The International Observatory on Academic Achievement - Documentary search

File number :
PPEE-DSC-06e

Bibliographic reference :
Reference Lehr, C., Hansen, A., Sinclair, M.F., & Christenson, S.L. (2003). Moving Beyond Dropout Towards School Completion: An Integrative Review of Data-Based Interventions. School Psychology Review, 32, 342-364.

Abstract :

Theoretical Concepts
The authors of this American study reported that one in eight students do not complete high school and emphasized the adverse individual and social effects tied to the problem. Through extensive research carried out on the subject during the last few years, several risk factors were identified, and school dropout is now considered a disengagement process with determining factors that can be detected in the early school grades.

The authors identified some components of prevention and intervention programmes: (1) Offering chances of success through school work; (2) Creating a stable, supportive environment; (3) Making students aware of the importance and relevance of education; and (4) Offering help to students who have personal problems.

Research Topics
The authors pointed out a lack of rigour in the assessment of established programmes. Therefore, the purpose of their study was to review prevention and intervention studies on school dropout or school completion.

Three research questions were determined: (1) What types of intervention had been implemented and with whom, and what dependent variables were measured to determine the effectiveness of these interventions?; (2) To what extent did the programmes reflect the theoretical concepts of dropout?; and (3) To what extent did the assessment of these programmes meet the rigorous standards of scientific research?

Methodology
In reviewing the body of literature, the authors used several key words (dropout, academic achievement, prevention, engagement, academic problems) to search the ERIC, Psychological Abstracts and Educational Abstracts databases. From over 400 articles found, 45 were selected based on the following criteria: type of publication, focus on programme components, and presentation of the effects of such programmes.

Main Results
The reviewed studies mainly pertained to student changes (98%), while some focused on the school (28%) with one on the community and two on the family. The types of intervention were divided into five categories: (1) Personal/Affective, (2) Academic, (3) Family, (4) School Structure and (5) Work. Fifty-six per cent of studies reported significant results for at least one dependent variable.

The authors’ main recommendations were to develop programmes involving different players (school, family, community), to include various measures of the aspects being studied in order to properly identify the effects, and to conduct research studies focused on completion rather than dropout. Lastly, they stressed the importance of producing a greater number of better quality studies and using more rigorous assessment methodologies, measurements and strategies.

Key Words :
Literature Review, Research Design, Methodology, Assessment Strategy, Risk Factors, Protective Factors, Educational Engagement, Gradual Disengagement Process, Programme Effectiveness, Programme Effects, Primary, Elementary, Secondary/High School

Monitored Countries :
United States