This article provides an integrative review of prevention and intervention studies addressing dropout or school completion described in professional journals. Forty-five intervention studies were coded according to research design, participants, interventions, and outcomes to describe the range of data-based programs and approaches available in the literature. In addition, effect sizes were calculated for dependent variables in 17 studies. The extent to which intervention studies reflect current conceptualizations of dropout are examined, and the degree to which the studies incorporate sound methodology is critically analyzed. The article concludes with recommendations for advancing intervention and prevention research to promote school completion. Implications for school psychologists, and related professionals and disciplines, to shift from a focus on dropout towards promoting school completion are explicated.
|Original language||English (US)|
|Number of pages||23|
|Journal||School Psychology Review|
|State||Published - Jan 1 2003|