There Are Several Ways To Implement A Successful Graduation

There Are Several Ways To Implement A Successful Graduation Rate Withi There are several ways to implement a successful graduation rate within all high schools across the nation, which are: 1. Prediction: Identifying who are the possible dropouts 2. Intervention : Aiding the at-risk students 3. Prevention : Altering the factors that schools control 4. Recovery: When prevention and intervention are not enough 5. Considerations for implementation Prediction: · Demographic background: Students who maybe poor, who maybe members of certain minority groups, who are male, who knows little English, who have learning or emotional disabilities, who move more often, and who are overage for their grade are more likely to drop out. · Family factors: Students who come from single parent families, have a parent who dropped out of high school, have parents who provide less oversight and support for learning, and who have older siblings who did not complete school are more likely to drop out. · Adult responsibilities: Teenagers who take on adult roles such as becoming a parent, getting married or holding down a job are more likely to drop out. · Educational experiences: Dropouts are more likely to have struggled academically: Low grades, low test scores, falling behind in course credits and being retained are associated with lower chances for graduation. Dropouts also are more likely to have shown signs of disengagement from school: High rates of absenteeism or truancy, poor classroom behavior, less participation in extracurricular activities, and bad relationships with teachers and peers all have been linked to lower chances for graduation. Intervention: ALAS was implemented from 1990 to 1995 in a Los Angeles County junior high school serving a predominantly low-income Latino population. The program employed counselors who provided a set of comprehensive and coordinated supports to students and parents (Larson and Rumberger 1995, Gà¡ndara et al. 1998). Student attendance was monitored on a period-by-period basis every day, and parents were contacted daily about truancy or cut classes. ALAS counselors communicated a personal interest that students attend regularly, taking initiative to help families overcome obstacles that stood in the way, and expecting students to make up missed time. They also helped teachers establish a system of regular feedback to parents and students about behavior, class work, and homework on a monthly, weekly or even daily basis as needed. Prevention: Students often have difficulty making a successful transition to high school, and many eventual dropouts experience sharp declines in grades and engagement after they enter ninth grade. High schools tend to be larger, more official institutions that are more academically and socially demanding than students are used to. Research has found that restructuring ninth grade to create a more supportive experience can help curb dropout rates. The School Transitional Environmental Program (STEP) assigns at-risk students to homerooms in which