Reducing School Dropout Rates Through Early Identification of Students at Risk

Abstract

Students who drop out of school may face a host of poor outcomes in life. Literature shows that dropping out of school is evident in the middle and elementary school years through many indicators. Some of these warning signs including poor attendance, engagement in learning, and behavior have been widely studied. Statistical data-driven systems used in some school jurisdictions show only the presence of indicators; they do not reveal the impact on learning, nor do they explore the reasons for the presence of the indicator(s). This paper is a call to action to implement identification of students in middle school at risk of dropping out. The use of individualized holistic identification approaches may more accurately identify students at risk as well as inform interventions.