Every day, an estimated 2,500 students across the nation drop out of high school. In the last decade, approximately 30 percent of students who enrolled in high school have failed to graduate four years later. The situation is even more dismal for youth of color. In 2003, only 55 percent of African Americans and 53 percent of Hispanics graduated…

A retention taskforce was established at Sinclair Community College (SCC) in Ohio to develop a plan to increase student retention. The 24-member taskforce, representing key areas within the college, worked for 15 months to prepare the plan. The plan was designed to be comprehensive, touching upon all points where the students interact with the…

Reviews forecasts about demographics and the labor force in the year 2000, predicting a skill shortage rather than a labor shortage, with more unqualified people competing for the very few low-skilled jobs. Underscores education's role in reducing functional illiteracy, dropout rates, and youth unemployment. (DMM)

Describes one family's unsuccessful experience with a minority student in a foster home situation. Schools are not equipped to handle the special problems of certain students who make up a large percentage of the dropout population. (MD)

This paper discusses the importance of helping at-risk students avoid dropping out of school by providing an appropriate curriculum for them. If school systems are to achieve greater educational success with at-risk students, they must move beyond traditional approaches. They can do this by: identifying and helping students who demonstrate little…

A study of over 100 dropouts from schools in the western suburbs of Chicago (Illinois) permitted researchers to develop this descriptive overview of the school experiences and family situations typical among dropouts and to offer suggestions for helping potential dropouts stay in school and adjust successfully. (PGD)

Recent research on college student attrition is examined for trends, and it is suggested that the common perspective on retention and attrition is too narrow; it should be viewed from three perspectives: within-course retention; program retention; and institutional retention rate. Recommended for retention (R) is early (E) identification (Id) plus…

School boards should require districts take the following actions: (1) make programs for at-risk students an ongoing priority; (2) assign the same quality of staff for at-risk programs as for other programs; (3) hold staff members, students, and administrators strictly accountable; and (4) insist that all district departments give equal services…

This report summarizes the key findings, conclusions, and recommendations of an analysis of 1985-86 outcomes of New York City's state-funded Attendance Improvement-Prevention (AI/DP) program and the city-funded Dropout Prevention Program. The central goal of the evaluation was to understand conditions which encouraged success in middle school…

Reports on high schools' efforts to break the academic failure cycle and prevent drop-outs. Describes and reports the outcomes of the peer tutoring/mentoring pilot program developed as part of a major collaborative effort between the City University of New York and the New York City Board of Education. (JK)

Expanding choice among public schools will improve student achievement and provide creative and decision-making professional opportunities for teachers. Three successful choice plans are discussed. Steps for developing choice plans are listed. (PS)

A look at national and particularly urban dropout rates reveals that the disadvantages of high school dropouts, relative to their graduate peers, are confounded by race, ethnicity, social class, and gender. Their troubles in terms of employment and earnings are more devastating today than they were 20 years ago. Quotes from Chester Finn present…

Underscores the need for educators to address the needs of minorities and at-risk students. Discusses studies of at-risk students undertaken by the Education Commission of the States. Considers the obligations of the schools toward at-risk teens. (DMM)

Suggests ways that teachers can identify students with mild learning problems, determine the assistance the students require, and alter their own teaching style to accommodate the students' learning needs. Recommends instructional techniques to address poor organizational skills, poor writing skills, long- or short-term memory problems, and…

Discusses the social consequences of dropping out of high school, the behavioral patterns of dropping out, and predictors of dropping out. Suggests that counselors identify potential dropouts early, start programs targeted to meet potential dropouts' needs, and keep in contact with them. (Author/ABB)