Dropout Intervention Essay

2541 Words 11 Pages
Outcomes In Relation to EBD
The literature indicates that outcomes for students with EBD were, by and large, positive and indicated that dropout interventions geared toward students with behavioral issues show some potential success for students. Sinclair, Christenson, & Thurlow (2005) found 44% of students within the treatment group with EBD as the primary special education qualifier were more likely to persist in school, whereas only 33% of students with EBD in the control group had the same likelihood.
Researcher Remorse
Hindsight and seeming regret in regard to measurement and study design weren’t uncommon across the literature. A pervasive “should have, would have, could have” existed among certain of the studies. The Vannest et
…show more content…
Stranger still is that the dynamic between high mobility and behavioral issues is not considered in the extant research on drop out prevention programs serving students who have behavioral issues. Attrition as noted in the literature received similar but not completely identical recognition. The difference being that in at least one instance, Sinclair, Christenson, & Thurlow (2005) attempted to explain “why” in relation to the attrition, by recognizing 14 students from the treatment group and 6 students from the control group were “lost due to attrition”, with researchers claiming they could not find the students at any home or address. Of these, 4 “never entered the district” and 8 could “never be found at school”. The reasons and dynamics behind mobility remained largely unexamined by the literature, including the particular study referred to in this section.
Across the literature, few examples existed in regard to researcher persistence in relation to mobility and attrition. Much of the literature suggests a tunnel vision approach to examining the variable of mobility and attrition as if exists within a given setting. Some exceptions do exist, including the separate Sinclair 1998 and 2000 studies, wherein researchers “followed” students who transferred from school to school within the district, but not if they moved out of the district. So much variation existed in regard to alternative placement-based interventions. The seemingly most

Related Documents