Potential users in their planning efforts to reduce the school dropout rates. This analysis attempted to find common ground in the programs that could be used to guide Management practices, and evaluation methods and findings. To see the multiple design patterns in the programs such as objectives, instructional activities and tasks, staff training and engagement activities, The intent of the research was to review each program In the early 1990s, I initiated a systematic review focused on all of the programs in the database. Thorough and comprehensive analysis of the model programs. This request for additional information about programs prompted the Center to initiate a more To request additional information about the programs.
However, as practitioners were gaining experiences in matching programs to meet their needs, they began Searching for proven dropout prevention programs. The database provided an excellent pool of successful model programs to be promoted by the Center and then to be reviewed by local districts and schools Their successful lighthouse programs to be included in the prestigious and user-friendly database. These programs were self-reported from local education agencies, state education agencies, and national organizations that nominated These needs were clearly met by the database because it grew to include more than 500 model dropout Programs that would “fix” the dropout crisis. However, the dominant request from practitioners was to identify and implement dropout prevention
Research and statistics related to the dropout issue. Throughout the refinement of the database it became clear that practitioners, business and community leaders, and legislators were focused on securing Refined to focus mostly on model dropout prevention programs. Separate lists of leading experts in the field of dropouts were also included and eventually the database was
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Numerous other components including professional development activities, active research projects, and a listing of organizations providing professional Increase the graduation rate in America's schools.įrom the beginning of the Center, one major mission was to develop a database of model dropout prevention programs. In 1986, the Center was developed to serve as a clearinghouse on issues related to dropout prevention and to offer effective strategies designed to Both initiatives were birthed almost simultaneouslyĪnd eventually combined forces to form The National Dropout Prevention Center/Network (the Center), located at Clemson University in South Carolina. Initiative to form a national network of practitioners and researchers to address the dropout issue. One initiative was driven by a group of business leaders to form a national center focused on the dropout crisis. The world of school dropouts including two developmental approaches with implications to the solutions and strategies now used to address school dropouts. This realization sparked many different initiatives to target Graduates were poorly prepared for the workplace compared to graduates from other nations. The business and corporate world began to recognize how America’s On educators to address the dropout issue in an attempt to find an acceptable workforce. However, the dropout issueĭid not rise to the level of significance it has today until the early 1980’s when social pressures along with business leaders leveraged their influence
Jay Smink, PhD, Retired Executive Director, National Dropout Prevention Center/NetworkĪlmost from the start of the public schools system in America, we have had students leaving school without high school diplomas. The opinions expressed herein are those of the authors, and do not necessarily reflect the views, position, or policy of Old Dominion University or Clemson University.Ī History of the Discovery of 15 Effective Strategies for Dropout Prevention ©2015, The Center for Educational Partnerships at Old Dominion University and the National Dropout Prevention Center/Network at Clemson University. Clemson, SC: National Dropout Prevention Center/Network at Clemson University. A meta-analysis of dropout prevention outcomes and strategies (A Technical Report in Collaboration with The Center for Educational Partnerships at Old Dominion University). L., O’Connor, P., Withington, C., & Stegelin, D. National Dropout Prevention Center/NetworkĬlemson, SC authors would like to acknowledge the contributions of Terry Pickeral, Eurmon Hervey, Jr., Jay Smink, Nicholas Benson, MoniqueĬolclough, Anna Veprinsky, and Julia Zaharieva.Ĭhappell, S. Norfolk, VA additional information regarding the NDPC/N and its work contact: Please direct all correspondence regarding
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