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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
MCHbest. Adult Mentor.

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Strategy. Dropout Prevention Programs

Approach. Establish dropout prevention programs with mentors to increase access to adult mentors for adolescents.

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Overview. Dropout prevention programs provide students who may be more likely to dropping out of school with specific supports such as mentoring, counseling, vocational or social-emotional skills training, college preparation, supplemental academic services, or case management. Such programs are frequently multi-service interventions and may include attendance monitoring, sometimes with financial rewards or sanctions. Dropout prevention programs can undertake comprehensive changes to high school environments such as restructuring schools into smaller learning communities, or offering alternative schools. Such programs can be delivered in school or community settings and can focus on individual students who need additional support or on entire schools with low graduation rates.[1, 2] As of 2014, 9% of 25- to 29-year-old Americans did not graduate from high school.[3]

Evidence. Scientifically Rigorous Evidence. Strategies with this rating are most likely to be effective...

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Health and Health Behaviors/Behavior Change. This strategy improves individuals' physical and mental health and their adoption of healthy behaviors (e.g., healthy eating, physical activity).
  • Utilization. This strategy improves the extent to which individuals and communities use available healthcare services.
  • Social Determinants of Health. This strategy advances economic, social, and environmental factors that affect health outcomes. SDOH include the conditions in the environments in which people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks.

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Outreach (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Community-Focused

Examples from the Field. There are currently no ESMs that use this strategy. Search similar intervention components in the ESM database.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)

  • Number of adult mentors recruited and trained by Title V that are matched with adolescents at increased risk of dropping out of school through dropout prevention programs. (Shows the capacity and reach of the mentor pool) Number of adolescents at increased risk of dropping out of school who are enrolled and participate in dropout prevention programs with mentoring support led by Title V. (Indicates the engagement and participation of the population served)

Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)

  • Percent of dropout prevention programs led by Title V with mentoring components that adhere to evidence-based practices and quality standards for effective mentoring and dropout prevention. (Shows the fidelity and rigor of the approach design and implementation) Percent of adult mentors in dropout prevention programs who receive comprehensive training and ongoing support to effectively mentor adolescents at increased risk of dropping out of school. (Indicates the quality and preparedness of the mentor workforce)

Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)

  • Number of community partnerships led by Title V between schools, youth-serving organizations, and employers to support dropout prevention programs with mentoring components. (Shows the level of multi-sector collaboration and resource mobilization for the approach) Number of professional development and peer learning opportunities provided to mentors and program staff to enhance their skills and effectiveness in supporting adolescents at increased risk of dropping out of school that result in an increase in knowledge and skill. (Indicates the capacity building and continuous improvement efforts for the approach workforce) Number reduction in differences in high school completion and post-secondary success rates among adolescents at increased risk of dropping out of school who participate in dropout prevention programs with mentoring support led by Title V. (Shows the approach's impact on advancing educational opportunities and reducing opportunity gaps) Number of education system leaders, policymakers, and funders partnered with Title V who prioritize and invest in dropout prevention programs with mentoring components as a critical strategy for ensuring student success and workforce readiness. (Indicates the approach's influence on transforming educational policies, practices, and resource allocation to support youth at increased risk)

Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)

  • Percent of community partnerships led by Title V between schools, youth-serving organizations, and employers to support dropout prevention programs with mentoring components. (Shows the level of multi-sector collaboration and resource mobilization for the approach) Percent of professional development and peer learning opportunities provided to mentors and program staff to enhance their skills and effectiveness in supporting adolescents at increased risk of dropping out of school that result in an increase in knowledge and skill. (Indicates the capacity building and continuous improvement efforts for the approach workforce) Percent reduction in differences in high school completion and post-secondary success rates among adolescents at increased risk of dropping out of school who participate in dropout prevention programs with mentoring support led by Title V. (Shows the approach's impact on advancing educational opportunities and reducing opportunity gaps) Percent of education system leaders, policymakers, and funders partnered with Title V who prioritize and invest in dropout prevention programs with mentoring components as a critical strategy for ensuring student success and workforce readiness. (Indicates the approach's influence on transforming educational policies, practices, and resource allocation to support youth at increased risk)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.

References

[1] CG-TFR Education - The Guide to Community Preventive Services (The Community Guide). Task Force Recommends (TFR) enter-based early childhood education programs (ECE) to improve educational outcomes that are associated with long-term health as well as social- and health-related outcomes.

2 IES WWC-Rumberger 2017 - Rumberger R, Addis H, Allensworth E, et al. Preventing dropout in secondary schools. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), US Department of Education (US ED), Institute of Education Sciences (IES), What Works Clearinghouse (WWC); 2017.

3 US Census-Education 2014 - US Department of Commerce. Educational attainment of the population 18 years and over, by age, sex, race, and Hispanic origin: 2014. US Census Bureau; 2014.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.