School Dropout Prevention

Promoting Protective Factors in

Middle School Aged Youth
Jonathan E. Small
Context of the Problem in the NATION

Data shows that People of Color are overrepresented in the MORE LIKELY TO BE
criminal justice system in America [Sensoy and Diangelo (2012)] INCARCERATED

Data shows that People of Color are more likely to get in trouble
in schools across America [Reynolds (2010)] MORE LIKELY TO BE
IN TROUBLE AT
Conclusion: SCHOOL
Students who get in trouble at school are both more likely to
dropout of school and to be in the criminal justice system [Reynolds (2010)]
Context of the Problem in the NATION con

Data shows that People of Color are lagging behind their peers in ACADEMICALLY
BEHIND
educational achievement in America [Miranda, Webb, Brigman, & Peluso (2007)]
Data shows that People of Color less likely to graduate high school than MORE LIKELY to
others [McWhirter, et al (2017)] DROPOUT

Data shows that People of Color are lagging behind their peers with regard to
postsecondardy educational outcomes in America [Bandara and Gial (2000)] LESS LIKELY to
ATTEND COLLEGE
Conclusion:
Students of Color will not get the same opportunities as their peers.
Context of the Problem in the SCHOOL
Students of Color are more likely to receive behavioral infractions*

Students of Color made up 62% of students receiving infractions

Students of Color
Students of Color received 64% of the infractions Receive more
Infractions
Black students received infractions at a rate of 4 infractions per student
(of students receiving infractions)
Students of Color received 63% of infractions labeled disruptive
behavior, disrespect, inappropriate topics of conversation, offensive
behavior, defiance, and insubordination
*Data from on a longitudinal student of in-school behavioral infraction data from 209 students from
the 2016-2017 grade cohort (grades 5 7)
 Context of the Problem in the SCHOOL con
Students of Color are more likely to underachieve academically*
Despite an overall positive trend in the data for state standardized test results

Over the course of the 3 years, there was a 15% decrease in the amount
of students of Color in the reporting categories performance diagnostic Students of Color
categories of proficient or advanced on state standardized tests are declining in
performance on
state standardized
test
Each of the three years, there was a 5% decrease in the number of black
students in the in the reporting categories performance diagnostic
categories of proficient or advanced.

*Data from on a longitudinal student of in-school behavioral infraction data from 209 students from
the 2016-2017 grade cohort (grades 5 7)
Theoretical Basis of Student Success Skills

The program will focus on enhancing/cultivating

Five Cs of Competancy McWhirter, et al., 2017 show that
research indicates that these skills are
Academic Survival Skills actually more important than academic
achievement (2017, pg. 10)

Competence
Lemberger, Brigman, Webb, and Moore

School Engagement (2012) state, developing an

environment that increases engagement
has several other beneficial byproducts
Behavioral Engagement (2012, pg. 95).

Relationships with Fredericks, Blumfield, and Paris (2004)

state that the development of
competence requires the involvement

Prosocial, Caring Adults of caring, competent adults in a childs

life (2004, pg. 215)
 Program: Student Success Skills
FOCUS

Early(Secondary)
Intervention with a
Universal/Selected
Attitudes, Behaviors,
Approach and Skills

Focusing on the individual in

Bronfenbrenners Ecological Model

and the TRUNK of the At-Risk Tree

(McWhirter)
 Program: Student Success Skills
OVERVIEW

Student Success Skills targets three skill sets in students:

Cognitive and Metacognitive Skills
Social Skills
Self-management Skills
According to Miranda, Webb, Brigman, and Peluso (2007), several experimental studies have shown the Student
Success Skills program to be effective at increasing and sustaining the academic achievement of low- to mid-range
performing students(2007, pg. 492).
 Program: Student Success Skills
IMPLEMENTATION
Quasi Experimental Selection of students:
20 8th grade girls and boys of Color from across the three 8th grade academic
teams
A mix of student: some who fit both trends in frequent behavioral
infractions and declining academic achievement, some who fit just one or
the other, and others who dont fit either
Delivery of the Program:
1 School Counselor leads while 1 Scholastic Adminstrator and 1 Home-Life
Administrator co-facilitate
5 classroom sessions outside the school hours from August through December
3 booster sessions starting in January
Individual/smaller group counseling sessions as needed
 Program: Student Success Skills
MEASUREMENT
Measurements to evaluate Student Success Skills
Social Skills Improvement System Rating Scales
Pre-test and post-tests given to teachers of the students, students themselves,
and houseparents directly involved in their care
State Standardized Test Scores
Examination of the program years scores to check for achievement as well
as comparison to non-program cohort
Comparison of program years scores and years prior to see growth
School Behavioral Infraction Data
Examination of the data should show that students receive less amounts
of infractions and less severe infractions as well throughout the year