Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions
2007; Routledge; Volume: 42; Issue: 4 Linguagem: Inglês
10.1080/00461520701621079
ISSN1532-6985
AutoresRobert Balfanz, Liza Herzog, Douglas J. Mac Iver,
Tópico(s)Parental Involvement in Education
ResumoThis article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation's cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate. We use longitudinal analyses—following almost 13,000 students from 1996 until 2004—to demonstrate how four predictive indicators reflecting poor attendance, misbehavior, and course failures in sixth grade can be used to identify 60% of the students who will not graduate from high school. Fortunately, by combining effective whole-school reforms with attendance, behavioral, and extra-help interventions, graduation rates can be substantially increased.
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