The International Observatory on Academic Achievement - Documentary search

File number :
PPEE-DSC-11e

Bibliographic reference :
Sinclair, M.F. Christenson, S.L., Lehr, C.A., & Anderson, A.R. (2003). Facilitating Student Engagement: Lessons Learned from Check & Connect Longitudinal Studies. The California School Psychologists, 8, 29-41.

Abstract :

School dropout is the result of a gradual process of disengagement from school. The authors of this article present the Check & Connect student engagement model developed in the early 1990s. Its purpose is to foster student engagement with school (Connect) and use indicators of this engagement (Check). Engagement is not only dependent on students, but also on the school, family and social (peers) context that may be altered.

In this article, the authors first set out a few results from longitudinal research projects carried out in the last decade that showed a decrease in dropout rates in certain schools after this model was applied. The components of this model and essential elements to be considered to implement this model successfully are then presented.

Key Personnel as Facilitators of Change
The creation of two key personnel positions underlies implementation of this model. The role of the monitor is to understand the difficulties students and their families are experiencing in order to better determine and deal with impediments that can interfere with student persistence in school. The role of the coordinator is to ensure that interventions are carried out in accordance with proven, effective practices and that the school environment is improved in order to facilitate student achievement.

Model Components
The model involves seven core components:
1) Building relationships of trust at school as well as between school and family, and fostering open communication and mutual trust by focusing on student academic achievement;

2) Routine monitoring using indicators that provide information on student academic progress (e.g., failures) and behaviour in school (e.g., absenteeism);

3) Timely interventions tailored to individual student needs and based on the level of engagement with school and the influence of the context in which students live;

4) Going beyond the school context by following highly mobile students and families from school to school and programme to programme;

5) Having students acquire skills to resolve conflict constructively by encouraging the search for solutions;

6) Promoting student access to school-related activities and events to develop a sense of belonging with school;

7) Promoting the “Persistent Plus” component, which refers to the importance of a persistent source of academic motivation, a continuity of familiarity
with youths and families and a consistency in conveying a message stating that “education is important for your future” to students and families.

For Effective Implementation
The authors determined the aspects they considered as vital to the effective implementation of the programme. Among others, they pointed out the importance of partnership with families directly related to several of the seven core model components. This kind of partnership can be established especially through the monitor, who serves as a resource for students and their families (e.g., visits at home).

The use of engagement indicators is also critical, although it requires a substantial amount of time and conscientious selection. However, it eventually helps to provide better guidance for interventions and improve the programme. By using these indicators daily, the progress of each student and the effect of the programme may be monitored.

Attention must be focused primarily on student academic progress, since only through its related factors (e.g., being punctual, doing homework, attending class) can an influence be exercised.

Lastly, the ability to support the model over the long term is a challenge, because it takes time to build relationships of trust. The ability to combine school, family and social resources adequately and increase awareness of the influence of contextual factors are also major challenges.

Key Words :
Check & Connect, Engagement, Sense of Belonging, Contextual Variables, School Environment, Relationships of Trust, Conflict Resolution, Programme Assessment, School-family-community Partnership, Longitudinal Study, Newsletter4

Monitored Countries :
United States