Relevant bibliographies by topics / Dropout Prevention

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Dropout Prevention'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Dropout Prevention"

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Montecel, María Robledo, Josie D. Cortez, and Albert Cortez. "Dropout-Prevention Programs." Education and Urban Society 36, no. 2 (February 2004): 169–88. http://dx.doi.org/10.1177/0013124503261327.

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Kapeliuk, Adi, Yoram Reich, and Roni Bar‐Lev. "Knowledge system for dropout prevention." International Journal of Educational Management 18, no. 6 (October 2004): 342–50. http://dx.doi.org/10.1108/09513540410553997.

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Mitsikostas, Dimos D., Leonidas I. Mantonakis, and Nikolaos G. Chalarakis. "Nocebo is the enemy, not placebo. A meta-analysis of reported side effects after placebo treatment in headaches." Cephalalgia 31, no. 5 (January 7, 2011): 550–61. http://dx.doi.org/10.1177/0333102410391485.

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The aim was to determine the magnitude of the nocebo (adverse effects following placebo administration) in clinical trials for primary headache disorders. We reviewed randomized, placebo-controlled studies for migraine, tension-type headache (TTH), and cluster headache treatments published between 1998 and 2009. The frequency of nocebo was estimated by the percentage of placebo-treated patients reporting at least one adverse side effect. The dropout frequency was estimated by the percentage of placebo-treated patients who discontinued the treatment due to intolerance. In studies of symptomatic treatment for migraine, the nocebo and dropout frequencies were 18.45% and 0.33%, but rose to 42.78% and 4.75% in preventative treatment studies. In trials for prevention of TTH, nocebo and dropout frequencies were 23.99% and 5.44%. For symptomatic treatment of cluster headache, the nocebo frequency was 18.67%. Nocebo is prevalent in clinical trials for primary headaches, particularly in preventive treatment studies. Dropouts due to nocebo effect may confound the interpretation of many clinical trials.
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Aflalo, Ester, and Eyal Gabay. "An information system for dropout prevention." Education and Information Technologies 17, no. 2 (April 6, 2011): 233–50. http://dx.doi.org/10.1007/s10639-011-9156-x.

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Viglino, Giusto, Carmen Gandolfo, Giovambattista Virga, and Pier Luigi Cavalli. "Prevention of Infection Dropout in Pd." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 16, no. 1_suppl (January 1996): 355–62. http://dx.doi.org/10.1177/089686089601601s68.

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Ziomek-Daigle, Jolie, and P. Gayle Andrews. "Dropout Prevention in the Middle Grades." Middle School Journal 40, no. 5 (May 2009): 54–60. http://dx.doi.org/10.1080/00940771.2009.11461694.

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Young Seok Seo, 최정윤, 박성화, 최유리, 이은정, and 김재훈. "A Review of Dropout Prevention Programs for Students at Risk of Dropout." Korean Journal of School Psychology 12, no. 3 (December 2015): 407–36. http://dx.doi.org/10.16983/kjsp.2015.12.3.407.

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Gruenhagen, Katheen A. "Appalachian Special Education Students Dropping Out of School: Looking at the Whos and Whys." Rural Special Education Quarterly 12, no. 2 (June 1993): 14–20. http://dx.doi.org/10.1177/875687059301200204.

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Although the literature suggests there is a high rate of dropping out of school even among students receiving special education, there is a paucity of research dealing with circumstances surrounding the special education student who leaves school prematurely. This study investigated the characteristics, reasons, and unmet school needs of students with disabilities who have dropped out of school in seventeen southern Appalachian counties. Data were collected on 135 student dropouts by polling those teachers who reported having dropouts. Results indicated that the average dropout was a 16 year old white male who was entering the ninth grade and who had not previously been employed. Future dropout prevention programs for this population therefore should begin before high school, be geared toward white males, and include instruction in the world of work.
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Rosenberg, Howard, Wendy Cheyney, and Barry Greenberg. "Dropout Prevention in Vocational Special Needs Education." Career Development for Exceptional Individuals 14, no. 1 (April 1991): 91–99. http://dx.doi.org/10.1177/088572889101400108.

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Wilkins, Julia, and Loujeania Williams Bost. "Dropout Prevention in Middle and High Schools." Intervention in School and Clinic 51, no. 5 (October 5, 2015): 267–75. http://dx.doi.org/10.1177/1053451215606697.

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Dissertations / Theses on the topic "Dropout Prevention"

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Russell, Alecia Marie. "An Effective Dropout Prevention Program for Urban Students." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260899676.

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Hartman, Patricia. "A counseling-based dropout prevention program /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396738.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Ann Lieberman. Includes bibliographical references (leaves 213-221).
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Garcia, Daniel. "High School Dropout: A Study of Parental Perceptions of Dropout and Prevention Strategies." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/946.

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Dropping out from high school is becoming a growing trend that necessitates new and more powerful intervention strategies to be utilized. Large numbers of adolescents between the ages of 16- 24 have been shown to receive no high school diploma or equivalent. The effects of dropping out are far reaching, with many students who dropout facing depression and alienation that may lead to other negative consequences. This research focuses on the need for preventative action against the issue of dropout. One hypothesis to be tested is whether or not current dropout prevention techniques can be applied to students who are not at risk for dropping out. The researcher theorizes that if all students are exposed to these strategies then perhaps the overall school environment will yield less students who are at risk to begin with.
B.S.W.
Bachelors
Health and Public Affairs
Social Work
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Huffman, Karen L. "Dropouts and dropout prevention programs how West Virginia high school principals view their roles /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=631.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xii, 153 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 124-137).
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Wallace, Cynthia M. "A High School Dropout Prevention Program for At-Risk Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1946.

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Dropping out of high school is an issue that has faced the educational system for years. At a high school in Mississippi, the dropout prevention plan implemented was not beneficial to all at-risk students because it mainly focused on academic issues. The purpose of this qualitative case study was to understand why students dropped out of high school and to gather strategies for a dropout prevention plan. The conceptual framework was based on 5 factors: general deviancy, deviant affiliation, family socialization, structural strain, and academic quandary. The research questions inquired about experiences that caused students to drop out and suggested strategies for a new dropout prevention plan. Data collection methods included interviews with 18 teachers, 3 counselors, and 20 former students who dropped out between 2007 and 2012. Interpretive data analysis was used to analyze data. Open and axial coding was used to develop themes about why students dropped out of high school. Those themes included behavioral issues, peer and work-related influences, family structure, school environment, and academic problems. Data analyses indicated that tutoring, staff development, mentoring, counseling, parental involvement, teenage mother programs, and alternative options were useful in preventing students from dropping out. These findings were used to develop a high school dropout prevention plan to benefit at-risk students. The overall goal for this project was to decrease high school dropout rates. By implementing the high school dropout prevention plan, schools may enable more students to further their education and become productive citizens within their communities.
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Khlot, Chinicka. "Mentoring Dropout Prevention Program for Cambodian Youth| A Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786210.

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The purpose of this project is to design a program, identify potential funding sources and write a grant to fund a mentoring-dropout prevention program. The mentoring-dropout prevention program targets Cambodian youth residing in the city of Long Beach, California. An extensive literature review increased awareness of the acculturative and psychosocial challenges that affect Cambodian youth and specific issues impacting the Cambodian community. Relevant theories and best practices among mentoring programs are also used to guide the planning of the proposed mentoring program. Next, a search for potential funding sources was conducted using various methods including Internet searches, grant databases and consultations with professional grant writers. The Ford Foundation was selected as the best funding source for this project. A grant proposal was then written to support the need for a culturally sensitive mentoring-dropout prevention program targeting Cambodian youth.

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Gibson, William Elijah Jr. "Students' Perceptions of the Preparatory Academy, A Dropout Prevention Program." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29016.

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The Preparatory Academy was established in September, 1999 to improve academic achievement and reduce the dropout rate of at-risk high school students in a mid-Atlantic state. The study looks at the Preparatory Academy as a dropout prevention program for high school students. Students attending the Preparatory Academy are one or more years behind grade level and have not been successful in a general education setting. In addition, the students are identified by the school division as being at-risk of not graduating from high school. The Preparatory Academy was designed to address the increasing drop out rate and to advance students one or two grade levels in one school year, whereby giving them an opportunity to reach their age appropriate grade. A qualitative design methodology was chosen to evaluate the Preparatory Academy effectiveness from the eyes of the students who were successful in the program. Eight participants who successfully completed the Academy during the 2004-2005 academic year were selected from each participating high school. Students participated in focus groups and answered questions about their experiences, their beliefs, and their perceptions while in the Preparatory Academy. Seven staff members, three administrators, two teachers, and two guidance counselors, were interviewed to clarify Academy procedures and policies. The results of this study show that the Preparatory Academy is perceived by students to be an effective dropout prevention program. Students reported an increased commitment to graduation from high school and reported an increase in grade point average. In addition, data revealed students having a positive change in their attitude toward themselves and their education. When asked about the reason, the students gave credit to the Preparatory Academy.
Ed. D.
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Roary-Cook, Mary Christianna. "Non-Traditional Predictors to Evaluate Dropout Rates." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194467.

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High attrition rates from community participatory research studies need to be explored more by non-traditional methods and participant profiles need to be developed to prevent high attrition rates. The purpose of this dissertation is to characterize compliance and drop out rates using the cardiovascular disease IQ quiz and the life priorities questionnaire. It is important to examine both compliance and dropouts in this context because both diabetes and cardiovascular disease are emerging as a major focus of public health efforts in the United States and abroad. These diseases are accelerating due to the current trends in obesity, which is a preventable, modifiable risk factor for diabetes and cardiovascular disease. Diabetes and cardiovascular disease continue to be the number seven and number one leading causes of death, respectively. We explore these concepts in a largely Hispanic border community in the Southwest, in the small town of Douglas, Arizona. The Hispanic population is increasing in the United States and is now the most populous minority group. Additionally, among this group are some of the highest rates of pre-diabetes, diabetes, and uncontrolled diabetes, all cardiovascular disease risk factors. We found that the cardiovascular disease IQ quiz was a much stronger predictor for compliance and drop out rates in this sample population than the life priorities questionnaire. Compliance did not seem to differ among the study participants who remained in the study. Interestingly, among the participants who were compliant, especially those who kept their eye check-up, were also those more likely to have health insurance and be employed. Though males only represented about 10% of the population sample, they tended to drop out more frequently than females. Dropouts tended to be younger, gainfully employed, and more educated. Qualitative analysis and logistic regression will further help explain the aforementioned associations.
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Inman, Rex Wayne Sr. "Factors influencing the failure to graduate from the PACE dropout prevention and recovery program as identified by selected students in the Humble Independent School District." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4828.

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There has been a lack of information and research as to the reasons students did not graduate from high school with a diploma, or GED certificate, or certificate of completion, even though they were given the opportunity to attend an alternative drop-out or credit recovery program. This study identified the reasons why some students failed to complete an alternative education program in a K-12 school district in Texas. Of the 29 former PACE students failing to graduate with either a diploma or GED certificate that participated in this research, a little less than half either quit the program or were administratively dropped because they felt that earning money from their job was more important than graduating from high school. Each of the others had this excuse as well as many other excuses for not graduating. Three inter-locking conclusions were reached by the researcher after interviewing 29 of the students that did not complete the PACE program. The first conclusion was that students did not understand the value of a high school diploma at the time they were attending PACE. The second was that money, even in the form of a minimum wage job, was more important than an education. The final conclusion was that each student did not have a plan for their life beyond the coming evening or weekend. All students that failed to graduate or earn a GED had at least one of these misconceptions, while most had two, and a few had all three.
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Terhoeven, Liezl. "The role of the teacher support team in preventing early school dropout in a high school." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3051.

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Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: This study aims to establish whether the support of the Teacher Support Team (TST) might have an impact on High School learners to stay in school. My specific focus was on how the TST members experienced the support that was given to learners and how learners experienced the support given to them. I used a basic interpretive design. I used focus group discussions and semi-structured interviews. My study shows that the TST of a High School needs to have a proper structure to function in building resilience in learners. A proper structure will enable them to develop a healthy support system that could address the various barriers in learning that learners may encounter. All the role players, who were involved in the research, knew their rights and responsibilities towards this process. I conclude by acknowledging the limitations of this study and recommending further research.
AFRIKAANS OPSOMMING: Hierdie ondersoek is daarop gemik om vas te stel in watter mate die ondersteuning van die Onderwys Ondersteunings Span (OOS) ‘n invloed het op Hoërskool leerders om op skool te bly. My spesifieke fokus was op hoe die lede van die OOS die ondersteuning, wat hulle vir die leerders gebied het, ondervind het en hoe die leerders die ondersteuning, wat hulle by die OOS ontvang het, ondervind het. Ek het van fokusgroepe en semi-gestruktureerde onderhoude gebruik gemaak. My ondersoek toon dat die OOS van Hoërskole ‘n meer gestruktureerde stelsel nodig het waarbinne hulle kan funksioneer. ‘n Gestruktureerde stelsel sal verseker dat daar ‘n gesonde ondersteunings sisteem gebou word. Dit sal ook verseker dat leerders met leerstoornisse se behoeftes aangespreek kan word. Alle rolspelers was ten volle bewus van hul verantwoordelikheid in die navoringsproses. Ten slotte wil ek, in die lig van sekere tekortkominge wat by hierdie studie ervaar is, verdere navorsing op hierdie terrein aanbeveel.
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Books on the topic "Dropout Prevention"

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J, Andren Kristina, ed. Dropout prevention. New York: The Guilford Press, 2014.

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Dynarski, Mark. Dropout prevention. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, 2008.

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Nichols, Clarence E. Dropout prediction and prevention. Brandon, VT: Clinical Psychology Pub. Co., 1990.

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Chynoweth, Judith K. Dropout prevention: Academy final report. Washington, D.C: Council of State Policy and Planning Agencies, 1990.

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Dropout prevention handbook: Apprenticeships and other solutions. Lancaster, Pa: Technomic Pub. Co., 1994.

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Dropout prevention fieldbook: Best practices from the field. Larchmont, NY: Eye on Education, 2012.

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Berenbeim, Ronald. Corporate support of dropout prevention and work readiness. New York, NY: Conference Board, 1993.

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Milliken, Bill. The last dropout: Stop the epidemic! Carlsbad, Calif: Hay House, Inc., 2007.

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Profiles of 21 dropout prevention programs in Alberta schools. [Edmonton, AB: Alberta Education], 1991.

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Futōkō e no kōdōronteki hōkatsu shien apurōchi no kōchiku. Tōkyō: Kazama Shobō, 2010.

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Book chapters on the topic "Dropout Prevention"

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Reschly, Amy L. "Dropout Prevention and Student Engagement." In Student Engagement, 31–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37285-9_2.

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Gutiérrez y Restrepo, Emmanuelle, Fernando Ferreira, Jesús G. Boticario, Elsa Marcelino-Jesus, Joao Sarraipa, and Ricardo Jardim-Goncalves. "Enhanced Affective Factors Management for HEI Students Dropout Prevention." In Lecture Notes in Computer Science, 675–84. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39483-1_61.

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Allensworth, Elaine. "Dropout Prevention: A Previously Intractable Problem Addressed Through Systems for Monitoring and Supporting Students." In Prevention Science in School Settings, 353–70. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-3155-2_17.

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Andersen, Bjørg Marit. "Airborne/Droplet Infection Isolation." In Prevention and Control of Infections in Hospitals, 187–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99921-0_18.

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Kotsiantis, S. B., C. J. Pierrakeas, and P. E. Pintelas. "Preventing Student Dropout in Distance Learning Using Machine Learning Techniques." In Lecture Notes in Computer Science, 267–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45226-3_37.

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Gould, Daniel, and Lauren Walker. "Youth sport: Meeting unique development needs of young athletes for preventing dropout." In APA handbook of sport and exercise psychology, volume 1: Sport psychology (Vol. 1)., 151–77. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000123-009.

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Sullivan, Victoria, Ramazan Sak, and Karen Thorpe. "Experiences of workplace relationships as factors precipitating or preventing dropout of male educators in ECEC." In Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce, 83–97. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Towards an ethical praxis in early childhood: Routledge, 2020. http://dx.doi.org/10.4324/9781003048473-9.

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Balch, Tonya. "Dropout Prevention." In Encyclopedia of E-Leadership, Counseling and Training, 468–78. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch034.

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The high incidence and prevalence of high school dropouts is not a new problem and may be viewed as an issue that has been researched time and time again with no clear next-step solutions. Indeed there does not seem to be a single key to solve the problem of students dropping out but, there are ways to help mitigate the factors that lead students to drop out of school. This chapter will provide research based indicators for identifying students at-risk for dropping out and present a myriad of approaches to reduce the dropout rate. While no one approach will likely yield large improvements, multiple approaches thought of in systemic terms can have a positive impact. Mentoring has been proven as an effective tool if implemented appropriately. Key indicators from highly effective mentoring programs are closeness of the mentor-mentee relationship, mentor characteristics, consistency of interaction, duration of mentoring, and contextual variables relative to the mentee’s social world. The ultimate goal is to improve the high school graduation rate and ensure students are college and career ready.
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Obiakor, F. E. "School Dropout Prevention." In International Encyclopedia of Education, 845–49. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-08-044894-7.01120-9.

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Sale, Elizabeth, and J. Fred Springer. "The Dropout Prevention Mentor Project." In Applied Policy Research, 172–90. Routledge, 2017. http://dx.doi.org/10.4324/9780203873496-8.

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Conference papers on the topic "Dropout Prevention"

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Shiau, Yeajou. "University Dropout Prevention through the Application of Big Data." In IMMS 2020: 2020 3rd International Conference on Information Management and Management Science. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3416028.3416029.

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Marcelino-Jesus, Elsa, Joao Sarraipa, Gloria Andrea Cavanzo, Juan Carlos Guevara, Igor Almanza Lurita, and María Isabel Ginocchio. "The importance of cooperation centres for HE students' dropout prevention." In DSAI 2016: 7th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3019943.3019957.

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de Almeida Neto, Francisco A., and Alberto Castro. "Elicited and mined rules for dropout prevention in online courses." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344048.

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Ahmed, Sheikh Arif, Md Aref Billah, Abdullah Al Noman, Ali Haider Doha, and Shahidul Islam Khan. "A framework to establish a Rule-based specialized dropout prevention scheme." In 2020 11th International Conference on Computing, Communication and Networking Technologies (ICCCNT). IEEE, 2020. http://dx.doi.org/10.1109/icccnt49239.2020.9225603.

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Kadar, Manuella, Emmanuelle Gutiérrez y. Restrepo, Fernando Ferreira, Jorge Calado, Andreia Artifice, Joao Sarraipa, and Ricardo Jardim-Goncalves. "Affective Computing to Enhance Emotional Sustainability of Students in Dropout Prevention." In DSAI 2016: 7th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3019943.3019956.

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Cidota, Marina A., and Dragos Datcu. "Remote Assistance System in Augmented Reality for Early School Dropout Prevention." In 2020 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct). IEEE, 2020. http://dx.doi.org/10.1109/ismar-adjunct51615.2020.00091.

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Wang, Zhaohong, Seiji Fukushima, and Tomohiro Hachino. "Model Predictive Control Approach on Packet Dropout Prevention of Networked Control Systems." In 2018 5th International Conference on Information Science and Control Engineering (ICISCE). IEEE, 2018. http://dx.doi.org/10.1109/icisce.2018.00176.

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Hashimoto, Tomoya. "A Data-Driven Approach to Dropout Prevention: Kyoto Koka Women's University Case." In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2017. http://dx.doi.org/10.1109/iiai-aai.2017.170.

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Raftu, Gheorghe, and Aureliana Caraiane. "PREVENTION OF ACADEMIC DROPOUT ADDRESSING THE CAUSES LEADING TO THIS OCCURRENCE TO STUDENTS." In Psiworld 2016. Romanian Journal of Experimental Applied Psychology, 2017. http://dx.doi.org/10.15303/rjeap.2017.si1.a28.

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Marinela, Istrate, Bănică Alexandru, and Athes Haralambie. "Preventing university dropout: the relation between the student vulnerability features and academic performance in the first year." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11139.

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Educational services that universities offer to bachelor students are nowadays under the siege of numerous challenges, ranging from financial and institutional issues to fast changing labour market demands. Universities are confronting fast changes and uncertainties, being asked for adaptation, flexibility and higher ability to (re)act and find the best solutions. Within this broad context, university dropout is one particular new challenge that is often overlooked by decision makers and even by the teaching staff. Our study focuses on problems faced by the first year bachelor students of the Faculty of Geography and Geology at the oldest university in Romania, “Alexandru Ioan Cuza” University of Iasi, students who have benefitted from support from a program financed by BIRD and World Bank, named Romania Secondary Education Project (ROSE). In order to identify and analyse their academic pathway in the first year of study, we tried to correlate a number of qualitative and quantitative using the analysis of variance (ANOVA). The analysis of the results indicates that the prevention of school drop-out should be approached as a continuous process starting from the early years of education. The adaptability to student life depends on the treatment of these inherited and overlooked disadvantages.
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Reports on the topic "Dropout Prevention"

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Greenwood, Susan. A Study of Washington Secondary Principals' Perceptions of Effective Dropout Prevention Policies and Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1190.

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Heller, Sara, Harold Pollack, Roseanna Ander, and Jens Ludwig. Preventing Youth Violence and Dropout: A Randomized Field Experiment. Cambridge, MA: National Bureau of Economic Research, May 2013. http://dx.doi.org/10.3386/w19014.

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You might also be interested in the extended bibliographies on the topic 'Dropout Prevention' for particular source types:
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