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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 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 • Notre Dame College ED 623 D • The College of Saint Rose EDC 697


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.

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Course Schedule

  • 10/8/18 - 1/8/19
  • 12/11/18 - 3/12/19
  • 2/12/19 - 5/14/19
  • 4/9/19 - 7/9/19
  • 6/11/19 - 9/10/19
  • 8/13/19 - 11/12/19
  • 10/8/19 - 1/14/20
  • 12/10/19 - 3/10/20

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.

Face-to-face 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 tab for specific university information as well as course numbers which are specific to the university partner. 

Students are to purchase their own textbook, the information for which can be found here.  Most courses require a book but some do not, so check the list for your specific course. If no book is required it will be specified. 

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.