The Cluster-randomized Evaluation of the IKO-model

School Drop Out Prevention Clinical Trial

— IKO  

Official title:

Systematic Follow-up in Order to Reduce Drop-out in Upper Secondary Schools: A Cluster-randomized Evaluation of the IKO-model

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT03239249
• Other study ID #: 48657 (NSD)
• Status: Completed
• Phase: N/A
• Start date: March 1, 2016
• Est. completion date: December 1, 2021

Study information

• Verified date: September 2020
• Source: Oslo Metropolitan University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial 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.

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.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 7678
• Est. completion date: December 1, 2021
• Est. primary completion date: December 1, 2021
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 15 Years to 16 Years

Eligibility

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

Related Conditions & MeSH terms

• School Drop Out Prevention

Intervention

Other:
• IKO-model
A systematic model for drop-out prevention.
• Treatment as usual
Schools randomized to control group (22) work as previously with school dropout

Locations

Country	Name	City	State
Norway	Storsteigen videregående skole	Alvdal	Hedmark
Norway	Arendal videregående skole	Arendal	Aust-Agder Fylkeskommune
Norway	Sam Eyde videregående skole	Arendal	Aust-Agder
Norway	Solør videregående skole	Braskereidfoss	Hedmark
Norway	Ringsaker videregående skole	Brumunddal	Hedmark
Norway	Dokka videregående skole	Dokka	Oppland
Norway	Elverum videregående skole	Elverum	Hedmark
Norway	Gjøvik videregående skole	Gjøvik	Oppland
Norway	Hadeland videregående skole	Gran	Oppland
Norway	Dahlske videregående skole	Grimstad	Aust-Agder
Norway	Grong videregående skole	Grong	Nord-Trøndelag
Norway	Nord Gulbrandsdalen videregående skole	Gulbrandsdalen	Oppland
Norway	Hamar katedralskole	Hamar	Hedmark
Norway	Storhamar videregående skole	Hamar	Hedmark
Norway	Setesdal videregående skole	Hornnes	Aust-Agder
Norway	Inderøy videregående skole	Inderøy	Nord-Trøndelag
Norway	Øvrebyen videregående skole	Kongsvinger
Norway	Sentrum videregående skole	Kongsvinger
Norway	Midt-Østedal videregående skole	Koppang	Hedmark
Norway	Valdres videregående skole	Leira	Oppland
Norway	Leksvik videregående skole	Leksvik	Nord-Trøndelag
Norway	Lena-Valle videregående skole	Lena	Oppland
Norway	Levanger videregående skole	Levanger	Nord-Trøndelag
Norway	Lillehammer videregående skole	Lillehammer	Oppland
Norway	Møglestu videregående skole	Lillesand	Aust-Agder
Norway	Meråker videregående skole	Meråker	Nord-Trøndelag
Norway	Olav Duun videregående skole	Namsos	Nord-Trøndelag
Norway	Gausdal videregående skole	Østre Gausdal	Oppland
Norway	Raufoss videregående skole	Raufoss	Oppland
Norway	Risør videregående skole	Risør	Aust-Agder
Norway	Ytre Namdal videregående skole	Rørvik
Norway	Skarnes videregående skole	Skarnes	Hedmark
Norway	Mære landbruksskole	Sparbu	Nord-Trøndelag
Norway	Jønsberg videregående skole	Stange	Hedmark
Norway	Stange videregående skole	Stange	Hedmark
Norway	Steinkjer videregående skole	Steinkjer	Nord-Trøndelag
Norway	Ole Vig videregående skole	Stjørdal	Nord-Trøndelag
Norway	Trysil videregående skole	Trysil	Hedmark
Norway	Tvedestrand og Åmli videregående skole	Tvedestrand	Aust-Agder
Norway	Nord-Østedal videregående skole	Tynset	Hedmark
Norway	Verdal videregående skole	Verdal	Nord-Trøndelag
Norway	Vinstra videregående skole	Vinstra	Oppland

Sponsors (2)

Lead Sponsor	Collaborator
Oslo Metropolitan University	Norwegian ministry of Education and Research

Country where clinical trial is conducted

Norway, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Change in the amount of students accomplishing their education within 3 years	Administrative data delivered from the counties	3 years after baseline measurement (T1)
Primary	change in the level of absence for students	Level of absence in upper secondary school, measured by administrative data	baseline data (prior to randomization) compared to +12, +24 and +36 months after baseline
Primary	change in grades (maths, norwegian, english)	improved grades in upper secondary school, measured by administrative data	baseline data (prior to randomization) compared to +12, +24 and +36 months after baseline
Secondary	change in school motivation	A Norwegian scale measuring school motivation	comparison between baseline data (T1) and follow-up 18 months later
Secondary	change in school achievement	Harters self-perception profile for adolescents	comparison between baseline data (T1) and follow-up 18 months later

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