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Dropout Prevention

The dropout rate for public schools is often used as an indicator of the success or failure of public educators. One circumstance that reinforces this source of criticism is that no indisputable theory or explanation is accessible to understand the problem of school dropouts. For example, few critics are aware that the dropout rates quoted differ significantly over time. It is important for teachers and administrators to know how dropout rates are calculated to confront unmerited criticism as there are multiple ways these statistics are calculated. Participants will exit this course with a "back home" strategy to implement a dropout prevention approach based on the course materials.

Carlow University ED 632 • Madonna University EDU 5960.26 •

Mercy University EDUT 520

The required text for this course is Dropout Prevention by C. Lee Goss and Krista J. Arden

ISBN: 978-1-4625-1620-9

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Credit awarded by

Carlow
University

Credit awarded by

College of
Saint Rose

Credit awarded by

Madonna
University

Professional
Development

Course Schedule

2/13/24 - 5/14/24
4/9/24 - 7/9/24
6/11/24 - 9/10/24
8/13/24 - 11/12/24
10/8/24 - 1/14/25
12/10/24 - 3/11/25

Course Schedule

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

Print Online Course Outline Print Face To Face Course Outline

Outline

Session 1: Identifying and Documenting School Dropouts

Contents:

Introductions
Dropout Overview
Defining who is a dropout
Use three methods for calculating school dropouts
Why dropout is a national problem
Essential terms related to dropout
No theory to explain dropping out as a primary source of criticism
Grading, long-term assignments, and assignments

Session 2: Review of Related Research

Contents:

Review current research on school dropouts
Review historical research on school dropouts
Derived generalizations from current and historical research
String together the generalization
Review the concept of theory
Assignments

Session 3: Initiate an Explanation of School Dropout

Contents:

Define theory
Review what dropouts say about dropping out
Relate and compare student explanation with generalizations
What determines how a student will experience school
The relationship between cause and effect
Expand the Evolving Explanation of School Dropout
Assignments

Session 4: Introduce and Define: End behavior, Antecedent, Ripple Effect, and Cause

Contents:

Relationships among major ideas (Continuation of Session Three Objectives)
Revisit research
Connecting end behaviors and ripple effect
Antecedents to cause
Propensity to experience school
Assignments

Session 5: Identifying the Potential Dropout

Contents:

Dyads sharing
Delineate a dropout profile
Relate the explanation to identification
Use of surveys, questionairs, and interviews based on the explanation
Dialogue
School transition
Testing
Mid-Term
Assignments

Session 6: Examine the Role of the School in Dropouts

Contents:

Identifying school cultures
Indentify a rejection/acceptance continuum
Assimilate peer relations into the explanation
Four reasons for dropping out as related to in the explanation
The means/aspirations connection
Critical point analysis
Grade retention
Assignments

Session 7: Program/Interventions Overview

Contents:

Review dropout prevention programs
Assess dropout prevention programs using the explanation
Attribution and internal/external blame
Self-Esteem issues
Program/Intervention assessment checklist
Inventory of program/interventions by title and area
Assignments

Session 8: Implementation Action Plan

Contents:

Outline a pedagogy to accommodate dropouts
Embedded lessons
Instructional system components
Critical point experience
The social context
Assignments

Session 9: The Explanation

Contents:

Identify the functional relationships of components used in explaining school dropout
Compare the "explanation" to the status of a theory
Use the explanation to construct a dropout prevention strategy
Assignments

Session 10: Model Uses-Implementation

Contents:

Present participant dropout prevention strategies
Review uses of the explanation to explain dropout
Develop a "back home" strategy
Course Evaluation
Final Exam

Objectives

Define who is a dropout
Identify ways to count dropouts
Evaluate statistical information regarding dropouts
Formulate an explanation of why a student makes a decision to leave school early
Analyze a test to measure attributes associated wit<brh school dropout
Create definitions for end behavior, antecedent, ripple effect, attributes, and cause
Utilize attributes, antecedents, end behavior, ripple effects, and cause to identify potential dropouts

Delineate the influence of the school on students who choose to drop out
Assess the impact of interventions with the attributes, antecedents, end behavior, ripple effects, and cause of drop outs
Determe methods to use an instructional system to prevent dropout.
Appraise the impact of a school's social system on dropout rates
Create an intervention strategy to reduce dropout rate
Create a strategic intervention outline

Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.