The Effectiveness of Dropout Intervention Programs among K-12 Students: A Meta-Analysis
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| Title: | The Effectiveness of Dropout Intervention Programs among K-12 Students: A Meta-Analysis |
|---|---|
| Language: | English |
| Authors: | Qing Wang (ORCID |
| Source: | Journal of Education for Students Placed at Risk. 2025 30(3):193-223. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education High Schools |
| Descriptors: | Dropout Programs, Dropout Prevention, Program Effectiveness, Intervention, Elementary Secondary Education, Elementary School Students, Secondary School Students, Program Descriptions, Participant Characteristics, Educational Research, Research Design, Foreign Countries, Effect Size, High School Graduates, Educational Attainment |
| Geographic Terms: | North America |
| DOI: | 10.1080/10824669.2024.2342779 |
| ISSN: | 1082-4669 1532-7671 |
| Abstract: | This study aimed to examine the effectiveness of dropout intervention programs among K-12 students. A total of 26 empirical studies published between 2010 and 2022 were included, from which 31 effect sizes were extracted. The average effect size for the dropout intervention programs on increasing high school completion was estimated as 0.19 (95% CI: 0.10, 0.28). We found that both nonrandomly assigned but matched designs and randomly assigned designs tended to have larger effect sizes compared to nonrandom designs. Behavioral interventions (ES = 0.33) and combined interventions that implemented at least two kinds of intervention strategies (ES = 0.31) performed better than programs focused on academics alone (ES = 0.12) in terms of preventing dropout and promoting graduation rate. We suggest educators and policymakers include behavioral components when developing intervention programs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493871 |
| Database: | ERIC |
| Abstract: | This study aimed to examine the effectiveness of dropout intervention programs among K-12 students. A total of 26 empirical studies published between 2010 and 2022 were included, from which 31 effect sizes were extracted. The average effect size for the dropout intervention programs on increasing high school completion was estimated as 0.19 (95% CI: 0.10, 0.28). We found that both nonrandomly assigned but matched designs and randomly assigned designs tended to have larger effect sizes compared to nonrandom designs. Behavioral interventions (ES = 0.33) and combined interventions that implemented at least two kinds of intervention strategies (ES = 0.31) performed better than programs focused on academics alone (ES = 0.12) in terms of preventing dropout and promoting graduation rate. We suggest educators and policymakers include behavioral components when developing intervention programs. |
|---|---|
| ISSN: | 1082-4669 1532-7671 |
| DOI: | 10.1080/10824669.2024.2342779 |
