Sandra L. Christenson

Trust and the family-school relationship examination of parent-teacher differences in elementary and secondary grades

Abstract Trust between parents and teachers is a vital element in building and maintaining the family–school relationship. Parents n = 1,234 and teachers n = 209 from a first-ring suburban school district were surveyed about issues of trust in the family–school relationship. Results indicated higher levels of parent trust and teacher trust at the elementary level than at middle or high school levels. Additionally, differences in trust levels between teachers and parents at elementary and high school levels were found, with parent trust being significantly higher. Improving home–school communication was identified as a primary way to enhance trust. Also, the perceived quality of family–school interaction was a better predictor of trust than was the frequency of contact or demographic variables. Trust was positively correlated with three indicators of school performance. Implications for school personnel to make more systematic efforts toward building trust between parents and teachers throughout a childs academic career are discussed.

Dropout Prevention for Youth with Disabilities: Efficacy of a Sustained School Engagement Procedure.

The purpose of this study was to examine the efficacy of a sustained dropout prevention procedure that incorporated monitoring and school engagement strategies. Ninety-four students with learning and emotional/behavioral disabilities received interventions in Grades 7 and 8; half of the students (treatment group) continued to receive intervention through Grade 9. Results of this experimental study indicated that, for two of three measures, students in the treatment group were significantly more likely to be engaged in school than were control group students. The overall performance of both treatment and control students, however, points to the need for early and sustained support for students with learning and behavioral disabilities to attain academic and behavioral standards.

Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct

This chapter serves as an introduction to the history and study of student engagement. We describe the evolution of the construct of engagement and disciplinary differences in theories and use of the engagement construct. We highlight how our work on engagement, arising out of dropout intervention, has changed over the last decade. In addition, we delineate current issues in the study of engagement. The chapter ends with a discussion of future directions to advance the theoretical and applied use of student engagement to enhance outcomes for youth.

Promoting school completion of urban secondary youth with emotional or behavioral disabilities

An experimental research design was used to examine the effectiveness of a targeted, long-term intervention to promote school completion and reduce dropout among urban high school students with emotional or behavioral disabilities. African American (67%) males (82%) composed a large portion of the sample. This intervention study was a replication of an empirically supported model referred to as check & connect. Study participants included 144 ninth graders, randomly assigned to the treatment or control group. The majority of youth were followed for 4 years, with a subsample followed for 5 years. Program outcomes included lower rates of dropout and mobility, higher rates of persistent attendance and enrollment status in school, and more comprehensive transition plans.

Prediction of Dropout Among Students With Mild Disabilities A Case for the Inclusion of Student Engagement Variables

This study examined the engagement of students with learning disabilities and emotional disturbance and the relation of this engagement to school completion. Participants were parent-identified students with learning disabilities (LD) and emotional or behavioral disorders (EBD) and comparison groups of average-achieving peers and students without disabilities who dropped out or stayed in school. Comparisons of the engagement of students with LD or EBD and average-achieving peers showed significant differences (but small in terms of effect sizes) and indicated that students with LD or EBD reported less desirable engagement than their average-achieving peers. After accounting for achievement test scores, grade retention, and socioeconomic status, student engagement variables were significant predictors of school dropout and completion for students with LD or EBD and students without disabilities. Implications of these results in terms of the construct of student engagement and school dropout and future directions for research are discussed.

Addressing Student Engagement and Truancy Prevention During the Elementary School Years: A Replication Study of the Check & Connect Model

Students who are at risk of dropping out of school can be identified retrospectively as early as third grade on the basis of attendance patterns, academic performance, and behavior. Check & Connect is a model designed to promote student engagement, support regular attendance, and improve the likelihood of school completion. The program has been used successfully with students attending middle school and high school, with and without disabilities, and in suburban and urban settings. An overview of Check & Connect, key components of the model, and an application of the model implemented with students who were referred for excessive attendance problems during elementary school years are described. Results from an evaluation of its effectiveness with students who received intervention for at least 2 years (n = 147) showed increased levels of student participation as evidenced by significant increases in the percentage of students whose absences or tardies dropped to or below 5% of the time. In addition, over 90% of the school staff (n = 123) perceived students were showing increased levels of engagement and 87% of school staff reported parents were more supportive of their childs education. Strengths and limitations of the study are discussed in light of rigorous criteria used to examine the effectiveness of social programs. In addition, directions for future research are proposed.

Probabilities Associated with the Referral to Placement Process

Sandra Christenson is Research Assistant and James Ysseldyke is Director, both, Institute for Research on Learning Disabilities, University of Minnesota, Minneapolis, MN 55455. Between October, 1976,1 and December, 1980, the number of students served in special education increased by nearly 600,000 from 3,586,804 to 4,185,076. This is an increase of nearly 17% in the number of students served. Recently, educators have expressed concern about, and debated the reasons for, this significant increase. At least four kinds of arguments are heard. The first argument is that Public Law 94-142 was intended to provide services for increased numbers of previously unserved students (Ballard & Zettel, 1977), and that under mandates for child find and delivery of services to individuals between 3 and 21 years of age, schools are finally beginning to serve all this nation’s handicapped students. A second explanation is an economic one. In P.L. 94-142 it was argued that &dquo;Developments in the training of teachers and in diagnostic and instructional procedures and methods have advanced to the point that, given appropriate funding, State and local education agencies can and will provide effective special education and related services to meet the needs of handicapped students&dquo; (p. 776). Proponents of this explanation argue that an increase in the numbers of students served is a logical consequence of increased funding. A third explanation is one stressing that increasing numbers of students are experiencing home and family problems as well as withinstudent deficits, dysfunctions, and disabilities, and are in need of special education services. In 1979 the National Education Association

Critical Instructional Factors for Students With Mild Handicaps An Integrative Review

Instructional effectiveness is a popular topic, and a crucial one for educating students with mild handicaps. In this paper, the literature on effective instruction is integrated, and implications for instructing students with handicaps are provided. Based on the instructional effectiveness data base and research on quantity and quality of instruction for different categories of students, the authors contend that systematic use of an organized instructional cycle characterized by match, structure, and monitoring is needed to improve academic outcomes for students with mild handicaps.

Facilitating Student Engagement: Lessons Learned from Check & Connect Longitudinal Studies

Lessons learned from years of applied research in the area of student engagement, dropout prevention and school completion are offered. This article begins with a summary of theoretical constructs that guided the development of Check & Connect and continues with descriptions of multiple applications of this targeted intervention. The roles of key personnel are identified and seven core elements of the model are highlighted including the importance of “persistence plus,” relationship building and individualized intervention. Considerations for effective implementation, derived from the experiences of longitudinal implementation studies, are discussed. These insights are offered for consideration to those who are in positions to influence the educational trajectory of youth for whom school completion is likely to be difficult.

What we Know and Need to Know about the Consequences of High-Stakes Testing for Students with Disabilities

Many positive and negative consequences of high-stakes testing for students with disabilities are alleged. Yet, there is little evidence on actual consequences. Both anecdotal and empirical evidence were reviewed with regard to increased participation in assessment, raised expectations, provision of appropriate assessment accommodations, alignment of individualized education programs (IEPs) to standards and assessments, improved access to general education, improved instruction, changes in promotion and grade advancement decisions, graduation and diploma options, test stress, and improved educational outcomes. Data needed to make judgments about intended and unintended consequences of high-stakes testing are also analyzed.