Major Publications
IMPROVING THE GRADUATION RATE FOR MAINE
STUDENTS WITH AN EMPHASIS ON STUDENTS WITH DISABILITIES: DROPOUT PREVENTION STRATEGIES
June 2004
I. INTRODUCTION
A. Objectives of Current Study
II. REVIEW OF NATIONAL LITERATURE
A. Current National Student Dropout and School
Completion Rates
B. Definitional Problems
C. NCES Dropout Rates
D. Who Drops Out? Why Do They Drop Out? And When Do They Drop Out?
1. Personal, Family, Economic, and
Sociocultural/Community Factors
a. Personal Factors
b. Family Factors
c. Economic Factors
d. Sociocultural Factors
2. Institutional/Education-Related Factors
a. School Policies and Procedures
b. School Structure and Class Assignment
c. Class and Program Assignment
d. Course Content and Instruction
e. School Climate and Relationships
3. Goldschmidt & Wang’s Summary of Research:
Risk Factors Associated with Dropouts
a. Student-Level Factors
b. School-Level Factors
4. Typological Approaches to Predicting Dropouts
5. Differences Between Early and Late
Dropouts
E. Dropout Prevention Efforts and the Efficacy of
Dropout Prevention Programs
1. School-Wide Improvement and Restructuring
Efforts
2. Targeted Programs for Student Dropout Prevention
a. Early Intervention Programs
b. Supplemental Services for At-Risk Students
c. Alternative Education Programs and Alternative Instruction
3. Targeted Programs for Recovery or Re-Entry of
Students
F. Efficacy of Dropout Prevention Programs and
Strategies
III. CURRENT MAINE DROPOUT AND SCHOOL COMPLETION RATES (Part
I-Including up to Table 6)
Table 7: 2002-03 Public Secondary School Class of 2003
Completion Rates
III. CURRENT MAINE DROPOUT AND SCHOOL COMPLETION RATES (Cont'd)
IV. NATIONAL GRADUATION AND DROPOUT RATES FOR STUDENTS WITH
DISABILITIES
V. MAINE STUDENTS WITH DISABILITIES DROPOUT AND GRADUATION STUDY
A. Data Sources
B. Data Management
C. Data Calculation Methods, Rationale, and Explanations of Key
Terms and Descriptors
D. Order of Data Presentation
VI. MAINE STUDENTS WITH DISABILITIES PREVALENCE DATA: 2003-2004 (Part
I)
Table 10: December 1, 2003 Child Count-State Totals Report
by Disability and Age (Part I)
Table 10: December 1, 2003 Child Count-State Totals Report
by Disability and Age (Part II)
VI. MAINE STUDENTS WITH DISABILITIES PREVALENCE DATA: 2003-2004 (Part
II)
VII. MAINE STUDENTS WITH DISABILITIES DROPOUT ANALYSIS - 2003-2004
(Part I)
Table 12: December 1, 2003 Child Count-State Totals Report
by Exit Data and Age (Part I)
Table 12: December 1, 2003 Child Count-State Totals Report
by Exit Data and Age (Part II)
VII. MAINE STUDENTS WITH DISABILITIES DROPOUT ANALYSIS - 2003-2004
(Part II)
A. SAU-Level Dropout Summary and Analysis: By Total
Disability and Individual Disability Category - 2003-2004
Table 14: Students with Disabilities, Age 14 and Older,
Dropout Rates, 2003: Total Disabilities
Table 15: Students with Disabilities, Age 14 and Older,
Dropout Rates, 2003: Emotional Disability
Table 16: Students with Disabilities, Age 14 and Older,
Dropout Rates, 2003: Other Health Impairment
Table 17: Students with Disabilities, Age 14 and Older,
Dropout Rates, 2003: Specific Learning Disability
Table 18: Students with Disabilities, Age 14 and Older,
Dropout Rates, 2003: Speech/Language Impairment
Table 19: Students with Disabilities, Age 14 and Older,
Dropout Rates, 2003: Multiple Disabilities
Table 20: Students with Disabilities, Age 14 and Older,
Dropout Rates, 2003: Mental Retardation
B. Maine Students with Disabilities Dropout Trends: 2000-2003
VIII. MAINE STUDENTS WITH DISABILITIES “GRADUATION
ANALYSIS” – 2003-2004
A. SAU-Level Graduation with Regular Diploma Summary and Analysis:
By Total Disability and Individual Disability Category – 2003-2004
Table 23: Students with Disabilities, Age 14 and Older,
Graduation (Standard Diploma) Rates, 2003: Total Disabilities
Table 24: Students with Disabilities, Age 14 and Older,
Graduation (Standard Diploma) Rates, 2003: Specific Learning
Disability
Table 25: Students with Disabilities, Age 14 and Older,
Graduation (Standard Diploma) Rates, 2003: Speech/Language
Impairment
Table 26: Students with Disabilities, Age 14 and Older,
Graduation (Standard Diploma) Rates, 2003: Mental Retardation
Table 27: Students with Disabilities, Age 14 and Older,
Graduation (Standard Diploma) Rates, 2003: Other Health Impairment
Table 28: Students with Disabilities, Age 14 and Older,
Graduation (Standard Diploma) Rates, 2003: Multiple Disabilities
Table 29: Students with Disabilities, Age 14 and Older,
Graduation (Standard Diploma) Rates, 2003: Emotional Disability
B. Maine Students with Disabilities Graduation with Standard Diploma
Trends: 2000-2003
IX. STATE AND SAU-LEVEL GRADUATION WITH CERTIFICATE/FULFILLMENT OF
I.E.P. REQUIREMENT SUMMARY AND ANALYSIS: BY TOTAL DISABILITY AND
INDIVIDUAL DISABILITY CATEGORY – 2003-2004 (Part I)
Table 32: Students with Disabilities, Age 14 and Older,
Graduation (Certificate) Rates, 2003: Total Disabilities
Table 33: Students with Disabilities, Age 14 and Older,
Graduation (Certificate) Rates, 2003: Specific Learning Disability
Table 34: Students with Disabilities, Age 14 and Older,
Graduation (Certificate) Rates, 2003: Mental Retardation
Table 35: Students with Disabilities, Age 14 and Older,
Graduation (Certificate) Rates, 2003: Multiple Disabilities
Table 36: Students with Disabilities, Age 14 and Older,
Graduation (Certificate) Rates, 2003: Emotional Disability
IX. STATE AND SAU-LEVEL GRADUATION WITH CERTIFICATE/FULFILLMENT OF
I.E.P. REQUIREMENT SUMMARY AND ANALYSIS: BY TOTAL DISABILITY AND
INDIVIDUAL DISABILITY CATEGORY – 2003-2004 (Part II)
X. SUMMARY OF MAJOR FINDINGS: “MAINE STUDENTS WITH
DISABILITIES – DROPOUT AND GRADUATION ANALYSIS, 2000-2003”
XI. AN ANALYSIS OF THE CURRENT STATUS OF STUDENT DROPOUT PREVENTION
PROGRAMS AND STRATEGIES IN MAINE PUBLIC SCHOOLS
Appendix A: Student Dropout Prevention Survey (SDPS)
Appendix B: Explanatory Cover Letter Mailed to
Superintendents
Appendix C: Explanatory Cover Letter Mailed to Potential
Respondents
Appendix D: Summary of Complete Responses to Selected SDPS
Components (Table 4 and Table 6)
XII. OVERALL STUDY SUMMARY AND RECOMMENDATIONS
A. Cautions
B. Study Findings Re: All Maine Public School Students
C. Study Findings Re: Maine Public School Students with
Disabilities
D. Study Findings: “An Analysis of the Current Status of Student
Dropout Prevention Strategies and Programs in Maine Public
Schools”
XIII. RECOMMENDATIONS AND SUGGESTIONS FOR FURTHER RESEARCH
A. Recommendations for School Board Members,
Administrators, Teachers, and Professional Support Personnel in
Maine Public Schools – Especially Members of Dropout Prevention
Committees Re: Preventing School Dropouts Among All Maine Students
B. Recommendations Specifically Involving
Maine Students with Disabilities
XIV. ENDNOTES
XV. REFERENCES
APPENDICES:
Appendix A: Maine Department of Education Dropout Information
Appendix B: Maine Public Secondary School Class of 2003 Completion
Rates (By Gender)
Class of 2003 Completion Rates (Females)
Class of 2003 Completion Rates (Males)
Appendix C:
Number and Percentage of Students, Ages 5-21, Identified Under
IDEA, Part B, Based on Resident School Enrollment, per Maine SAU,
Ranked By Total Disabilities, 2003-2004
Appendix D:
Number and Percentage of Students, Ages 5-21, Identified Under
IDEA, Part B, Based on Resident School Enrollment, per Maine SAU,
Ranked By Specific Learning Disability, 2003-2004
Appendix E:
Number and Percentage of Students, Ages 5-21, Identified Under
IDEA, Part B, Based on Resident School Enrollment, per Maine SAU,
Ranked By Speech/Language Impairment, 2003-2004
Appendix F:
Number and Percentage of Students, Ages 5-21, Identified Under
IDEA, Part B, Based on Resident School Enrollment, per Maine SAU,
Ranked By Other Health Impairment, 2003-2004
Appendix G:
Number and Percentage of Students, Ages 5-21, Identified Under
IDEA, Part B, Based on Resident School Enrollment, per Maine SAU,
Ranked By Emotional Disability, 2003-2004
Appendix H:
Number and Percentage of Students, Ages 5-21, Identified Under
IDEA, Part B, Based on Resident School Enrollment, per Maine SAU,
Ranked By Multiple Disabilities, 2003-2004
Appendix I:
Number and Percentage of Students, Ages 5-21, Identified Under
IDEA, Part B, Based on Resident School Enrollment, per Maine SAU,
Ranked By Mental Retardation, 2003-2004
Appendix J: Determining a Student’s At Risk Status: A Suggested
Model
Figure 1: A student's "risk status" involves an interaction of
his/her own positive and negative attributes and those of his/her
family, peer group, school, and community
Figure 2: Child Protective and Risk Factors (within child)
Figure 3: Family Protective and Risk Factors
Figure 4: Peer Protective and Risk Factors
Figure 5: School Protective and Risk Factors
Figure 6: Community Protective and Risk Factors
Figure 7: Students At Risk Status (SARS) Model
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