Ashley R. Drader
The author reviews three scholarly articles discussing the current dropout rates affecting the American school systems. In some places dropout rates are as high as 50 percent within a single year. There are many different causes and risk factors that cause adolescents to drop out of school. The author discusses the causes and the risk factors further and also discusses possible prevention and intervention models that will help eliminate dropout rates. The author reviews an article discussing the Check, Connect, and Expect program, an article from a school social worker’s point of view as well as from a school counselor’s point of view.
The school dropout rates are shocking considering how advanced the American society has become. A person who does not receive a high school diploma or a GED will have a very difficult time finding a job and being able to provide for themselves. The military will not accept a person without a high school diploma or a GED, and many low status jobs will not accept someone without one either. In “high-poverty urban schools, [the dropout rate] can be as high as 50 percent or more in a single year” (Hernandez & Simbeni 2008). Students and drop out of school are more likely to be unemployed, use illegal drugs and experience health and marital problems. Students who drop out of school not only have negative effects on themselves, but as well as to society. The effects on society are “forgone national income, lower tax revenues for support of government services, higher demand for school services and higher crime rates committed by individuals who have dropped out of school” (White & Kelly 2010). The causes and problems associated with school dropouts are complicated and are multifaceted. Another problem associated with school dropout rates is the very little intervention research on dropout prevention (White & Kelly 2010). However, there are a few scholarly articles addressing ways to prevent dropout, and possible solutions to the problem.
One solution to prevent students from dropping out of school is discussed in Cheney ET. al.’s The Check, Connect, and Expect Program: A Targeted Tier 2 Intervention in School wide Positive Behavior Support Model article. “The School wide Positive Behavior Support Model emphasizes varying levels of support for students and staff to enhance positive social behavior and decrease problematic behavior among students.” The authors presented an example of a Tier 2 intervention for school dropout. Cheney and colleagues call the Tier 2 intervention the Check, Connect, and Expect program. The CCE intervention works with early adolescents who are at risk of school failure based on behavioral problems. The at risk students are assigned to a coach who will help the students set daily goals, overcome difficulties, and equip the children with the social skills needed to be successful in school. The goal of the intervention is to identify at risk students early, and teach the students to self-monitor their behaviors.
The CCE program is an effective intervention because it makes the students accountable for their behaviors and teaches them to recognize problematic behaviors and to correct their behavior. The program also gives students a positive role model and someone whom the students can confide in. The program improves 70 percent of students’ social behavior and prevents the students from developing emotional and behavioral disabilities. “Across 2 years of using the CCE program with students having numerous behavioral risk factors, only 20 of the 104 (19%) of students were referred to or identified for special education. “
The article by Cheney and colleagues is a scholarly article because the article was published in the Preventing School Failure journal, which is a peer-reviewed journal. The authors of the article are professionals within their field. Douglas...