Research-Based Interventions to Improve High School Graduation

Research-Based

Interventions to

Improve High School

Graduation Rates

June 2019

Diana Chen, ASU Class of 2019

Table of

Contents

Executive Summary

Background Information

Focus of the Whitepaper

Interventions & Policy Choices

Systemwide Interventions

Targeted Interventions

Recommendations

Conclusion

Executive Summary

The job market today requires more individuals to have a high school

diploma than ever before. Research has consistently shown that one’s

potential for opportunity and achievement grows immensely after

graduating high school. However, schools throughout Arizona and the

United States still struggle to help all, or almost all, of their students

graduate on time.

This whitepaper focuses on analyzing the preexisting research around

which interventions are the most effective at advancing high school

graduation rates, and how Arizona schools could adapt these findings to

their own unique needs.

Generally, research shows that schools should deploy a mixture of system-

wide and targeted Intervention programs that meet the needs of their

individual schools. Notably, schools should be sure to create robust

systems for regularly tracking students’ progress - not only to identify

students early to target for interventions, but also to track the

effectiveness of interventions. For similar reasons, schools should also

make sure that lines of communication are open between the students,

teachers, staff, administration, and the rest of the community, through

techniques like student advocacy, community involvement, and mentoring.

Research Question:

What can schools and school districts throughout Arizona

do to help improve on-time high school graduation rates?

Background Information

Now, possibly more than ever, high school graduation is tightly bound to a myriad of

positive outcomes for students across the United States. On one hand, there are

benefits to the high school graduates themselves, as research shows that high school

graduates on average, are less likely to interact with the criminal justice system, and

have fewer health problems than those who do not finish high school (Office of

Disease Prevention and Health Promotion, 2017). On the other hand, the community

at large benefits greatly from increasing high school graduation rates, as communities

with high school graduates earn more in tax revenue, create more jobs, and have

fewer people dependent on social programs (Public Citizens for Children and Youth,

2012). As such, everyone has a stake in improving upon our high school graduation

rates.

The most up to date figures show that today’s national high school graduation rates

sit at around 84% for the overall population, although the graduation rates are

significantly lower for students of color, English language learners, and students with

disabilities. Arizona specifically has a 78% high school graduation rate overall

(Arizona Department of Education, n.d.). While graduation rates have improved

significantly over the past few decades - the 2015-16 school year saw the highest

adjusted cohort graduation rate (ACGR) for public high school students at 84% -

there are still a significant number of students who never graduate and

in 5 students

do not graduate on time (Alliance For Excellent Education, 2016). Thus, we still have

a long way to go.

Background Information

Analysts and researchers have linked a variety of factors as reasons why students

don’t graduate on time or drop out of high school altogether. The most significant

reasons cited for why students are pushed out of school include attendance and

disciplinary issues, while the top reasons for why students are pulled out of school

include external responsibilities like jobs and family (Doll, Eslami, & Walters, 2013).

Other qualitative research shows that the top reasons why students drop out are

mobility, family, peers, school engagement and environment (health, crime, or some

combination of multiple categories). More than half of respondents noted that the

reason why they dropped out was related to school engagement and academics -

like academic performance, academic behaviors, and attitudes about academics

(McDermott, Donlan, & Zaff, 2018). As such, while there are many things that the

community as a whole can do to address stressors that lead to high school dropout,

schools should especially focus on addressing school engagement and academic

issues.

Design and Criteria

Increasing High School Graduation

There are countless ways that any given school or school district can aim to address

issues of student engagement and the school environment as a whole. However, for

this paper, we analyzed the available research around existing interventions and

evaluated them based on the following factors:

Effectiveness

: Based on the available research, how likely is it that the given

intervention will meet the goals set forth to improve student engagement and,

ultimately, overall graduation rates?

Costs

: What are the resources - financial and otherwise - necessary to implement

the given interventions?

Ease of implementation

: How difficult would it be to implement a given intervention

in an average public school district in Arizona?

Research participants

: In the available research, how similar are the research

participants to the students that we serve in Arizona? Additionally, how many

research participants were included in the studies, and is the sample size large

enough to generalize the results to the broader Arizona population?

Potential for Impact

: How did the given intervention impact student engagement,

and to what extent did it affect the identified areas of impact?

Interventions and Policy Choices

There are two main categories in which the

majority of interventions can be divided:

system-wide interventions and targeted

interventions.

School- or system-wide interventions are

ones that are utilized for all students to

monitor and improve upon the greater

student population no matter their risk of

dropping out. Targeted interventions,

however, are specifically created to help

students who are most at risk of dropping

out.

While either category of intervention may be

helpful for some schools, studies show that

the most effective interventions are ones

where schools utilize a combination of

system- wide and targeted interventions

(Hanover Research, 2013). The following

pages include examples of interventions that

have worked well and are strongly supported

by research.

System Wide Interventions

Early Warning Indicators

Early Warning Indicators (EWIs) are metrics that are tracked throughout the school in

order to identify those who are most at risk for dropping out. These indicators are

used to improve students’ educational attainment by:

Identifying those in need of intervention before it is too late,

Systematically focusing, guiding, and assessing school improvements, and

Holding schools accountable to their students’ outcomes.

Examples of research-backed EWIs include attendance rates, low grades, course

failures, disciplinary problems, grade retention, low standardized test scores, GPA, and

other indicators of college knowledge. However, most high schools tend to focus on 3

main components known as the ABCs or BAG - Attendance, Behavior, and Course

Performance

Grades. While alone these predictors may not be the most accurate, the

combination of grades and attendance lead to the best predictions of who may not

graduate (Allensworth, Nagaoka, & Johnson, 2018).

This type of intervention can be extremely effective in a variety of areas and may

require fewer school financial resources to implement. While programming the initial

system to track variables can be a significant district investment, time and strategic

resources should be dedicated to this type of intervention before implementing

others, as effective data tracking is essential for evaluating the performance of any

future interventions. If a district would like to get started implementing an early

warning indicator system, a good starting place is the Implementation Guide and

other resources from the American Institutes for Research. This site can help districts

learn about how you can take the first steps to identify, validate, and utilize localized

indicators for students.

System Wide Interventions

Increasing Relevance in Curricula

Some schools have implemented school-wide changes to the curricula to further

engage their students through personalization. An example of this kind of intervention

are Career Academies, where schools developed smaller learning communities within

the school to create more supportive and personalized learning environments. Each

community would combine both academic and career/technical topics centered

around a career theme and they would also partner with local employers to bring more

career awareness and work-based learning opportunities (Hanover Research, 2013).

A large randomized study, including over 1,000 students in 8 urban areas across 6

states, showed that this type of intervention had potentially positive effects on

completing school. The estimated cost for this particular program in 2004 was

$600 per student (What Works Clearinghouse, 2015 a). There are a variety of ways

one could implement this technique in practice, but some easy ways to get started

include making the curriculum more student-directed (e.g. allowing students to select

the topics of their projects or assignments) and directly connecting the topics to what

students already know - whether that’s through their other classes, interests, or daily

life (Briggs, 2014).

System Wide Interventions

Maintaining & Increasing Rigor

Some may consider “lowering the bar” for those who appear to be struggling in school.

However, both the National Dropout Prevention Center (n.d.) and other researchers

recommend against decreasing academic rigor as this may cause gifted students to

disengage further from school (Hanover Research, 2015) and leave students less

prepared for post-secondary education and employment (Civic Enterprises &

Everyone Graduates Center, 2018). Additionally, as noted previously, one of the

main reasons why students choose to leave school is because they 'feel bored' or

simply are not engaged with their coursework (McDermott, Donlan, & Zaff, 2018).

Research has shown that academic rigor is a key component to engaging students in

their classes (Cooper, K. S., 2014).

Programs that focus on providing targeted academic assistance or accelerated learning

programs for non-gifted and gifted students can ensure that each student feels sufficiently

challenged while also being provided the support that they need.

System Wide Interventions

The Edmonds School District in Washington leveraged a variety of opportunities to

challenge gifted students in more academically rigorous environments. Students in

the district are regularly evaluated based on their academic performance, cognitive

abilities, and evidence of creative thinking. If students were found eligible for their

Highly Capable (Hi-Cap) program, students could then elect to

Attend Honors and/or IB classes in their traditional high school,

Earn credits at an accelerated pace through their Contracted Learning through

Independent Pacing (CLIP) program, or

Attend an alternative high school (Scribner Lake High School) which had more

flexible class schedules and had a variety of specialized curricula for the 250 students

attending the school.

Students at the school also had the option to attend their local community college

while still in high school to obtain college credits (Hanover Research, 2015).

Another school, University High School in Boston, leverages this technique to serve a

different type of student. Students enrolled in this school must have either previously

dropped out of high school or be at least one grade level behind in their expected

progress. While many of the students may be traditionally identified as at-risk of

dropping out, their students are still challenged to complete an internship, paid

employment, or community service experience in order to complete a Career

Development project. Additionally, students at this school are provided with the

option to earn college credit through dual enrollment at their local community college.

Lastly, the school provides intense social and academic support through tutoring,

counseling, and training to ensure students are proficient in all areas of life before

graduation (Hanover Research, 2017).

While one school does not necessarily have to integrate all of these strategies to

engage their at-risk students, these are examples of what a school can do to ensure

that all of their students feel adequately challenged by their coursework.

Targeted Interventions

Dual Enrollment

Dual Enrollment programs - otherwise known as dual credit or early college programs

provide students challenging classes in high school and allow

students to take college

courses and earn college credit throughout high school to help boost college access

and higher education attainment. This is often beneficial because students can gain

experience in college-level classes, prepare for the social and academic

requirements of college, and often do so at a discounted or free rate.

The 5 studies cleared by the What Works Clearinghouse (2017) demonstrated that

such programs had positive effects on high school completion, general academic

achievement in high school, college degree attainment, college access and

enrollment, and credit accumulation. They also showed potentially positive effects for

staying in high school, college readiness, and high school attendance. None of the

included studies referenced the financial costs of implementing these programs, but

they were conducted with over 77,000 high school students across the United States.

While not a unique program, this type of intervention may help engage students who

don’t feel their high school classes are rigorous enough. This program is also especially

helpful to students from low-income backgrounds, as this provides an opportunity for

them to accrue credits at much lower costs than they would otherwise have to pay.

If a school district is looking to get started with this intervention but worried about the

cost, one notable option is to look into utilizing online programs like ASU Prep Digital

as a supplemental resource for earning college credit.

Targeted Interventions

Check & Connect

Check & Connect is a program where high school students are assigned an adult

monitor working within the school who regularly reviews the student’s engagement

information and intervenes when problems are identified. The monitor thereby works

to advocate for the students as well as provide ongoing feedback, coordination of

services, and encouragement - all while emphasizing the importance of staying in

school. The What Works Clearinghouse (2015b) approved two randomized studies

which included 238 students in Minneapolis high schools receiving special education

services for learning, emotional, or behavioral disabilities. Overall, the program was

found to have very positive impacts in keeping students in school, as well as potentially

positive impacts on helping students progress in school (Hanover, 2013). In 2001-02,

the approximate cost of implementation was $1400 per student per year.

This program provides a good example of how regular student monitoring and

relationship building can help students progress and stay in school, even if they are at-

risk or have disabilities.

If a school is looking to get started with implementing Check & Connect, the

University of Minnesota has provided a useful implementation guide to help you

identify and hire mentors as well as some possible funding opportunities.

Recommendations

The examples in the previous sections are just a select few of the possible

interventions that any given school could implement. Notably, every school has

unique needs, strengths, and resources available, so what has been shown to work for

some schools may not work for others. One should be sure to read over each study

with a critical eye to ensure the study could be replicated within one's own school.

That being said, of the targeted and system-wide interventions that have been

studied, there are some commonalities that schools could examine, customize, and

implement even without implementing the full intervention programs listed above:

Regular tracking and checking in with students:

Very successful intervention

programs like Check & Connect have all focused on creating systems to better track

students’ progress. It is important to establish systems for tracking specified

indicators so that the school can (a) understand where they currently are, (b)

evaluate any intervention they implement, and (c) identify students who require

even more targeted interventions for their unique needs (Allensworth, Nagaoka, &

Johnson, 2018; Hanover Research, 2013). If your school does not currently have

any tracking systems in place, then start here.

Mentoring

: Many successful programs had some mentoring component - whether

the mentor was simply an older student, a teacher, or just another community

member. Having a mentor can help provide more one-on-one support for the

student and more closely monitor their progress, which may help in identifying if

the student needs more targeted interventions. Studies also show that effective

mentoring can help significantly increase college-going rates (Carrell & Sacerdote,

2017).

Tutoring & Academic Assistance

: Students struggle to stay engaged if they cannot

keep up with the class. However, this does not mean schools should make classes

any less rigorous for these students, as that may lead the students to disengage

even further and only put them at a disadvantage after high school (Civic

Enterprises & Everyone Graduates Center, 2018). Instead, interventions which

include tutoring and/or other forms of academic assistance before, after, or even

during school can help students catch up to their peers (Hanover Research, 2013).

Recommendations

Increasing College/Secondary Education Knowledge: Having a future goal

dependent on graduating high school, such as going to college or getting

specific career training, can help keep students on track. One of the obstacles

keeping students from pursuing college or other forms of higher education is the lack

of access to information. Some successful interventions have included college tours,

information sessions, and even one-on-one assistance in filling out important

paperwork like the FAFSA. This type of assistance may not only increase college-

going rates, but it may also help students find

their other classes more relevant if

they know they can and would like to pursue advanced education (Goodwin, Li,

Broda, Johnson, & Schneider, 2016). It has been shown that even providing

guidance via text message can help (Carrell & Sacerdote, 2017).

Personalizing curriculum to students’ interests or future professional aspirations

Students may struggle to engage with their courses if they do not understand how

the topics connect to their daily lives and future aspirations. Interventions that

personalize the curriculum based on the students’ personal and professional

interests can help them more easily connect with the topics at hand (Hanover

Research, 2013; National Dropout Prevention Center, n.d.).

Community involvement

: There is only so much that a school alone can do to shift

students’ perspectives and help them overcome adversities. Some interventions

have found success by engaging the students’ families and other local community

members to help inform everyone about ways that they can help make a more

welcoming environment for students to learn and graduate from high school

successfully (Porche, Zaff, & Pan, 2017; National Dropout Prevention Center, n.d.).

Student advocacy & relationship building:

When determining a student’s future

within a school, it’s important to make sure their voice is also present at the table.

Programs that have actively included student advocates in their decision making

processes have seen quite a bit of success, as these advocates open up more direct

lines of communication between the students and the administration. It’s also

important that students feel that they are a part of the community they are in, so

make sure students develop a strong relationship with at least one adult in their

school (Hanover Research, 2013; Jones, Flanagan, Zeff, McClay, Hynes, & Cole,

2016).

Conclusion 16

Conclusion

While it is unlikely for any one school to implement all of these components into their

desired interventions, it may still be helpful for personnel to be aware of these available

options to help improve graduation rates in the future. The United States has already

come a long way in improving high school graduation rates, and hopefully, with these

research-based techniques in your toolkit, we can continue to improve upon our

graduation rates so that every student can achieve their maximum potential.

 
 
 
 
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The goal of the

Decision Center for Educational Excellence

Education Foundation at Arizona State University is to

help

empower all Arizona

students to maximize their potential, experience an excellent quality of life and

contribute to healthy and vibrant communities. Partnering with ASU’s Decision

Theater and other ASU researchers, we will bring together data and convene key

stakeholders to examine the education system and model and visualize the impact of

potential new policies and innovative solutions on education outcomes. The Decision

Center for Educational Excellence will:

Collect local and national data on student performance, schools and the current

education system

Leverage ASU resources, content knowledge, analytics, computational modeling,

and visualization

Drive stakeholder involvement among educators, parents, students, policymakers,

civic groups, business leaders, and others

2019. Decision Center for Educational Excellence. DecisionCenter.ASU.edu