Preventing School Dropout With Secondary Students: Project GOAL (Graduation = Opportunities for Advancement and Leadership)
Principal Investigators
Jade Wexler
Sharon Vaughn
Additional Investigators
Jack Fletcher
David Francis
Greg Roberts
Funding Agency
Overview
This project, housed within the MCPER Dropout Prevention Institute, will develop, implement, and evaluate the effectiveness of a dropout-prevention program beginning with students in eighth grade. In addition, this project will develop sixth-, seventh-, and eighth-grade norms for the first valid and reliable dropout screening measure, the Student Dropout Risk Inventory (Michael Vaughn, Roberts, Wexler). The intervention involves implementing a procedure to ensure that students come to school and engage in learning. Beyond the plan provided here, the long-range intention is much larger: to influence public policy in Texas with respect to developing statewide effective practices for reducing dropout and increasing access to higher education for traditionally under-represented students (e.g., low-income or minority students). The intended outcomes are to: (a) develop a dropout-prevention program that is feasible for implementation in Texas, (b) evaluate the efficacy of this program, and (c) disseminate the materials and results as a means to influence public policy, reduce dropout statewide, and increase access to higher education.
Procedures
The proposed work will consist of a 3-year series of activities that will provide unique and persuasive information and materials about dropout prevention: 1 year of intervention development (including the writing of a multivocal synthesis) and 2 years of intervention implementation (including dissemination and policy development). At the beginning of the first year of intervention implementation, students who qualify for the study will be randomly assigned to one of two conditions, in which the students will remain during the intervention’s implementation years: (T) dropout prevention only or (C) “business-as-usual” comparison.
Field Trips, 2009–2010
The University of Texas at Austin, November 12, 2009: Students will tour the stadium, visit the Jester Center dorms, and speak with fraternity and sorority members about their path to college and becoming involved in the community.
Art Institute of Austin, December 10, 2009: Students will tour the institute and see the hands-on learning of culinary arts, media arts, visual arts, and more.
Bob Bullock Texas State History Museum, January 14, 2010: The museum granted Project GOAL students a scholarship that includes access to the museum exhibits, a viewing of the IMAX film Texas: The Big Picture, and a viewing of The Star of Destiny at the Interactive Spirit Theatre. Each of the exhibits and films features the history, diversity, and innovation of the people of Texas.
Texas State Capitol, February 17, 2010: Students will take an interactive tour the state capitol, learn about its history, explore what takes place there today, discover what makes the building such an important place, and take part in a scavenger hunt.
Explore UT, March 6, 2010: Students will take part in the daylong program, in which every college on campus offers activities, demonstrations, lectures, tours, or events that offer a glimpse into what happens behind the walls of the colleges. Many of the Explore UT events are designed for prospective students.
Austin Community College, date to be determined: Students interested in criminal justice and automotive mechanics will visit classes in session and find out how they can prepare for a career in these fields.
Timeline
2008–2011
Participants
Approximately 70 students who are at risk for school disengagement and, ultimately, school dropout
Sites
Austin-area schools
Outcomes
Research is ongoing.