The Flipswitch Program: A School-Based Intervention Program Designed to Reduce High School Dropout Rates: A Program Review
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Authors
Driscoll, Kadi J.
Issue Date
2014
Type
Dissertation
Language
en
Keywords
"Youth of Color","Dropout","Expulsion","Zero Tolerance","School Discipline","School Based Intervention"
Alternative Title
Abstract
At-risk youth, primarily those of Color, fail to complete high school at a rate six times higher than their Caucasian peers. A multifactorial analysis of this disparity suggests that a number of possible causes, including socioeconomic status, cultural differences, inadequacies in caregiver involvement, and the lack of a quality educational environment, may contribute to higher dropout rates for this population (U. S. Department of Education, 2011). For example, data on completion outcomes compiled during the 2001/2002 school year indicated that approximately 50% of African-American youth and 47% of Hispanic youth failed to receive a high school diploma or its equivalent within four years compared to 75% of their Caucasian peers (Martin & Halperin, 2006). Alarmingly, little has changed over the last decade as this number has remained relatively consistent. There is an abundance of support suggesting that dropping out of high school can significantly negatively impact the individual and society as a whole. According to McNeil (2011), failure to obtain a high school diploma is positively associated with the loss of income potential, increased criminality, and excessive strain on our nation's social welfare systems. To reduce the dropout rates, many programs have been developed, and while some have offered promising outcomes, none focused on what I believe to be the cornerstones of positive growth and development for this age group. In my work, I have found that such growth requires investment, accountability, and awareness of the roles that success and failure take on during the adolescent years. The FlipSwitch Program has been met with positive reviews, primarily due to the development process, which takes into account the many challenges faced by both the at-risk youth and struggling school systems as they work to support student success. The program focuses on what I have identified as key concerns via my literature review, my own clinical work, and feedback from those in the field who are familiar with this population and program development. Lastly, it should be noted that the program faces limitations regarding its attendance requirements and guardian involvement. However, this program is focused on helping appropriately selected individuals succeed rather than offering a program that is available to all. Future research and development may focus on these areas.