NYKids has conducted two studies at the high school level. The most recent of these, conducted in 2013, examined factors that promote higher than average high school completion among groups of students generally at risk of failing to complete high school (ethnically and linguistically diverse and special needs students).
Results suggest that higher performance in high school completion for at-risk groups is related to:
Prioritizing and ensuring structural supports for educators to collaborate and focus dialogue and action-planning on curriculum and goals targeted to mastery of content and the development of 21st Century skills.
Prioritizing and ensuring that potential divides are bridged (e.g., home and school; social/emotional and academic; school, district, and community) through direct outreach to parents and families regarding resources and efforts to meet students' affective and academic needs.
Designing evidence-based instruction focused on heightening engagement through flexible programming, differentiation using multiple modalities, and experiential options.
Monitoring, sharing, and using social and emotional data (behavior referrals, absences, family change, etc.) in tandem with achievement data to inform the use of interventions in a timely and individualized manner.
Access findings from the High School Completion Study
Results from the High School Study of 2008
"Lessons Learned from the Field," National Conference on Scaling Up, June 2012 (Panel 6, 0:15:23)