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Author(s):Balfanz, R., Herzog, L., and Mac Iver, D
Title:Preventing student disengagement in middle schools and keeping students on the graduation track in high-poverty middle-grades schools: Early identification and effective interventions
Short Description:Research indicates that student disengagement which leads to dropping out can be reduced by combining effective whole school reforms, early identification of students who need sustained intervention, and practical, personal, and research-based attendance, behavioral, and extra-help interventions.
Annotation:Do many students in high-poverty schools become disengaged at the start of the middle grades? Does this disengagement reduce the likelihood that they will eventually graduate? Longitudinal analyses -- following more than 12,000 of Philadelphia’s sixth-grade students from 1996 until 2004 -- show that the answer to both questions is “yes.” Research indicates that student disengagement which leads to dropping out can be reduced by combining effective whole school reforms, early identification of students who need sustained intervention, and practical, personal, and research-based attendance, behavioral, and extra-help interventions.
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Associated Keywords:
Guidance Assessments/On-track Indicators/Early Warning Systems
High School
High School Graduation/Dropout Prevention
Low-Income Students
Middle School

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