Clinical trial NCT03239249: The Cluster-randomized Evaluation of the IKO-model
Official title: Systematic Follow-up in Order to Reduce Drop-out in Upper Secondary Schools: A Cluster-randomized Evaluation of the IKO-model
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: School Drop Out Prevention
Keywords: school dropout prevention
intervention study
cluster-randomized
Lead sponsor: Oslo Metropolitan University
Sponsor class: OTHER
Collaborators: name: Norwegian ministry of Education and Research
First posted: 2017-08-04
Enrollment: 7678
Sex: ALL
Minimum age (years): 15
Maximum age (years): 16
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Of all schools (42) in four counties, 20 have been randomized to experimental and 22 have been randomized to control condition. Schools randomized to experimental condition implement the IKO-model, while schools randomized to control condition work with drop-out as previously.
Primary purpose: TREATMENT

Brief summary: The aim of this study is to analyze whether and how a systemic school-level approach to dropout prevention (the IKO-model), increase the completion rate from upper secondary school. The hypothesis is that schools that implement the model (i.e. randomized to the experimental group), will reduce the amount of students in risk of dropout, compared to their counterparts in schools randomized to the control group. The main expected outcomes in the study are; 1) increased amounts of students in upper secondary education completing their education within the three-year standard length of education, 2) decreased amounts of school-drop out, and 3) reduced values in mediating variables, such as low achievement, course failures, lack of attendance and lack of school-motivation and -effort. Accordingly, implementation quality and fidelity to the model will be assessed, both with quantitative (survey) and qualitative (interviews and observation) data. A total of five counties and 42 upper secondary schools participate in the evaluation project. One of the counties (Akershus County) have developed and piloted the model and function as a mentor in the other four counties (Oppland, Hedmark, Nord-Trøndelag and Hamar). While 20 schools have been randomized to the experimental group, 22 schools have been randomized to the control group. Schools randomized to the control group will work as earlier with school dropout.

Detailed description: The aim of this study is to analyze whether and how a systemic school-level approach to dropout prevention (the IKO-model), increase the completion rate from upper secondary school. The hypothesis is that schools that implement the model (i.e. randomized to the experimental group), will reduce the amount of students in risk of dropout, compared to their counterparts in schools randomized to the control group. The main expected outcomes in the study are; 1) increased amounts of students in upper secondary education completing their education within the three-year standard length of education, 2) decreased amounts of school-drop out, and 3) reduced values in mediating variables, such as low achievement, course failures, lack of attendance and lack of school-motivation and -effort. Accordingly, implementation quality and fidelity to the model will be assessed, both with quantitative (survey) and qualitative (interviews and observation) data. A total of five counties and 42 upper secondary schools participate in the evaluation project. One of the counties (Akershus County) have developed and piloted the model and function as a mentor in the other four counties (Oppland, Hedmark, Nord-Trøndelag and Hamar). While 20 schools have been randomized to the experimental group, 22 schools have been randomized to the control group. Schools randomized to the control group will work as earlier with school dropout.

The implemented model is based on the County of Akershus´ experiences of developing and implementing the IKO-model since 2009. The IKO-model represents a systemic intervention at the school-level level, with the aim of improving the schools' follow-up structures related to students in risk of school dropout.

The basic idea of the model is that there are three groups of students: 1) students with ordinary follow-up needs, 2) students with the right to special education and 3) students without the right to special education, but who need individually targeted efforts from time to time. While there are guidelines and requirements when it comes to the follow-up of students with the right to special education, schools are less systematic in their approaches to students with temporary need for follow-up. Hence, the IKO-model focuses on improving the way schools identify and follow-up students in risk for dropout, but who do not qualify for special education. It is also emphasized, that time-limited and low-cost interventions are sufficient enough to reduce the risk of drop-out for the majority of students within this group, however the most important is to identify problems early and find solutions quickly. The goal is to remove the need for additional interventions as soon as possible and return students to normal education.

Another assumption is that the model will help schools to implement goal-focused targeted interventions at an early stage and ensure that the measures implemented are adjusted based on student needs. At student level the model aim to a) early identify students "in risk" for drop-out , b) charter students´ situation in order to find suitable interventions, and c) follow-up identified students with immediate interventions including an ongoing evaluation of their situation. In order for schools to succeed at identifying, chartering and following-up students, three main school-level components are implemented; 1) a computer assisted early warning system, 2) organizational structures and practices that enables schools to monitor progress and implement effective interventions, and 3) external and school internal communities of learning.

The research question is whether, how and to what extent the IKO-model reduce drop-out from upper secondary school. The hypothesis is that the IKO-model will assist schools in their work with identifying, charting and supporting students in risk through the early warning system, organization-level monitoring practices, and communities of learning. The main outcome assessed is reduced amounts of students that dropout from upper secondary school measured through increased amounts of students accomplishing education within the three-year standard length. The intervention is also expected to reduce amounts of students not in education, activity or employment at follow-up.

Eligibility criteria: Inclusion Criteria:

* 42 upper secondary schools in 4 Norwegian counties participate in the evaluation project.
* All first grade students in 2016 and 2017 arre followed up in the project.
* All first grade teachers are included in the study.

Exclusion Criteria:

NA

Primary outcomes:
measure: Change in the amount of students accomplishing their education within 3 years
timeFrame: 3 years after baseline measurement (T1)
measure: change in the level of absence for students
timeFrame: baseline data (prior to randomization) compared to +12, +24 and +36 months after baseline
measure: change in grades (maths, norwegian, english)
timeFrame: baseline data (prior to randomization) compared to +12, +24 and +36 months after baseline
Secondary outcomes:
measure: change in school motivation
timeFrame: comparison between baseline data (T1) and follow-up 18 months later
measure: change in school achievement
timeFrame: comparison between baseline data (T1) and follow-up 18 months later
Other outcomes:
Locations:
city: Arendal
country: Norway
facility: Arendal videregående skole
state: Aust-Agder Fylkeskommune
city: Arendal
country: Norway
facility: Sam Eyde videregående skole
state: Aust-Agder
city: Grimstad
country: Norway
facility: Dahlske videregående skole
state: Aust-Agder
city: Hornnes
country: Norway
facility: Setesdal videregående skole
state: Aust-Agder
city: Lillesand
country: Norway
facility: Møglestu videregående skole
state: Aust-Agder
city: Risør
country: Norway
facility: Risør videregående skole
state: Aust-Agder
city: Tvedestrand
country: Norway
facility: Tvedestrand og Åmli videregående skole
state: Aust-Agder
city: Alvdal
country: Norway
facility: Storsteigen videregående skole
state: Hedmark
city: Braskereidfoss
country: Norway
facility: Solør videregående skole
state: Hedmark
city: Brumunddal
country: Norway
facility: Ringsaker videregående skole
state: Hedmark
city: Elverum
country: Norway
facility: Elverum videregående skole
state: Hedmark
city: Hamar
country: Norway
facility: Hamar katedralskole
state: Hedmark
city: Hamar
country: Norway
facility: Storhamar videregående skole
state: Hedmark
city: Koppang
country: Norway
facility: Midt-Østedal videregående skole
state: Hedmark
city: Skarnes
country: Norway
facility: Skarnes videregående skole
state: Hedmark
city: Stange
country: Norway
facility: Jønsberg videregående skole
state: Hedmark
city: Stange
country: Norway
facility: Stange videregående skole
state: Hedmark
city: Trysil
country: Norway
facility: Trysil videregående skole
state: Hedmark
city: Tynset
country: Norway
facility: Nord-Østedal videregående skole
state: Hedmark
city: Grong
country: Norway
facility: Grong videregående skole
state: Nord-Trøndelag
city: Inderøy
country: Norway
facility: Inderøy videregående skole
state: Nord-Trøndelag
city: Leksvik
country: Norway
facility: Leksvik videregående skole
state: Nord-Trøndelag
city: Levanger
country: Norway
facility: Levanger videregående skole
state: Nord-Trøndelag
city: Meråker
country: Norway
facility: Meråker videregående skole
state: Nord-Trøndelag
city: Namsos
country: Norway
facility: Olav Duun videregående skole
state: Nord-Trøndelag
city: Sparbu
country: Norway
facility: Mære landbruksskole
state: Nord-Trøndelag
city: Steinkjer
country: Norway
facility: Steinkjer videregående skole
state: Nord-Trøndelag
city: Stjørdal
country: Norway
facility: Ole Vig videregående skole
state: Nord-Trøndelag
city: Verdal
country: Norway
facility: Verdal videregående skole
state: Nord-Trøndelag
city: Dokka
country: Norway
facility: Dokka videregående skole
state: Oppland
city: Gjøvik
country: Norway
facility: Gjøvik videregående skole
state: Oppland
city: Gran
country: Norway
facility: Hadeland videregående skole
state: Oppland
city: Gulbrandsdalen
country: Norway
facility: Nord Gulbrandsdalen videregående skole
state: Oppland
city: Leira
country: Norway
facility: Valdres videregående skole
state: Oppland
city: Lena
country: Norway
facility: Lena-Valle videregående skole
state: Oppland
city: Lillehammer
country: Norway
facility: Lillehammer videregående skole
state: Oppland
city: Raufoss
country: Norway
facility: Raufoss videregående skole
state: Oppland
city: Vinstra
country: Norway
facility: Vinstra videregående skole
state: Oppland
city: Østre Gausdal
country: Norway
facility: Gausdal videregående skole
state: Oppland
city: Kongsvinger
country: Norway
facility: Sentrum videregående skole
city: Kongsvinger
country: Norway
facility: Øvrebyen videregående skole
city: Rørvik
country: Norway
facility: Ytre Namdal videregående skole
Study officials:
References: