This is a database of research reports and policy briefs on the topic of high school dropouts published by government agencies, university research centers, and independent
organizations. To receive email notices
of new entries to the database, subscribe to the listserv:
cdrp.
The database and listserv are affiliated with the California Dropout Research Project (CDRP)
and maintained by Professor Russell
Rumberger. The reports listed on
this page are not affiliated with, funded by, nor necessarily endorsed by the
CDRP. Reports are sorted by date of
publication.
Moving the cursor over the title will display the abstract; clicking on the title will display the abstract and a link to the report
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Dropout Prevention
Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., and Smink, J.
Institute of Education Sciences (IES)
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September 2008
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2 from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K), to assess impact, prevalence and risk factors for chronic early absence. Annie E. Casey Foundation staff and consultants worked with the Urban Institute, the National Neighborhood Indicators Partnership, the National Center for School Engagement, and Metis Associates to examine early absenteeism patterns in nine, mostly urban, localities by grade and for particular populations. This summary presents our findings about why chronic early absence matters, what contributes to its prevalence, and what are the implications for action.', WIDTH, 400);" onmouseout="return nd();">Present, Engaged, and Accounted For: The Critical Importance of Addressing Chronic Absence in the E
Chang, H., Romero, M.
National Center for Children in Poverty (NCCP)
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September 2008
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- Both PD interventions produced positive impacts on teachers' knowledge of scientifically-based reading instruction.
- They both produced positive impacts on one of the three instructional practices promoted by the PD: explicit instruction in reading. But neither increased the use of guided student practice in reading or led teachers to move away from whole class to differentiated instruction to address students' diverse needs.
- The impact on explicit instruction was somewhat bigger for those offered the institute plus coaching, but this difference could be due to chance (as it was not statistically significant).
- Neither PD intervention produced significantly higher student reading test scores than the business-as-usual schools at the end of the one-year treatment.
- At the end of the year following the PD interventions, there were no statistically significant impacts on teacher knowledge or instructional practice or on student reading test scores.
', WIDTH, 400);" onmouseout="return nd();">The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievemen
Garet, M., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., Uekawa, K., Falk, A., Bloom, H.,
MDRC
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September 2008
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