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Adolescents at RiskPrevalence and Prevention$
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Joy G. Dryfoos

Print publication date: 1992

Print ISBN-13: 9780195072686

Published to Oxford Scholarship Online: November 2020

DOI: 10.1093/oso/9780195072686.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 19 October 2021

Prevention of School Failure and Dropping Out

Prevention of School Failure and Dropping Out

(p.199) 12 Prevention of School Failure and Dropping Out
Adolescents at Risk

Joy G. Dryfoos

Oxford University Press

At least three different kinds of interventions are suggested in discussions of schools and high-risk children: preventing school failure, preventing school dropouts, and finding and reinstating students who have already dropped out. The first set is touched on in the effective schools literature, assuming that improving the quality of education will result in higher achievement for all children. Thus, the interventions are primarily aimed at school reform and organization. The second set is described in the dropout prevention literature, with much more attention to individual needs and support services, along with alternative school structures. Because official dropout statistics are generally calculated only for high schools, most of the interventions are directed toward older students, although there is increasing recognition of the need for early intervention. Reinstating students in school is approached largely through employment and “recovery” programs for young people over the age of 18. Because this book is focused on 10- to 17-yearolds, the third set of interventions relating to job placement and programs for older youth will not be included. That subject has been thoroughly addressed by the Grant Foundation Commission on Work, Family, and Citizenship and other sources. The public has been deluged with studies focusing on the crisis in American education. The rationale for intensified concern is that unless the quality of education is improved we as a nation will not be able to compete with foreign countries (the Japanese educational system is most often cited as a model). One source reported that more than 275 education task forces had been organized in the mid- 1980s and “reform literature [has become] a cottage industry among scholars.” States enacted more than 700 pieces of legislation between 1983 and 1985, mostly stressing a return to basics. Most recommendations directed toward raising quality call for higher standards for graduation from high school, higher college admission standards, teacher competency tests, and changes in teacher certification requirements.

Keywords:   Ability grouping, Central Park East school, Early Adolescent Helper Program, Family Support Team program, Genesis program, Incentive programs, Kansas City programs, Magic Me, New Futures program

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