Colorado Department of Education (CDE) Dropout Prevention and Student Engagement

• Dropout Prevention and Student Engagement is dedicated to strengthening, coordinating and aligning resources to reduce the Colorado dropout rate and ensure graduation and school completion and will advance efforts across the state to support planning and implementation of effective practices at the local level.

• Expelled and At-Risk Student Services (EARSS)

  • The EARSS grant program at CDE is authorized by Colorado Revised Statute 22-33-205 to assist in providing educational and supportive services to expelled students and students at-risk for expulsion.

  • Apply for an EARSS Grant

    • The four-year Expelled and At-Risk Student Services (EARSS) grant is intended to bolster academic and behavioral support for truant students and students who are at risk of school discipline. Eligible applicants frequently hire personnel for support so that students and their parents/guardians benefit from one-on-one intensive support that keeps struggling students engaged in their learning. Eligible applicants include school districts, BOCES, alternative schools within a school district, charter schools, facility schools, and if working through agreements with a district to serve expelled students, non-public, non-parochial schools. Application materials and additional information are available at the Colorado Department of Education (CDE) Webpage.

Institute for Behavior and Health

• America's Dropout Crisis: The Unrecognized Connection to Adolescent Substance Use

  • Published in March 2013 by the Institute for Behavior and Health (IBH)

  • Associations between substance use, academic failure, and dropout are strong and well-recognized among researchers and educators who study adolescent substance use.

  • Lower high school grades and motivation and higher risk of dropping out are associated with use of illegal substances. This report discusses decades of scientific studies that show the connection between adolescent substance use and school failure.

  • CSSRC Staff Review - Nov. 2013

Bridging Refugee Youth and Children's Services (BRYCS)

• Bridging Refugee Youth and Children's Services (BRYCS) provides national technical assistance to organizations serving refugees and immigrants so that all newcomer children and youth can reach their potential.

• Resources for Schools

• Refugee Children in U.S. Schools: A Toolkit for Teachers and School Personnel

  • Tool 1: The Birthdates of Refugee Children and the Impact on Grade Placement

  • Tool 2: Schools and Refugee-Serving Agencies: How to Start or Strengthen Collaboration

  • Tool 3: Refugee Child Welfare: Guidance for Schools

  • Tool 4: Refugee and Immigrant Youth and Bullying: Frequently Asked Questions

  • Tool 5: Federal Requirements to Provide Interpretation/Translation in the Schools

University of California - Los Angeles (UCLA)

• Center for Mental Health in Schools at UCLA

  • Operating under the auspices of the School Mental Health Project at UCLA, the national Center for Mental Health in Schools was established in 1995. Our mission and aims are to improve outcomes for young people by enhancing the field of mental health in schools.

  • The center receives a constant flow of information and resources, outreaches for more, and based on ongoing assessments and analyses of needs related to policy, practice, research, and training, develops new resources and networks and provides strategic support. A key aspect of this is a focus on the latest reports, evaluations, prevalence/incidence data, and empirically and evidence based outcome studies. All identified relevant resources are added to our clearinghouse and entered as topical links on our website's Quick Find for ready access.

  • School Dropout Prevention: A Civil Rights and Public Health Imperative (2008)

U.S Department of Education

• National Center for Homeless Education (NCHE)

  • NCHE is the U.S. Department of Education's technical assistance and information center in the area of homeless education.

  • Classrooms with Revolving Doors: Recommended Practices for Elementary School Teachers of At-Risk and Highly Mobile Students

  • Classrooms with Revolving Doors: Recommended Practices for Middle Level and High School Teachers of At-Risk and Highly Mobile Students

    • Teachers whose classrooms seem to have revolving doors, with students entering, withdrawing, and even re-entering throughout the school year, face a variety of challenges in meeting the needs of such highly mobile students and their more stable peers. These information briefs highlight some of those challenges and offer recommendations. Published in 2009.

    • Resources for Highly Mobile Students

The National Center for School Engagement

• NCSE partners with school districts, law enforcement agencies, courts, and state and federal agencies to support youth and their families to be engaged at school. ,Services include training and technical assistance, research and evaluation, and information and resources.

National Dropout Prevention Center / Network

• Coordinated by Clemson University

• The National Dropout Prevention Center has created a Model Programs database of research-based programs and information. This information is available for schools, organizations and other programs to review for opportunities to implement the model program or enhance their existing program.

Coalition for Juvenile Justice

• Published in December 2013 by the Coalition for Juvenile Justice (CJJ)

• This report offers concrete policy and practice recommendations for avoiding or limiting court involvement for youth charged with non-delinquent offenses. A status offense is conduct that would not be a crime if committed by an adult (e.g. truancy, running away, violating curfew laws, or possessing alcohol or tobacco).

• The National Standards call for an end to all secure detention for these young people. Research shows that status offense behaviors are often the result of unmet child and family needs, and that pushing these youth into the juvenile justice system worsens individual and community outcomes. The National Standards promote system reform and changes in system culture, and the adoption and implementation of research-supported policies, programs, and practices that effectively meet the needs of youth, their families, and the community without unwarranted justice system involvement.

U.S. Department of Justice

• Office of Juvenile Justice and Delinquency Prevention (OJJDP)

  • Girls Delinquency this In Focus report was published in Feb. 2010

  • Tool Kit for Creating Your Own Truancy Reduction Program

U.S. Department of Education

• U.S. Department of Education Dropout Prevention

  • Dropout Prevention guide published by the Institute of Education Sciences (Sept. 2008)

  • Partners in Education: A Dual Capacity-Building Framework for Family - School Partnerships (Published in 2013)

    • This paper presents a new framework for designing family engagement initiatives that build capacity among educators and families to partner with one another around student success.

• What Works Clearinghouse (WWC)

  • The What Works Clearinghouse (WWC) was established in 2002 as an initiative of the Institute for Education Sciences (IES) at the U.S. Department of Education. The WWC is administered by the National Center for Education Evaluation within IES. The goal of the WWC is to be a resource for informed education decision making. To reach this goal, the WWC identifies studies that provide credible and reliable evidence of the effectiveness of a given practice, program, or policy (referred to as "interventions"), and disseminates summary information and reports on the WWC website.

  • Dropout Prevention

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