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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 0009-0001-0097-1339), Yu-Yu Hsiao (ORCID 0000-0001-9296-4517), Carolyn Hushman (ORCID 0000-0003-0227-0437), Jan Armstrong (ORCID 0000-0002-2577-3785)
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
FullText Text:
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  Data: The Effectiveness of Dropout Intervention Programs among K-12 Students: A Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Qing+Wang%22">Qing Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-0097-1339">0009-0001-0097-1339</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yu-Yu+Hsiao%22">Yu-Yu Hsiao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9296-4517">0000-0001-9296-4517</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carolyn+Hushman%22">Carolyn Hushman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0227-0437">0000-0003-0227-0437</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jan+Armstrong%22">Jan Armstrong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2577-3785">0000-0002-2577-3785</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Students+Placed+at+Risk%22"><i>Journal of Education for Students Placed at Risk</i></searchLink>. 2025 30(3):193-223.
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  Data: 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
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  Data: Y
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  Data: 31
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  Data: 2025
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Dropout+Programs%22">Dropout Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Dropout+Prevention%22">Dropout Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+Characteristics%22">Participant Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Design%22">Research Design</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Graduates%22">High School Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22North+America%22">North America</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1080/10824669.2024.2342779
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  Data: 1082-4669<br />1532-7671
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1493871
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        Value: 10.1080/10824669.2024.2342779
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 193
    Subjects:
      – SubjectFull: Dropout Programs
        Type: general
      – SubjectFull: Dropout Prevention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: Participant Characteristics
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      – SubjectFull: Educational Research
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      – SubjectFull: Research Design
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: High School Graduates
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: North America
        Type: general
    Titles:
      – TitleFull: The Effectiveness of Dropout Intervention Programs among K-12 Students: A Meta-Analysis
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            NameFull: Qing Wang
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            NameFull: Yu-Yu Hsiao
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              Y: 2025
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            – TitleFull: Journal of Education for Students Placed at Risk
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