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Dropping Out of School: A Review of Intervention Programs


File number :
PPEE-DSC-07e

Bibliographic reference :
Prevatt, F., & Kelly, F.D. (2003). Dropping Out of School: A Review of Intervention Programs. Journal of School Psychology, 41(5), 377-395.

Abstract :

Theoretical Context / Purpose of Study
Concerned with alarming school dropout rates and the ensuing serious consequences, the authors of this American study underlined the main problems or limitations tied to existing prevention programmes and evaluation studies.

To begin with, the fact that there is no common definition of dropout resulted in generalizability becoming difficult. The authors also noted the lack of rigorous methodology in terms of sampling (non-random assignment, no control group), measurements (self-reported measurements, information not provided by schools, lack of information on students after they left school) and effectiveness assessment. Lastly, theoretical orientations and scientific models were not always part of the development and implementation of prevention programmes. Taking into account the issues above, the authors attempted to make a complete, detailed review of the main school dropout prevention programmes.

Methodology
Drawing from several databases and reference lists, the authors used key words (i.e. school failure, truancy, attendance, at-risk students, school completion, school leaving and school attrition) to identify evaluation studies carried out between 1982 and 2002. A total of 259 articles were found using this method and then categorized based on the following criteria: publication in a peer-reviewed journal, description of prevention programmes by their authors, inclusion of an empirical analysis of intervention effectiveness and inclusion of measurement of dropping out as one of the dependent variables. In the end, sixteen studies meeting these criteria were selected.

Results and Recommendations
Out of the sixteen selected studies, eleven pertained to high school students and five to preschool and/or primary school students. In addition, fourteen out of the sixteen studies were based on a multi-modal approach. The main intervention strategies used in these programmes were mentoring (seven studies), academic enhancement (six studies), teacher or parent training in child behaviour management (five studies) and social skills training for students (four studies). According to the authors, most of these programmes were complete in terms of methodology and showed positive results in several respects, including school dropout. The authors concluded by stressing the importance of adopting a rigorous methodology, replicating previous studies and providing detailed descriptions of interventions called for by the programmes. Lastly, they mentioned how important it is to build bridges between practice and research.



Key Words :
Literature Review, Methodology, Research Design, Sampling, Implementation, Empirical Assessment, Psychosocial Skills, Support, Gender, Ethnicity, Socioeconomic Status, At-risk Students, Academic Failure, Primary, Elementary, Secondary/High School

Monitored Countries :
United States