Wraparound Services

This synthesis from American Youth Policy Forum identifies, summarizes, and analyzes research evaluations of school and youth programs, focusing on those that show gains for minority youth across a broad range of academic achievement outcomes from early childhood through advanced postsecondary study. Recommendations on how to raise the minority academic achievement are also provided for researchers, practitioners, families, community members, and students.

This retrospective study examined the effects of Talent Search on a cohort of students who participated in the program in one of three states (Florida, Indiana, and Texas) and were ninth graders from 1995-1996. Overall, the study found that Talent Search participants were more likely than a comparable control group to enroll in a public college or university, especially two-year institutions, in their state by the 1999-2000 school year. They were also more likely to apply for federal financial aid.

This practice-based review from the National Secondary Transition Technical Assistance Center provides a summary of research that examines the impact of transition planning/coordinating interventions on the transition and transition-related outcomes of high school aged students with disabilities. Results provide support for the use of student planning and student development interventions.

This data brief from the National Center on Secondary Education and Transition (NCSET) provides findings from the National Longitudinal Transition Study 2 (NLTS2). It presents a national overview of the planning process involved in helping students with disabilities make the transition from high school to life after high school. Results indicate that there is variability in the extent to which laws and best practices regarding the transition planning process are followed.

This meta-analysis of 30 studies examines whether social and/or communicative skills interventions helped to improve transition or transition related outcomes in high school aged students with disabilities. Results showed 1) little support for interventions aimed at augmentative and alternative communication; 2) modest support for interventions focused on the acquisition of conversation skills or social skills training. The authors were unable to conduct a meta-analysis of Interventions designed to reduce inappropriate social behaviors.

This practice-based literature review from the National Secondary Transition Technical Assistance Center (NSTTAC) provides a summary of research, from the past 20 years, that examines the impact of functional/life skills curricular interventions on high school-aged students with disabilities. Findings provide tentative support for the impact of these interventions on transition-related outcomes. Implications for practice are discussed.

This article from the National Association of Secondary School Principal’s Principal Leadership journal describes response to intervention’s (RTI) tiered process for implementing evidence-based instructional strategies in the regular education setting while frequently measuring student progress to determine whether these practices are effective. It specifies some common components of strong collaborative teams and elements of effective RTI programs.

This white paper from Jobs for the Future provides state-level policymakers with a framework for raising graduation rates in their states. The five commitments offered in this piece are: 1) A High School Diploma That Signifies College and Work-Readiness, 2) Pathways to High School Graduation and College for Overage, Undercredited, and Out-of-School Youth, 3) Turnaround of Low-performing High Schools, 4) Increased Emphasis on Graduation Rates and College-Readiness in Next Generation Accountability, and 5) Early and Continuous Support for Struggling Students.

This study from Mathematica Policy Research, Inc. evaluated 16 dropout programs for middle and high school students under the School Dropout Demonstration Assistance Program (SDDP). Analysis and discussion mostly focus on the aggregate impact of programs on middle schools or high schools, rather than on specific programs. The study found that middle school programs had a significant effect in reducing dropout only if they were implemented with high intensity. The programs, regardless of intensity, did not have an impact on student learning (e.g., grades, test scores).