NCT01487434

Brief Summary

In partnership with the Chicago Public Schools (CPS), the goal of this project is to test the effectiveness of a manualized mentoring and case management program for students in grades 1-8. Most of the current policy and research attention on dropout has focused on the dropout decision itself, even though dropout is more likely to be simply the end point of a longer-term developmental process. This project seeks to learn more about the relative effectiveness of preventing dropout through mentoring and case management programs, and to learn more about the relative effectiveness of intervening early vs. later.

Trial Health

87
On Track

Trial Health Score

Automated assessment based on enrollment pace, timeline, and geographic reach

Enrollment
5,300

participants targeted

Target at P75+ for not_applicable

Timeline
Completed

Started Sep 2011

Longer than P75 for not_applicable

Geographic Reach
1 country

1 active site

Status
completed

Health score is calculated from publicly available data and should be used for screening purposes only.

Trial Relationships

Click on a node to explore related trials.

Study Timeline

Key milestones and dates

Study Start

First participant enrolled

September 1, 2011

Completed
3 months until next milestone

First Submitted

Initial submission to the registry

November 18, 2011

Completed
19 days until next milestone

First Posted

Study publicly available on registry

December 7, 2011

Completed
3.7 years until next milestone

Primary Completion

Last participant's last visit for primary outcome

September 1, 2015

Completed
4.9 years until next milestone

Study Completion

Last participant's last visit for all outcomes

August 1, 2020

Completed
Last Updated

September 9, 2020

Status Verified

September 1, 2020

Enrollment Period

4 years

First QC Date

November 18, 2011

Last Update Submit

September 4, 2020

Conditions

Attendance and TruancyStudent EngagementDropout

Keywords

AttendanceTruancyStudent engagementMentoringMonitoringCase management

Outcome Measures

Primary Outcomes (1)

  • Change in attendance and truancy

    Attendance and truancy measured through school records on absences

    2 times a year (on average every 6 months) during the intervention and 1 time a year each year following the completion of the intervention for up to 25 years

Secondary Outcomes (5)

  • Criminal activity and involvement

    1 time a year each year following the completion of the intervention for up to 25 years

  • Employment history and workforce involvement

    1 time a year each year following the completion of the intervention for up to 25 years

  • Health and medical system participation

    1 time a year each year following the completion of the intervention for up to 25 years

  • Academic achievement

    1 time a year each year during the intervention and 1 time a year each year following the completion of the intervention for up to 25 years

  • School engagement

    1 time a year each year during the intervention and 1 time a year each year following the completion of the intervention for up to 25 years

Study Arms (1)

Check & Connect

EXPERIMENTAL

Check and Connect Structured Mentoring and Case Management

Behavioral: Check & Connect

Interventions

Check & ConnectBEHAVIORAL

Structured mentoring and case management

Check & Connect

Eligibility Criteria

Age5 Years - 16 Years
Sexall
Healthy VolunteersNo
Age GroupsChild (0-17)

You may qualify if:

  • Student with 10-27 total absences in prior school year
  • Students in Grades 1-7 at start of 2011-2012 or 2013-14 school years
  • In attendance at one of the Chicago Public Schools elementary/middle schools randomly selected to be offered the intervention

You may not qualify if:

  • None

Contact the study team to confirm eligibility.

Sponsors & Collaborators

Study Sites (1)

Chicago Public Schools

Chicago, Illinois, 60603, United States

Location

Related Publications (5)

  • Allensworth, E. M. & John Q. Easton (2007). "What Matters for Staying On-Track and Graduating in Chicago Public High Schools." Chicago, Consortium on Chicago School Research.

    BACKGROUND

  • Christenson, S.L, Sinclair M.F., Evelo D.L., and C.M. Hurley (1998) "Promoting school engagement with school using the Check & Connect model." Australian Journal of Guidance & Counseling, 9(1): 169-184.

    BACKGROUND

  • Jacob, Brian and Jens Ludwig. (2009). "Improving Educational Outcomes for Poor Children." In Changing Poverty, Changing Policies, edited by Maria Cancian and Sheldon Danziger. New York: Russell Sage Foundation.

    BACKGROUND

  • Sinclair, M.F., Christenson, S.L., Evelo D. L., and C.M. Hurley (1998). "Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure." Exceptional Children, 65(1): 7-21.

    BACKGROUND

  • Sinclair, M. F., Christenson, S. L. and M. L. Thurlow. (2005). "Promoting school completion of urban secondary youth with emotional and behavioral disabilities." Exceptional Children, 71(4): 465-482.

    BACKGROUND

Related Links

Study Officials

  • Jonathan Guryan, Ph.D.

    Northwestern University

    PRINCIPAL INVESTIGATOR

Study Design

Study Type
interventional
Phase
not applicable
Allocation
NA
Masking
NONE
Purpose
PREVENTION
Intervention Model
SINGLE GROUP
Sponsor Type
OTHER
Responsible Party
PRINCIPAL INVESTIGATOR
PI Title
Associate Professor of Human Development and Social Policy

Study Record Dates

First Submitted

November 18, 2011

First Posted

December 7, 2011

Study Start

September 1, 2011

Primary Completion

September 1, 2015

Study Completion

August 1, 2020

Last Updated

September 9, 2020

Record last verified: 2020-09

Locations

US(1)