLE 89TH GRADE - GRADE POINT AVERAGES

EXPERIMENTAL AND CONTROL1995-96

(SECOND SEMESTER)

Experimental Control t Sig.Month/Year N Group N Group S.D. Value Level

January, '96 165 0.65 169 0.69 0.569 0.591 0.55

June, '96 165 0.89 169 0.72 0.778 2.034 0.05*

Difference +0.24 +0.03*Statistically significant at the .05 level.

The pre GPA's of the experimental and control students were compared for statistical

significance. No statistical significance was found to exist. However, the post differences were

statistically significant at the .05 level in favor of the experimental group. Product Objective

#1.1 on Grade Point Averages was met.

Product Objective #1.2

The mean number of days absent for the HSICP experimental students will be significantlylower than for control students.

Evaluation Results Attendance (Days Absent)

Table 9 shows HSICP experimental and control students' days absent from January, 1996

(pre) and June, 1996 (post).

Review of Table 9 shows that both experimental and control students had an increase in

days absent. Specifically, the experimental students' mean days absent increased by 3.36 days

absent; the control students' mean days absent increased by 3.20 days absent. The results are

considered to be improved of there is a decrease from pre to post measure.

TABLE 9

9TH GRADE - DAYS ABSENTEXPERIMENTAL AND CONTROL

1995-96

(SECOND SEMESTER)

Experimental Control t Sig.Month/Year N Group N Group S.D. Value Level

January, '96 165 28.15 169 29.22 15.663 0.626 0.53

June, '96 165 31.51 169 32.42 16.170 0.511 0.60

Difference +3.36 +3.20

The pre mean averages of days absent as shown in Table 9 were compared for statistical

significant differences. None were found to exist. The post differences were also compared for

statistical significant differences. None were found to exist. Product Objective #1.2 on Days

Absent was not met.

Product Objective # 1.3

The credit hours earned during the first semester by the HSICP students will beD significantly better than the credit hours earned by the control students.

Evaluation Results

Data in Table 10 show that the experimental students showed an increase and the control

students showed a decrease in credit hours earned from January, 1995 to June, 1996.

Specifically, the experimental students' mean credit hours earned increased by 1.6; the control

students' mean credit hours decreased by 1.4.

TABLE 10

9TH GRADE - CREDIT HOURS EARNEDEXPERIMENTAL AND CONTROL

1995-96(SECOND SEMESTER)

Experimental Control t Sig.Month/Year N Group N Group S.D. Value Level

June, '95 165 13.6 169 12.8 9.864 0.749 0.45

January, '96 165 15.2 169 11.4 10.687 3.217 0.05*

Difference +1.6 -1.4*Statistically significant at the .05 level.

The pre-credit hours earned by the control and experimental students were compared for

.sttistically significant differences; none were found to exist. However, the post differences were

found to be statistically significant at the .05 level in favor of the experimental students. Product

Objective #1.4 on Credit Hours Earned was met.

Product Objective # 1.4

California Achievement Tests (CAT) and Metropolitan Achievement Tests (MAT7) scoresfor reading and mathematics of the experimental students will be significantly higher thanthe scores of the control group students.

Evaluation Results Metropolitan Achievement Test (MAT7) (Reading)

Table 11 shows both the experimental and control students' MATT reading test

scores from April, 1995 (pre) and April, 1996 (post). Specifically, the experimental students'

mean scale score decreased by 48.7; the control students' mean scale score decreased by 1.2.

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TABLE 11METROPOLITAN ACHIEVEMENT TEST

9TH GRADE - READINGEXPERIMENTAL AND CONTROL

1995-96(SECOND SEMESTER)

Experimental ControlGroup Group t Sig.

Month/Year N Scale Score N Scale Score S.D. Value Level

April, '95 148 267.0 148 270.0 169.4 -0.151 0.87

April, '96 112 218.3 112 268.8 148.6 -2.544 0.01*

Difference -48.7 -1.2*Statistically significant at the .05 level.

The pre mean averages of scale scores as shown in Table 11 were compared for statistical

differences; no differences were found to exist. The post differences were found to be

statistically significant at the .05 level in favor of the control group. Product Objective #1.4

Metropolitan Achievement Test (MAT7) (Reading) was not met.

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Evaluation Results - Metropolitan Achievement Test (MAT7) (Mathematics)

Table 12 shows both the experimental and control students CAT and MAT7 mathematics

test scores form April, 1995 (pre) and April, 1996 (post). Specifically, the experimental

students' mean NCE score decreased by 0.5; the control students' mean NCE score decreased

by 10.6.

TABLE 12

CALIFORNIA AND METROPOLITAN ACHIEVEMENT TESTS9TH GRADE - MATHEMATICS

EXPERIMENTAL AND CONTROL1995-96

(SECOND SEMESTER)

Experimental ControlGroup Group t Sig.

Month/Year N Scale Score N Scale Score S.D. Value Level

April, '95 148 241.0 148 261.4 152.8 -1.14 0.25

April, '96 112 241.5 112 272.0 150.9 -1.51 0.13

Difference -0.5 -10.6*Statistically significant at the .05 level.

The pre mean MAT7 mathematics scale scores of the experimental and control students

were compared for statistical differences; no statistically significant differences were found to

exist. The post differences were also found to be not statistically significant. Product objective

#1.4 Metropolitan Achievement Test (Mathematics) was not met.

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CONCLUSION

Product Objectives

First Semester Statistically significant differences were found to exist in favor of the

experimental group for the variables of grade point averages, attendance and credit hours earned.

However, Metropolitan Achievement Test (Reading and Mathematics) were not significant.

Second Semester Statistically significant differences were found to exist in favor of the

experimental group for the variables of grade point averages and credit hours earned.

Although the results are statistically significant, it should be noted that most of the

variables' results are below the district's results.

RECOMMENDATIONS

Based on the review of the literature and data collected, the following recommendations

are made:

Staff

1. Teachers in the program should know, understand and accept the physical, socialemotional and intellectual characteristics of at-risk students.

2. Teachers in the program should be involved in intensive training that will enable themto utilize strategies that have been found successful in schools teaching at-risk students.

3. Teachers who are willing to help at-risk students and fully understand the purpose of theprogram should participate in the project.

4. Teachers who are not comfortable in teaching the at-risk student and are not willing tochange should resign from the project and return to regular classroom.

Curriculum

1. Teachers should develop innovative curriculum that will reach and help the at-riskstudents.

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2. Teachers should use innovative strategies in the areas of reading and mathematics.Regular teaching and regular curriculum have failed these students the last eight years.Teachers have to use different instructional strategies to meet all their needs.

3. Teachers should use curriculum that is meaningful to the students and curriculum thathelps the student make the connection between learning and work.

4. Efforts should be made to allocate moneys for special curriculum materials as needed.

Administration

1. Efforts should be made to appoint a coordinator for the program. There is nosupervision or guidelines for the teachers to follow. The program will be less thansuccessful if it continues under the present conditions.

2. Efforts should be made in every project school to appoint one of the administrators tobe in charge until a coordinator is appointed.

APPENDICES

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APPENDIX A

Literature Review

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LITERATURE REVIEW

The purpose of the literature review is to identify characteristics of effective droupoutprevention programs. Based on the literature review, it is apparent that effective programsaddress several levels of students' experiences:

At the individual level, interpersonal relationships with adults in school

At the classroom level, the instructional approaches and curriculum content

At the school level, the policies which are relevant to dropouts, particularlytracking, absenteeism, suspension, retention (holding a student back to repeat agrade level), and personnel

At the community level, the involvement of parents and community agencieswhich serve youth

At each level of students' experiences it is necessary to make the school experiencerelevant to students' needs.

Deschamps (1992) study examined research from 1980 to 1992 that addressedcharacteristics of high school dropouts. Data from 32 empirical studies were synthesized intoan integrative review. A list of the most common characteristics of high school dropouts wasgenerated and the major policy issues related to dropping out were identified and addressed.Four major categories of dropout characteristics were found: demographic, social and family,deviant behavior in society, and in-school. Some of the more common characteristics ofdropouts included ethnicity, low socioeconomic status, coming from a single-parent family, ahigh rate of absenteeism, disciplinary problems, grade retention, low academic performance,and poor achievement test scores. The major policy issues related to the dropout problemincluded: the lack of uniform definition of the term dropout; the inaccuracy of statisticsmeasuring local, state and national dropout rates; the correlation between grade retention anddropping out; the dropout rate in special education; and the need for more research on howmany dropouts return to school or receive their Graduate Equivalency Diploma.

Because children who live in poverty drop out of school disproportionately, some mightargue that important factors influencing high school graduation rates are not within the school'scontrol. Though there are powerful economic and social forces influencing school attendanceamong poor, urban youth, intervention programs have been successful in affecting drop outrates. This review attempts to identify those factors within the realm of the school's controlwhich can make going to school and graduating worthwhile to students who might otherwisedrop out of school.

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Interpersonal Relationships

The importance of students' interpersonal relationships with adults in the school isstressed more frequently than almost any other feature or effective programs.

Individualized Treatment/Instruction:

Several studies suggest that treating students as individuals helps to reduce the dropoutrate. In Cippollone's study of six schools with differential dropout rates (1987), schools withlower dropout rates had administrators and teachers who were more willing to look at studentsindividually and later specify discipline practices accordingly. Hess, Jr. and others (1986) citemore interaction between teachers and students as characteristic of schools with lower dropoutrates in their study of eight Chicago high schools.

Small classes provide an opportunity for more frequent and more intimate contactbetween students and teachers. Ruby and Law's paper to the American Association of SchoolPsychologists (1987) asserts that successful dropout programs have low student/teacher ratiosand provide personal attention.

Caring:

Caring staff is repeatedly cited as an essential component of successful dropoutprevention programs. It is also probably the most difficult component to operate. Mann (1985)suggests that teachers should know students by name and ask about their personal lives.

Finally, Cippollone's study of six schools with differential dropout rates (1987)concludes that in schools with lower dropout rates the staff had a sense of advocacy for studentsand were more willing to become involved in the social and affective needs of students.

Cultural Differences:

McLaughlin (1994) summarized various theories developed to explain minority languagelearners' failures to thrive in existing school systems. These theories may provide ideas forunderstanding dilemmas faced by minority youths.

Education psychologists have focused on the individual learner who, they believe, arrivesat school broken by impoverishing home and community experiences. This deficit theory callsfor helping individual students acquire mastery of skills before moving ahead, as well asproviding enrichment to overcome deficits in background experiences.

Organizational theorists have focused on schools and school systems which they see asthe primary culprits in school failure. These schools effectiveness proponents call for schoolrestructuring and systemic reform efforts, including rethinking such important issues as howtime is used and who is involved in planning and decision making.

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Sociologists and anthropologists have focused on powerful economic and politicalstructures that underpin all aspects of society and "create arrangements that systematicallygive voice to some and deny it to others" and are structured "around successful andunsuccessful competence displays such that winners and losers are inevitable" (McLaughlin, p.53). These critical theorists call for teachers as coaches, pedagogy as problem solving, and acurriculum that addresses important themes connected to the lives of students.

Lastly, sociolinguists have a narrower focus on the teacher-learner interaction, wherethey find constant miscommunication resulting from different cultural and linguistic preferencesfor interaction. Cultural differences theorists believe solutions lie in teachers becomingknowledgeable about the culture and language of their students and adopting curriculum andteaching methods to students' needs.

The idea of cultural discontinuity contains elements of both of the last two theories justdescribed. Increasingly, it has become an explanation for the difficulties minority students facein adjusting to and finishing high school.

Theories of cultural discontinuity have their origins in the anthropological studies ofethnic minority groups within a dominant, majority culture. According to students of culturaldiscontinuity theory, minority children having been initially raised in a distinctive culture oftheir own, are often thrust into a school system that promotes the values of the majority culture--not those of their own. If the resulting clash of culture continues, the minority child may feelforced to choose one culture at the expense of the other. A tragic paradox emerges: success(in school) becomes failure (in the community), and failure becomes success. Moreover, it hasbeen argued that failure is not simply the passive act of neglecting to complete required tasks,but that it may be a status that is actively pursued by ethnic minority students in order topreserve their culture of origin. In other words, failure in school is a tacit cultural goal thatmust be achieved (McDermott, 1987; Spindler, 1987).

Self-Esteem:

An analysis of the research and scholarly literature (Walz, 1991) suggests a number ofsignificant findings and generalizations about the importance and the effects of self-esteem uponyouth and adults. Overall it would appear that self-esteem can be envisaged as a "socialvaccine," a dimension of personality that empowers people and inoculates them against a widespectrum of self-defeating and socially undesirable behavior (California Task Force to PromoteSelf-Esteem, 1990.) Among the more compelling generalizations to be made are the following:

The family is a strong force in the development of self-esteem. The early yearsare particularly important in establishing an "authentic and abiding self-esteem"in a person.

High parental self-esteem is crucial to the ability to nurture high self-esteem andpersonal effectiveness in children.

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School climate plays an important role in the development of theself-esteem of students. Schools that target self-esteem as a majorschool goal appear to be "more successful academically as well asin developing healthy self-esteem among their students."(California Task Force to Promote Self-Esteem, 1990, p. 5.)

Self-esteem and achievement may be either the cause or the effect of each other,depending upon the person and the particular situation in which they function.

Young girls who possess positive self-esteem are less likely to become pregnantas teenagers.

Persons who hold themselves in high esteem are less likely to engage indestructive and self-destructive behavior including child abuse, alcohol and drugabuse, violence and crime.

Exclusive attention to just self-esteem or personal achievement may well resultin less favorable outcomes in either or both areas than when an approach is usedwhich attends to both self-esteem and achievement. Walz (1991) in postulatingthe presence of an "esteem-achievement connection" emphasize the importanceof presenting students with challenging experiences that enable the student to"earn" high esteem by successfully coping with difficult tasks.

The choice to esteem oneself or not is ultimately the responsibility of theindividual no matter what the background and prior experiences of the individualmay be. High self-esteem can never be given to a person by another person orsociety. It must be sought, "earned" by the individual for him or herself.

Self-esteem may be expressed as an overall generic characteristic, i.e., "sheexhibits a high self-esteem" or as a more specific behavioral attribute, i.e., "hecertainly has a high sense of self-esteem in tackling a difficult writing task, buthe has absolutely no belief in his competence to do anything numerical." Theexperience of many counselors would favor a counseling intervention thatexplores a client's overall self-esteem (enhancing his/her generic self-esteem),but also focuses upon blockages which retard the expression of high self-esteemin specific areas.

Writers and researchers show general, although by no means complete,agreement on the preconditions necessary for someone to demonstrate high self-esteem. Among the commonly used terms are: security, connectedness,uniqueness, assertiveness, competence, and spirituality.

Research shows (Waltz, 1991) that gaining greater knowledge and understanding of self-esteem can be beneficial to a counselor. However, to specifically impact upon a client's self-esteem requires greater focus and effort upon the part of the counselor. Six action steps are

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suggested as guides for how a counselor can intervene to assist clients in enhancing their ownself-esteem.

Acknowledge that the self-esteem of a client is a vital determinant in his/herbehavior and should be a major focus of the counseling relationship.

Explore with the client the meaning of self-esteem and how his/her self-esteemhas impacted upon past behaviors and actions (and can influence present andfuture plans and decisions.)

Assist the client in assessing the internal and external forces contributing to orretarding their self-esteem. Develop a personally meaningful profile of esteembuilders and detractors.

Recognize that the self-esteem of the counselor has a stimulating or depressingeffect upon the esteem of a client and that each needs to be aware of his/her self-esteem and its effect upon others.

Assist the client in designing a self-esteem enhancement program that iscustomized to her/his learning style and desired goals.

Above all else, act upon the conviction that self-esteem is a disposition to knowoneself as someone who is competent to cope with the realities and demands oflife and as personally worthy of experiencing joy and happiness. Acting uponthis conviction a counselor will then know that she/he can neither bestow norinduce self-esteem in another person. Through their efforts, however, counselorscan assist a person to learn the processes by which they can examine theantecedents of their self-esteem, and take responsibility for thinking and actingin ways which will heighten their own self-esteem and hence their capacity toexperience life confidently and joyously.

Student Motivation:

Much of the recent research on student motivation has rightly centered on the classroom,where the majority of learning takes place and where students are most likely to acquire astrong motivation to gain new knowledge. Making the classroom a place that naturallymotivates students to learn is much easier when students and teachers function in an atmospherewhere academic success and the motivation to learn are expected and rewarded.

An environment that nurtures educational motivation can be cultivated at home, in theclassroom, or throughout an entire school. One of the most effective avenues for engenderingstudent motivation is a school's culture. According to Deal (1987), school culture can beembodied and transformed through channels such as shared values, heroes, rituals, ceremonies,stories, and cultural networks.

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Davis (1989) suggests using a wide variety of activities and symbols to communicatemotivational goals. "Visible symbols," he says, "illustrate and confirm what is considered tobe important in the school." He suggests using "school newsletters, statements of goals,behavior codes, rituals, symbols, and legends" to "convey messages of what the school reallyvalues." Staging academic awards assemblies, awarding trophies for academic success anddisplaying them in trophy cases, scheduling motivational speakers, and publicizing students'success can help them see that the desire to be successful academically is recognized andappreciated.

Klug (1989) notes that school leaders can influence levels of motivation by "shaping theschool's instructional climate," which in turn shapes "the attitudes of teachers, students, parents,and the community at large toward education." By effectively managing this aspect of aschool's culture, principals can "increase both student and teacher motivation and indirectlyimpact learning gains."

School administrators can take advantage of times of educational change by includingstrategies for increasing student motivation. Acknowledging that school restructuring isinevitable, Maehr (1991) challenges school leaders to ensure that "motivation and the investmentin learning of students will be enhanced" as a result of school reform. School leaders haveseldom "considered motivation vis-a-vis the current restructuring movement," he says, "and fewhave considered that the school as an entity in its own right, may have effects that supersedethose of individual classrooms and the acts of individual teachers."

A positive "psychological environment" strongly influences student motivation, saysMaehr. School leaders can create this type of environment by establishing policies andprograms that:

stress goal setting and self-regulation/management

offer students choices in instructional settings

reward students for attaining "personal best" goals

foster teamwork through group learning and problem-solving experiences

replace social comparisons of achievement with self-assessment and evaluationtechniques

teach time management skills and offer self-paced instruction when possible

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Instructional Approaches

The research on dropouts almost universally recommends non-traditional instructionalapproaches in small class groups. Research suggests utilizing low student/teacher ratios, a multi-media approach, and flexible course scheduling.

Low Student/Teacher Ratios:

Low student/teacher ratios provide greater opportunities for personalized attention. TheU.S. General Accounting Office's survey of dropout program (1987) found that individualizedinstruction favorably influenced dropout reduction.

Many large urban school districts where the dropout problem is particularly acute do nothave the resources to provide the recommended student/teacher ratios. However, as Strother(1986) points out, "large schools make it difficult for teachers to respond to individual student'sneeds." Wheelock and Dorman (1988) address this problem in their research findings regardingadolescents by recommending a team teaching approach, homerooms, and teacher-basedcounseling as ways to create "smallness within bigness."

6

Wheelock (1990) states that recent literature suggests it is not students' backgrounds, butschools' response to students' backgrounds that determine students' success in school. Schoolpractices and policies adopted in response to student performance in attendance, academics, andbehavior also have a significant impact on students' decision to leave school before graduating.

According to a literature review by Quinn (1991) school practices such as placement ofat-risk students in alternative, nontraditional programs, individualized counseling, low student-teacher ratio, and peer tutoring successfully lower dropout rates, whereas remediation, retentionin grade, tracking, and suspension exacerbate the problem.

Multi-Media Approach:

Media refers to the means of communication. Students at risk are not responding totraditional methods of teaching, such as lectures and seat work. Many researchers feel thatcreative approaches are needed, particularly to teach basic reading and math skills to olderstudents. Such approaches provide students with opportunities to experience success in schoolwhere they have previously failed.

Other researchers support the concept of a multi-media approach which allows studentsto experience success. Wheelock and Dorman (1988) suggest varying teaching methods andusing diverse instructional approaches to provide multiple opportunities for success.

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Flexible Scheduling:

In addition to innovation and variety of instructional approaches, changes in thescheduling of classes are encouraged. The U.S. General Accounting Office survey of programs(1987) finds that "flexibility in curriculum and school hours are important to prevent droppingby students unable to progress in the standard school setting."

Cooperative Learning:

Johnson and Johnson (1987) are well-known proponents of this last type of grouping,called cooperative learning. These heterogeneous groups are based on positive interdependenceamong the group members who help and support one another. Their goals focus on bringingeach member's learning to the maximum and on maintaining good working relationships amongmembers. "Nothing is more basic than learning to use one's knowledge in cooperativeinteraction with others," the Johnsons' state. And they continue: "Greater achievement istypically found in collaborative situations where peers work together than in situations whereindividuals work alone..."

Johnson and Johnson (1987) recommend assigning students of high, medium, and lowabilities in the same group. They also suggest that it is very beneficial for those students whoare not as task oriented as others to be put with their more academically oriented peers.Teachers should allow students to choose one person with whom they would like to work, andthen carefully place these pairs with others to maximize the heterogeneous makeup of eachgroup.

As the group works together as a team, some of the benefits predicted for individualmembers are higher critical thinking competencies, more positive social interaction withclassmates, improved collaborative competencies, an understanding of other perspectives, andmore self-esteem. The Johnsons believe that:

Cooperative learning procedures may be used successfully with any type ofacademic task, although they are most successful when conceptual learning isrequired.

Whenever possible, cooperative groups should be structured so that controversyand academic disagreements among group members are possible and aremanaged constructively.

Students should be encouraged to keep each other on task and to discuss assignedmaterial in ways that ensure elaborate rehearsal and the use of higher learningstrategies.

Students should be encouraged to support each other's efforts to achieve.

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Educators must make many choices every year about grouping arrangements. Goodteachers who provide supportive environments for their students and who are aware of thestrengths and weaknesses of grouping will make the decisions that are right for themselves, fortheir classroom situation, and for their students.

Cross-Age Tutoring:

Although references in the literature to cross-age and peer tutoring programs are sparse(Natriello and others, 1988), (Wheelock, 1988), these programs appear to produce significantresults. Cross-age tutoring seems to meet several needs of students at risk:

Feeling important, competent, and needed in a school setting

Developing an interpersonal, interdependent relationship with someone in school

Reviewing basic math and reading skills without the stigma of remedial education

Active involvement in the learning process

Providing individualized instruction to younger students

Providing an opportunity for community service

Gaustand (1993) states that one to one tutoring programs, such as peer and cross-agetutoring, can result in emotional and learning benefits for the tutor and the tutee. In cross-agetutoring, the tutor is older than the tutee. Advantages of these programs are that tutors arebetter than adults in relating to their tutees on a cognitive, emotional, and social level. Also,cross-age tutoring offers the tutor the higher status of being older but still being close in age.Tutors can benefit from cross-age and peer tutoring because it allow them to review material,and to improve thinking and communication skills.

Positive Discipline

Criticizing, discouraging, creating obstacles and boundaries, blaming, shaming, usingsarcastic or cruel humor, or using physical punishment are some negative disciplinary methodsused with young children.

Any adult might occasionally do any of these things. Doing any or all of them morethan once in a while means that a negative approach to discipline has become a habit andurgently needs to be altered before the child experiences low self-esteem as a permanent partof his/her personality.

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ERIC (1990) in an article on "Positive Discipline" states the following as goodapproachers to discipline:

increase a student's self-esteem

allow the student to feel valued

encourage the student to feel cooperative

enable the student to learn gradually the many skills involved in taking someresponsibility for what happens to him/her

motivate the student to change his/her strategy rather than to blame others

help the student to take initiative, relate successfully to others, and solveproblems

School discipline has two main goals: (1) ensure the safety of staff and students, and(2) create an environment conducive to learning. Serious student misconduct involving violentor criminal behavior defeats these goals and often makes headlines in the process. However,the commonest discipline problems involve noncriminal student behavior (Moles, 1989).

These less dramatic problems may not threaten personal safety, but they still negativelyaffect the learning environment. Disruptions interrupt lessons for all students, and disruptivestudents lose even more learning time.

As educator researcher Daniel Duke (1989) points out, "The goal of good behavior isnecessary, but not sufficient to ensure academic growth." Effective school discipline strategiesseek to encourage responsible behavior and to provide all students with a satisfying schoolexperience as well as to discourage misconduct.

When John Hopkins University researchers Gary D. Gottfredson and Denise C.Gottfredson (1989) analyzed data from over 600 of the nation's secondary schools, they foundthat the following school characteristics were associated with discipline problems:

rules were unclear or perceived as unfairly or inconsistently enforced

students did not believe in the rules

teachers and administrators did not know what the rules were or disagreed on theproper responses to student misconduct

teacher-administration cooperation was poor or the administration inactive

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teachers tended to have punitive attitudes

misconduct was ignored

schools were large or lacked adequate resources for teaching

Written policies should be developed with input from everyone who will be affected bythem. Once developed, discipline policies must be communicated to staff, students, parents andcommunity. But a policy on paper is meaningless in itself. Ongoing administrative support,inservice training in new techniques, continued communication, and periodic evaluation andmodification are needed to adopt a school discipline plan to the changing needs of the schoolcommunity.

Curriculum Content

The curriculum content is the "what" of instruction, or the information and knowledgewhich the school system attempts to convey to its students.

The research on dropouts consistently recommends a curriculum which focuses oninfusing basic skills, stressing practical skills, and offering a multiple abilities curriculum.

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Basic Skills Instruction:

Students who are at risk of dropping out are typically those who exhibit poor basicacademic skills (Wheelage, 1988). Often middle school curriculums assume basic readingcomprehension and math skills, however, many students may not have mastered these basicskills yet (Wheelock and Dorman, 1988). Students who are weak in basic skills at the middleschool level have increased difficulties in high school. It is extremely important that dropoutprevention programs recognize and address the need for students to master basic reading andmath skills.

Hornbeck (1991) states that while research has shown that computer-assisted instruction(CAI) can help at-risk students learn basic skills such as reading, writing and mathematics,studies have also revealed that CAI helps students think critically, solve problems and drawinferences.

Stress Practical Skills:

Because the irrelevance of the school experience to students' needs is considered to bethe major cause of dropping out, stressing practical skills is recommended by some researchers.Ruby and Law's paper presented at the Annual Meeting of School Psychologists (1987) statesthat successful programs stress the immediate and practical and offer opportunities for paidemployment. Strother (1986) also recommends that the curriculum should focus on real-lifeproblems.

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Multiple Abilities Curriculum:

Students who do not experience success in school may not have opportunities to use theirstrongest abilities as part of traditional curriculums. A multiple abilities curriculum provides achance for students to use a wide range of skills to earn credit towards graduation.

Natriello and others (1988) assert that schools should offer a multiple abilities curriculumand move beyond the narrow range of academic tasks which rely on reading skills to allowstudents to experience success. Wheelage (1988) recommends an "experiential" curriculumincluding community service, career internship, political/social action, and/or outdooradventure.

Researchers (1990) of the Office of Research, Evaluation and Assessment, New York* City Board of Education, state that poor and minority students are at the greatest risk of failure

because of a gap between home and school. This gap is the difference in the expectationsparents and teachers have of students, and between the social and language skills required ofstudents at home and at school. When the schools represent an alien culture to students and failto represent parental interests, students disengage from the school culture and the socioeconomicuniverse it represents. The following traditional compensatory education approaches are noteffective in educating at-risk students: (1) retention; (2) pullout programs; and (3) in-class aides.The following strategies are more promising: (1) reduced class size; (2) early intervention; (3)cohesive social unit; (4) comprehensive services; (5) intensive interventions; (6) bilingualinstructional services (7) culturally sensitive programs (8) built-in flexibility; (9) active teaching;(10) engaged learning; (11) cooperative learning; and (12) community involvement.

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School Policies

Monitoring/Early Intervention:

The importance of identifying potential dropouts early and then immediately takingaction to re-engage them in the school is almost universally agreed upon in the literature ondropout prevention.

Some researchers recommend monitoring and intervention at the earliest points in astudent's career. Gruskin and other (1987) recommend good preschool and early childhoodprograms and Beck and Muia (1980) suggest intervention in nursery school and kindergarten.Those who advocate monitoring and intervention in early elementary school include Walz(1987).

The middle school years are viewed by other researchers as the critical monitoring andintervention stage because this is when students begin to feel disconnected (Sherwood. 1987),(Massachusetts Advocacy Center. 1986), (Wheelock an Dorman, 1988).

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Other researchers who advocate monitoring and early intervention include, Natriello andothers (1988), Naylor (1987), O'Connor (1985), Sherman (1987), Strother (1986), and Sweenand Kyle (1987).

Focus on Absenteeism:

Chronic absenteeism is an obvious early warning sign of potential dropout (Sherman,1987), (U.S. General Accounting Office, 1987), (Wheelage, 1988). The school's reaction toa student's absenteeism can send a strong message to the student regarding his or herimportance to the school. The school's efforts to promote daily school attendance help toreduce dropout rates (Walz, 1987).

Bonikowski (1987), suggests nurturing a cooperative, rather than an adversarial,relationship with parents regarding students' attendance. Wheelock and Dorman's (1988)suggestions include the following:

Establish an attendance team for monitoring attendance

Interview students regarding reasons for non-attendance

Maintain persistent contact with students' homes

Herman (1991) states that educators must take into account the changing social, cultural,and economic trends' contributions to high absenteeism and dropout rates. No curriculum cansucceed if the students are not in attendance to learn, develop and advance in society.

Literature on absenteeism written after 1985 demonstrates a shift of focus from thestudent as truant to the school as part of both the problem and the solution. Four majorprinciples are necessary to any successful intervention--awareness, change in perspectives, earlyintervention, and cooperation and involvement. Components of an intervention includedeveloping and implementing attendance policies, monitoring, tracking, and recording; gettingparents involved; providing counseling and guidance; and providing relevant curriculum oralternative program. Research shows that programs (Harte, 1995) implemented as school wideimprovements have consistently been successful in reducing attendance problems. Effectiveschools are student-centered and operate as: a caring institutional and functional community,a community organization, an experimenter and risk-taker, and a team.

In School Suspension:

Traditional approaches to student discipline include suspending a student for severeinfractions. However, a history of suspension is not only predictive of dropout (Wheelock,1986), but suspension actually encourages students to dropout by sending a clear message thatthey are not wanted in school (Massachusetts Advocacy Center. 1986).

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In-school suspension differs from traditional suspension practices because the studentstays on the school premises while serving the term of his/her suspension. Supervised, in-schoolsuspension which includes academic support is recommended as a means to maintain arelationship with students and to make them feel as though they belong in school (Mahood,1981), (Wheelock and Dorman, 1988).

Roquemore (1991) suggested that intervention in-school suspension programs couldcounteract students' low self-concepts and negative attitudes toward teachers. Such programswould include: parent training, teacher staff development, school programs that focus on oneto one relationships with students, remediation of academic difficulties and administrativemonitoring of individual teachers and evaluation of the school involvement.

Non-Retention:

Students who have been retained in a grade are much more likely to dropout than thosewho have not (Massachusetts Advocacy Center. 1986), (Sherman, 1987), (Wheelock, 1986).Walz (1987) quantifies the relationship between retention and dropout in his literature review:

"The child who has been held back one grade level is 60 times more likely to becomea dropout that a student who has not, and the child who has been held back two grade levelsis 250 times more likely to become a dropout."

Wheelock and Dorman (1988) argue strongly against retention and suggest givingstudents specialized instruction with a designated target date at which they will be "caught up"and reintegrated into their appropriate grade level. Some programs they suggest include thefollowing:

Competency-based curriculum in multi-grade groupings

Smaller class size

Summer school with different teaching techniques stressing more active studentinvolvement.

George (1993) suggest that: (a) school districts and schools should disseminate currentresearch on retention to schools staffs (b) school districts with high retention rates shoulddevelop a plan to reduce the rate and improve the instructional program for at-risk students (c)school districts should monitor differential effects of retention for different ethnic groups andboys and girls.

Sherwood (1993) states that despite a growing trend toward retention in grade of low-achieving students and apparent public support for the practice, many educators andpsychologists disagree with the perception that flunking is an appropriate response to pooracademic performance. Research reported in the past two decades indicates that grade-level

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retention produces little improvement in student achievement. Some studies presented evidencethat students required to repeat a grade actually made less progress than comparable classmateswho were promoted. In addition, there are many studies that demonstrate significantpsychological damage to children, particularly in terms of lowered self-esteem. Still othersassociate an increase in the dropout level with retention in grade. In Florida, a number ofapproaches to improving student achievement without resorting to grade retention have beenproposed. Among them are the following:

tutorial programs, including peer tutoring, cross-age tutoring, and adult volunteertutoring, coordinated with classroom instruction;

extended basic skills programs, which eliminate "non-essentials" from the studentday, with the additional time being applied to reading, writing, and mathematics;

cooperative learning programs;

extended-year programs, achieved in Florida because of funding constraintsthrough summer school; and

individualized instruction through such technologies as interactive video, wordprocessing, and story starters.

Students At Risk:

Most studies agree that the main factors associated with dropping out include students'socioeconomic status, school behavior, and academic achievement.

"Dropout rates are higher for students coming from low socioeconomic backgrounds,from single-parent families, and from non-English language family backgrounds," stated Frase(1989) in the first annual report by the National Center for Education Statistics. Thisnationwide study also found higher dropout rates for students living in cities than in suburbs orrural areas, and in the South and West rather than in the Northeast. Students who marry orhave children, or who have had problems with the law or school authorities, are also at greaterrisk.

Academic factors are clearly related to dropping out. Students who received poorgrades, who had repeated a grade, who were overage for their class, and who had poorattendance for reasons other than illness were more likely to drop out. "A powerful predictor...was the attendance record during the first four months of tenth grade," Frase reported.

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Barber and McLellan (1987) found that dropouts in a Wisconsin community showedclear indications of academic problems by the third grade. Their achievement test scores weresignificantly lower than those of their classmates and also below their ability as measured byintelligence tests; teacher comments alone identified potential dropouts with 63 percentaccuracy. Poor attendance, failing grades, and low overall GPA marked these students' highschool careers.

Conley (1992) in his research states that national and state policies are establishingexpectations that essentially all students will graduate from high school. As schools begin toadjust their goals accordingly, they found most of their basic organizational practices mustchange. At-risk students demand personalized education, meaningful material, success-basedtasks, continuous contact with trusted adults, and a stable peer group.

Traditional grouping and grading practices do not facilitate success for at-risk students.Teachers have a very difficult time accepting the notion that all students can succeed withoutstandards being lowered. There is an increasing tension between meeting the needs of both"gifted" and "at-risk" students within the traditional organizational paradigm.

Restructuring schools are using cooperative learning strategies, project centered learning,learning teams, schools-within-schools, block scheduling, advisor-advisee programs, enhancedparental involvement, expansion of learning into the community, and an increasing integrationof vocational and academic curricula into "applied academics" courses or strategies to meet theneeds of diverse group of students.

Parent/Community Involvement

The complex needs of at risk students call for the utilization of a wide range ofresources. The school's efforts to coordinate with others who have an interest in the student'slife can result in synergistic benefits to the student at risk.

Parents:

Parents may be the most important force keeping children in school. At the high schoollevel there is a tendency for parental involvement to decline. Efforts must be made to re-engage parents in their children's education.

"Student achievement is strongly influenced by efforts to bridge home and school as ateam" (Ochoa, 1987).

"The collaboration with families is an important intervention strategy" (Willis, 1986).

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"Encouraging parental involvement in school learning activities helps prevent droppingout" (Walz, 1987).

The above observations illustrate the conventional wisdom regarding the role of parentalinfluence on dropout prevention. It has been found that successful dropout programs haveactivities to enhance parental support (Naylor, 1987). Programs should develop policies to helpincrease parents' interest and monitoring of their children's progress (Strother, 1986), (Ekstromand others, 1986).

Wheelock and Dorman (1988) suggest "blurring the home-school boundary line" byinvolving parents in adult education classes at the school, offering a GED program for parents,and involving parents in policy making.

Wagonseller (1992) states that despite the difficulties of parenting, few people haveactually been trained to be parents or to become involved in their children's education. Toaddress these problems, each community needs to develop a comprehensive parent involvementmodel.

A community parent involvement model would include the following elements:

training parent trainers to conduct parenting classes in every school

change the focus of the Parent Teacher Association (PTA) to parent-teacherD administration

develop in each school a parent education program for expectant parents andparents of very young children

develop a parent education program for parents of elementary age children

develop a parent education program for parents of children with special needs(Example: disabilities, gifted, etc.)

develop monthly parents' workshops on topics of interest to parents

create a family lifestyle class for high school students

Research has shown that one of the most promising ways to increase students'achievement is to involve their families (Charkin, 1993; Henderson and Berla, 1994). Theyalso found that family participation in education was twice as predictive of academic learningas family socioeconomic status. Establishing partnerships with families has many benefits forschools and families, but Epstein says, "the main reason to create such partnerships is to helpall youngsters succeed in school and in later life" (1995, p. 701).

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Research on families and student learning has shown that students at all grade levels dobetter work in school, feel better about themselves as learners, set higher goals, and dreambigger dreams when their parents are knowledgeable, supportive, encouraging and involved withtheir education. Parent involvement in education can take a variety of forms, includingvolunteering to help in the school, doing a presentation for a class, helping chaperon field trips,and supplying materials. The most important type of involvement, however, is encouraging,monitoring, and helping your children with their schoolwork. When parents and school worktogether, children grow in an environment of consistent expectations and shared purpose, wherechildren become better students and parents become better teachers.

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APPENDIX B

II Bibliography/Soruces

BIBLIOGRAPHY

Annual meeting of the National Association of School Psychologists, March 5, 1987.

Barrington, Byron, L. and McLellan, Mary C., "Looking at America's Dropouts: WhoAre They?", Phi Delta Kappa, 69, 4, December, 1987: Z64-67.

Beck, Lisa and Muia, Joseph A., "A Portrait or a Tragedy: Research Findings on theDropout", High School Journal, November, 1980.

Bonikowski, Dennis, Truancy: A Prelude to Dropping Out, Bloomington, IN: NationalEducational Service, 1987.

California Task Force, Final Report of the State Committee to Promote Self-esteem,Personal and Social Responsibility, Bureau of Publications, California State Departmentof Education Sacramento, CA, 1990.

Charkin, N.F. (Ed.), Families and Schools in a Puralistic Society. Albany: StateUniversity of New York Press, 1993.

Cippollone, Tony, "No Frills Dropout Prevention: A Preliminary Analysis of a Study ofDifferentially Effective Comprehensive High Schools, "Paper prepared for the 1987Annual Meeting of the American Educational Research Association, Washington, D.C.,1987.

Conley, David, Emerging Trade in School Restructuring, ERIC Clearinghouse onEducational Management, O.R., (1992).

Davis, John, "Effective Schools, Organizational Culture, and Local Policy Initiatives".In EDUCATIONAL POLICY FOR EFFECTIVE SCHOOLS, edited by Mark Holmes,Keith Leithwood. and Donald Muse lla. New York: Teachers College Press, 1989.

Deal, Terrence E., "The Culture of Schools". In LEADERSHIP: EXAMINING THEELUSIVE, edited by Linda T. Sheive and Marian B. Schoenheit.

Deschamps, Ann-Barnes, On Integrative Review of Research on Characteristics ofDropouts, Doctoral Dissertation, George Washington University, 1992 (ED378520).

Duke, Daniel L., "School Organization, Leadership, and Student Behavior." In Strategiesto Reduce Student. Misbehavior, Washington, D.C. Office of Educational Research andImprovement, U.S. Department of Education, 1989.

Ekstrom, Ruth B., Goertz, Margaret E., Pollack, Judith M., and Rock, Donald A., "WhoDrops Out of High School and Why? Findings from a National Study," TeachersCollege Record, Vol. 87 (3), Spring 1986.

Epstein, J.L., School Family Community Partnerships: Caring for the Children WeShare. Phi Beta Kappan 76(9), 701-712, 1995.

ERIC Digest, Positive Discipline, ERIC Clearinghouse on Elementary and Early Education,Urbana, ILL, 1990 (ED327271).

Frase, Mary J., "Dropout Rates in the United States," National Center for EducationStatistics, Washington, D.C., 1988.

Gaustand, Joan, Peer and Cross-Age Tutoring. Office of Educational Research andImprovement, Washington, D.C., 1993 (ED354608).

George, Catherine, Beyond Retention. A Study of Retention Rates, Practices, andSuccessful Alternatives in California, California State Department of Education.Sacramento, C.A. (1993)

Gottfredson, Denise C., and Gottfredson, Gary D., "Developing Effective Organizationsto Reduce School Disorder," Washington, D.C. Office of Educational Research andImprovement, U.S. Department of Education, 1989.

Gruskin, Susan J., Dealing with Dropouts: The Urban Superintendents Call to Action.Office of Educational Research and Improvement, Washington, D.C., (1987).

Harte, Austin J., Improving School Attendance: Responsibility and Challenge, CanadianEducation Association, Toronto, Ontario, 1995, (ED383042).

Henderson, A.T., and Berla, N. (Eds), A New Generation of Evidence: The Family IsCritical to Student Achievement. Washington, DC: National Committee for Citizensin Education, 1994, (ED375968).

Herman, James L., Developing a Procedure for Accountability of Student Absenteeism.M.S. Practicum, Nova University, ED340144, 1991.

Hess, G. Alfred, Jr., Wells, Emily, Prindle, Carol, Liftman, Paul, and Kaplan, Beatrice,Where's Room 185? How Schools Can Reduce Their Dropout Problem: AnEthnographic Investigation of Four Matched Pairs of Urban High School, Chicago:Chicago Panel on Public School Policy and Finance, December, 1986.

Hornbeck, David W., Technology and Students at-risk of School Failure. North CentralEducational Lab., Elmhurst, ILL. 1991

Johnson, Roger T. and Johnson, David W. "How Can We Put Cooperative Learning intoPractice?" Science Teacher, 54(6), 46-48, 1987.

D

Klug, Samuel, "Leadership and Learning: A Measurement-Based Approach for AnalyzingSchool Effectiveness and Developing Effective School Leaders". In ADVANCES INMOTIVATION AND ACHIEVEMENT, Connecticut: JAI Press, 1989.

Maehr, Martin L., "Changing the Schools: A Word to School Leaders about EnhancingStudent Investment in Learning." Paper presented at the annual meeting AmericanResearch.

111 Mahood, Wayne, "Born Losers: School Dropouts and Push Outs," NASSP Bulletin,January, 1981.

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I

Mann, Dale, Report of the National Invitational Working Conference on Holding Powerand Dropouts, New York: Teachers College, Columbia University, March, 1985.

Massachusetts Advocacy Center, Report Massachusetts Advocacy Center, Boston, 1986.

Moler, Oliver C., Strategies to Reduce Student Misbehaviors, Washington, D.C., Officeof Educational Research and Improvement, U.S. Department of Education, 1989.

McDermott, R.P., Achieving School Failure: An Anthropological Approach to Illiteracyand Social Statisfaction. Education and Cultural Process: Anthropological Approaches(2nd Ed. 173-209) Prospect Hights, IL, 1987.

McLaughlin, D., Critical Literacy for Navajo and Other American Indian Learners.Journal of American Indian Education, 33(3), 47-49, 1994.

Natriello, Gary, Pallas, Aaron M., Mc Dill, Edward L., McPartland, James M., andRoyster, Deirde, An examination of the Assumptions and Evidence for AlternativeDropout Prevention Programs in High School. Report No. 365, Baltimore, MD:Center for Social Organization of Schools, Johns Hopkins University, July, 1988.

Naylor, Michelle, Reducing the Dropout Rate through Career and Vocational Education,Washington, D.C.: Office of Educational Research and Improvement, 1987.

Ochoa, Alberto, Hurtado, Juan, Espinosa, Ruben, and Zachman, Jill, The Empowermentof all Students: A Framework for the Prevention of School Dropouts, San Diego:Institute for Cultural Pluralism, San Diego State University, January, 1987.

O'Connor, Patrick, "Dropout Prevention Programs That Work,: OSSC Bulletin,December, 1985.

Office of Research Evaluation, and Assessment. Beyond Remediation: School BasedStrategies for Reducing Educational Risk, New York City Board of Education,Brooklyn, N.Y., 1990.

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Quinn, Terrence, The Influence of School Policies and Practices on Dropout Rates,NASSP-Bulletin pp 73-83, November, 1991.

Rillero, Peter, Doing Science With Your Children, Office of Educational Research andImprovement, Washington, D.C., 1994, (ED372952).

Roquemore, Barbara D. The Academic Motivation of Students Who Are DisciplineProblems, Paper presented at the annual meeting of AASA, New Orleans, 1991.

Ruby, Theodore and Law, Robert, "School Dropouts Why Does the Problem Prevail,"New Orleans, LA: Paper presented at the Annual Meeting of the National Associationof School Psychologists, March 5, 1987.

Sherman, Joel D., Dropping Out of School. Executive Summary, Washington, DC:Pelavin Associates, Inc., December, 1987.

Sherwood, Charles, Retention in Grade: Lethal Lessons, ERIC, ED361122, 1993.

Spindler, G.G., Why Have Minority Groups in North America been Disadvantaged intheir Schools. Education and Cultural Process: Anthropological Approaches (2nd Ed.,160-172) Prospect Hights, IL, 1987.

Strother, Deborah Burnett, "Dropping Out," Phi-Delta-Kappa, Vol. 88, (4), December,1986.

I

Sween, Joyce and Kyle, Charles L., Chicago Public High School: How Their Students'Low Income. Reading Scores, and Attendance Rates Relate to Dropout Level and Typeof School. First Report to the Illinois State Board of Higher Education, 1987.

U.S. General Accounting Office, School Dropouts: Survey of Local Programs. Report toCongressional Requesters, Gaithersbur, MD: U.S. General Accounting Office, Divisionof Human Resources, July, 1987.

Wagonseller, Bill R., Parent Involvement Model for Our Changing Society. Las Vegas,NV., Parent Family Wellness Center, University of Nevada, 1992.

Walz, Gary R., Combating the School Dropout Problem: Proactive Strategies for SchoolCounselors, Ann Arbor, MI ERIC Clearinghouse on Counseling and PersonnelServices, 1987.

Walz, Gary R., The Esteem-Achievement Connection, Ann Arbor, MI ERICClearinghouse on Counseling and Personnel Services, 1991.

Wheelage, Gary G., Effective Programs for the Marginal High School Students,Bloomington, IN: Phi-Delta-Kappa Educational Foundation, 1988.

Wheelock, Anne and Dorman, Gayle, Before It's Too Late: Dropout Prevention in theMiddle Grades, Carrboro, NC: Center for Early Adolescence, University of NorthCarolina at Chapel Hill, August, 1988.

Wheelock, Anne, The Way Out: Exclusion Practices in Boston Middle Schools. A Reportby the Massachusetts Advocacy Center, Massachusetts Advocacy Center, Boston, 1986.

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