Dropout Intervention Essay -- Education, Dropout Prevention Programmin

Outcomes In Relation to EBD The literature indicates that outcomes for students with EBD were, by and large, positive and indicated that dropout interventions geared toward students with behavioral issues show some potential success for students. Sinclair, Christenson, & Thurlow (2005) found 44% of students within the treatment group with EBD as the primary special education qualifier were more likely to persist in school, whereas only 33% of students with EBD in the control group had the same likelihood. Researcher Remorse Hindsight and seeming regret in regard to measurement and study design weren’t uncommon across the literature. A pervasive â€Å"should have, would have, could have† existed among certain of the studies. The Vannest et al. (2009) study concluded with researchers lamenting the lack of a â€Å"quality measurement† in regard to the mentor-mentee interactions. The writers also bemoaned the study’s reliance on time units (that were not described), components of mentor-mentee interactions at school and via email, and, puzzlingly, a reliance on â€Å"measurable and observable data†. Both Munoz (2002) and Franklin et al. (2007) determined that without a control or comparison group, validity is shaky. However, none of the examined dropout prevention researchers were remorseful that the current span of literature didn’t consider race or gender in program design or measurement (including research projects explicitly aimed at students upon the basis of t heir race and/or gender). Mobility and Attrition Throughout the literature, mobility and it’s effect on student success rates in dropout prevention programming is noted but not consistently considered in the intervention findings, which is curious considering the possible dynamics... ...about the students we are supposed to provide with individualized, differentiated programming. Ninth, program interventions should consider implementing student involvement with planning, intervention, progress review, and goal discussion. Students who are in control of their own educational process foster ownership and responsibility for their future. Measuring the efficacy of such an approach for our target population could prove extremely beneficial, definitely informative. Tenth, making the realistic consequences of dropping out of school versus staying in school and graduating a more tangible concept for our target population appears to be a worthwhile undertaking. Vocational training programs and career mentoring could prove valuable for increasing graduation for our target population, and should definitely be examined.