- National Dropout Prevention Center Network recommendation
- National Dropout Prevention Center Network recommendation pdf
- National Dropout Prevention Center Network recommends ALAS
- What Works Clearinghouse Validation
- Gandara Study pdf
- Special Education Study pdf
- The Hoover High School Study
Results of the ALAS Study. One cohort of students, in a persistently low performing junior high school, were identified as "comprehensively at risk," based on very poor academic performance and behavioral problems. Identified students were randomly assigned to intervention or control groups.
A rigorous evaluation of ALAS showed dramatic, positive results for enhancing educational achievement during the intervention and two years after the intervention.
Beyond merely keeping students in school, ALAS had a statistically significant impact on keeping students on track, improving their academic success and progress toward graduation.
In fact, in the What Works Clearinghouse analysis, ALAS had the largest effect size on participants' "staying in school" than any other program evaluated.
Findings also suggest that ALAS students benefited psychologically, socially and attitudinally from the interventions, "increasing persistence and commitment to educational attainment."
ALAS is only one of four dropout programs meeting evidence standards for both reducing student dropout and for progressing in school according to the What Works Clearinghouse.
Study. To ascertain the efficacy of the ALAS program, 36 ALAS 9th grade students who had received the full ALAS program for three years were contrasted with 45 comparison students who had received traditional school programs. The results reported in this analysis were focused on Latino high risk students.
Results. Taken together, data on mobility, attendance, failed classes, and graduation credits indicate that the ALAS program had a substantial and practical impact on students who received the intervention.
By the end of 9th grade, students in the COMPARISON group had twice the number of failed classes, were four times more likely to have excessive absences, and were twice as likely to be seriously behind in high school graduation credits.
Results. Treatment students received the ALAS intervention for three years or until they left the participating school. One measure of the efficacy of an intervention program is its "holding" power as measured by what proportion of the original treatment subjects leave the program. The attrition rate of Treatment Cohort I was 24%, Treatment Cohort II was 20% and Control Cohort was 49%. Treatment effects were statistically significant from the control for both treatment cohorts (p< .02 and p< .003).
Absenteeism in Treatment Cohort I was not significantly improved but ALAS coaches focused on attendance much more with Cohort II and the ALAS intervention dramatically reduced excessive absenteeism in Treatment Cohort II, with 19 percent of the ALAS students absent 25 percent or more of the time in 9th grade compared to 43 percent of the Conrol Cohort (p<.035).
The ALAS intervention had a significant positive effect on academic achievement with the ALAS group gaining, on average, 27 scaled score points on the Calif. State English Language Arts Test and the comparison group gaining only 7 scaled score points on average (p < .01).