The 1987 American Association of School Administrators survey on students at risk reported that school districts and administrators are alarmed about increasing dropout rates and are taking action to stem this tide. This report analyzes the problems of at-risk youth and recounts ameliorative efforts throughout the United States. Section A reviews…

Cincinnati (Ohio) has established a collaborative effort between the private sector, the Cincinnati Public Schools, and public elected officials for the purpose of reducing dropouts and reducing youth unemployment. Started in 1986, the Cincinnati Youth Collaborative (CYC) immediately began to study relevant data from the schools, defined at-risk…

Outlines high school dropout programs developed through public/private partnerships that are successfully helping dropouts and at-risk students develop their potential. Also describes the educational system that corporate businesses have developed to educate employees in an effort to make up for deficiencies resulting from their education in the…

In recent years, the federal government has designated 105 communities across the country, including many urban neighborhoods, as Empowerment Zones or Enterprise Communities (EZ/ECs). At the same time, many urban school districts have launched school-to-career initiatives to help keep at-risk youth in school and improve their academic achievement…

Operation Young Adults is a combined work-study program for potential and actual high school dropouts, designed to demonstrate the relationship between education and the world of work. During Phase One, the program served a total of 532 students, aged 14 through 21, of whom 110 had already dropped out of the traditional high school setting. The…

This pamphlet summarizes a conference in Boston on May 6, 1986. Its goal was to assess and plan strategies for the dropout problem in the Boston Public Schools. The Boston Compact, the draft plan contained in this document and prepared before the conference, served as the focus for discussion. Educators and administrators from across the country…

Describes the Store Front School project, a program of cooperative education aimed at rekindling students' interest in school and helping them earn their diplomas. The school conducts classes in an office in a shopping mall where the students work. (ABB)

The Atlanta (Georgia) Partnership of Business and Education, a private nonprofit corporation, is an umbrella organization that coordinates a range of activities aimed at strengthening education in Atlanta's public schools. There are over 300 business members of the partnership, and a wide range of affiliated civic, educational, and religious…

Temple-Inland Partnership in Schools (T.I.P.S.) is a pilot partnership between a rural Texas industry and school district intended to help prevent dropouts through tutoring and counseling. The goal is to help students develop skills, confidence, and pride in attaining an education and earning a high school diploma. (SM)

A California Partnership Academy is a voluntary school-within-a-school program for at-risk high school students. The program is based on a partnership between a school district, local employers, and the California Department of Education. The following special features are outlined: (1) close partnership between the school and employers; (2) block…

This report discusses the situation--a 43 percent attrition rate in public schools--leading to the formation of the Dropout Prevention and Recovery (DPR) program, implemented in the Los Angeles Unified School District in January 1985, and describes activities undertaken as part of the pilot program. The main body of the report, presented in…

Responding to the high dropout rate in Providence, Rhode Island, public schools, community agencies, businesses, and teachers and administrators from the public schools joined together to form the Providence Dropout Prevention Collaborative. This document summarizes the study research, prevention plan, and implementation. The first chapter…

The partnership movement has matured to recognize that work/education partnerships are time-consuming and resource-intensive. There is now a richer understanding of the potentials and limits of public/private partnerships. (BJV)