An Examination of the Assumptions and Evidence for Alternative Dropout Prevention Programs in High School. Report No. 365 [microform] / Gary Natriello and Others

This report develops a topology of approaches to high school dropout prevention, and uses it to examine and review the effectiveness of existing programs, and to identify major gaps in current practice and research. Research on dropouts was reviewed to identify the kinds of students who drop out and their reasons for dropping out. Based on this review, a topology was developed of substantive program components, elements that change the environment, and experiences of students that seem to alleviate the students' reasons for dropping out, or to increase the students' motivation to remain in school. The four categories of the topology are the following: (1) success in school; (2) positive relationships in school; (3) relevance of school; and (4) outside interferences. Theories of student motivation to stay in school or drop out, substantive approaches to dropout prevention, and specific dropout prevention programs were then grouped and discussed in relation to the categories of the topology. Conclusions include the following: (1) few evaluation studies of dropout prevention programs meet reasonable scientific standards; (2) despite the many dropout prevention programs being implemented by schools and districts, little is actually known about what works to reduce the dropout rate. Brief descriptions of some of the more comprehensive dropout programs in the country are provided. A brief list of footnotes and a list of 82 references are also included. (FMW)