Validating a Method to Identify At-Risk Middle School Students for Participation in a Dropout Prevention Program

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Abstract
The study investigated the accuracy of identifying middle school students at risk of failing, using data available to teachers by the first 6 weeks of school for 109 seventh grade students within a team grouping of five teachers. Specifically, the study supported the research hypotheses that the components of the at-risk rating method used (a combination of students' grade reports, conduct ratings, absences, disciplinary actions received, and teachers' at-risk rankings) significantly predicted the number of Fs received at the end of 18 weeks, was a stronger predictor of Fs using multiple rather than individual measures, and that such a rating scheme was concurrently valid with an academically at-risk rating generated by a weighted regression prediction equation.

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