The Cluster-randomized Evaluation of the IKO-model

• Sponsor: Oslo Metropolitan University (Other)
• Overall Status: Active, not recruiting
• CT.gov ID: NCT03239249
• Collaborator: Norwegian ministry of Education and Research (Other)
• Enrollment: 7,678
• Locations: 42
• Arms: 2
• Anticipated Duration (Months): 69
• Patients Per Site: 182.8
• Patients Per Site Per Month: 2.6

Study Details

Study Description

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.

Condition or Disease	Intervention/Treatment	Phase
School Drop Out Prevention	Other: IKO-model; Other: Treatment as usual	N/A

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.

Study Design

• Study Type: Interventional
• Actual Enrollment: 7678 participants
• Allocation: Randomized
• Intervention Model: Parallel Assignment
• 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.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.
• Masking: Single (Participant)
• Masking Description: Students and guardians are masked for experimental condition, teachers and collaborating professionals are not.
• Primary Purpose: Treatment
• Official Title: Systematic Follow-up in Order to Reduce Drop-out in Upper Secondary Schools: A Cluster-randomized Evaluation of the IKO-model
• Actual Study Start Date: Mar 1, 2016
• Anticipated Primary Completion Date: Dec 1, 2021
• Anticipated Study Completion Date: Dec 1, 2021

Arms and Interventions

Arm	Intervention/Treatment
Experimental: Intervention group: IKO-model (20 schools) Schools randomized to experimental group will implement the IKO-drop-out prevention intervention. Each county have a project leader responsible for following up the implementation. The model is described in a manual, that schools should follow.	Other: IKO-model; A systematic model for drop-out prevention.
Active Comparator: Treatment as usual (22 schools) Schools randomized to control group will work as previously with their drop-out prevention. This include various activities, but they are not systematic as in the IKO-model.	Other: Treatment as usual; Schools randomized to control group (22) work as previously with school dropout

Outcome Measures

Primary Outcome Measures

1. Change in the amount of students accomplishing their education within 3 years [3 years after baseline measurement (T1)]

   Administrative data delivered from the counties

2. change in the level of absence for students [baseline data (prior to randomization) compared to +12, +24 and +36 months after baseline]

   Level of absence in upper secondary school, measured by administrative data

3. change in grades (maths, norwegian, english) [baseline data (prior to randomization) compared to +12, +24 and +36 months after baseline]

   improved grades in upper secondary school, measured by administrative data

Secondary Outcome Measures

1. change in school motivation [comparison between baseline data (T1) and follow-up 18 months later]

   A Norwegian scale measuring school motivation

2. change in school achievement [comparison between baseline data (T1) and follow-up 18 months later]

   Harters self-perception profile for adolescents

Eligibility Criteria

Criteria

• Ages Eligible for Study: 15 Years to 16 Years
• Sexes Eligible for Study: All
• Accepts Healthy Volunteers: Yes

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

Contacts and Locations

Locations

	Site	City	State	Country	Postal Code
1	Arendal videregående skole	Arendal	Aust-Agder Fylkeskommune	Norway	4836
2	Sam Eyde videregående skole	Arendal	Aust-Agder	Norway	4848
3	Dahlske videregående skole	Grimstad	Aust-Agder	Norway	4877
4	Setesdal videregående skole	Hornnes	Aust-Agder	Norway	4737
5	Møglestu videregående skole	Lillesand	Aust-Agder	Norway	4790
6	Risør videregående skole	Risør	Aust-Agder	Norway	4950
7	Tvedestrand og Åmli videregående skole	Tvedestrand	Aust-Agder	Norway	4900
8	Storsteigen videregående skole	Alvdal	Hedmark	Norway	2560
9	Solør videregående skole	Braskereidfoss	Hedmark	Norway	2435
10	Ringsaker videregående skole	Brumunddal	Hedmark	Norway	2380
11	Elverum videregående skole	Elverum	Hedmark	Norway	2402
12	Hamar katedralskole	Hamar	Hedmark	Norway	2315
13	Storhamar videregående skole	Hamar	Hedmark	Norway	2315
14	Midt-Østedal videregående skole	Koppang	Hedmark	Norway	2480
15	Skarnes videregående skole	Skarnes	Hedmark	Norway	2100
16	Jønsberg videregående skole	Stange	Hedmark	Norway	2335
17	Stange videregående skole	Stange	Hedmark	Norway	2335
18	Trysil videregående skole	Trysil	Hedmark	Norway	2420
19	Nord-Østedal videregående skole	Tynset	Hedmark	Norway	2500
20	Grong videregående skole	Grong	Nord-Trøndelag	Norway	7870
21	Inderøy videregående skole	Inderøy	Nord-Trøndelag	Norway	7670
22	Leksvik videregående skole	Leksvik	Nord-Trøndelag	Norway	7120
23	Levanger videregående skole	Levanger	Nord-Trøndelag	Norway	7600
24	Meråker videregående skole	Meråker	Nord-Trøndelag	Norway	7530
25	Olav Duun videregående skole	Namsos	Nord-Trøndelag	Norway	7800
26	Mære landbruksskole	Sparbu	Nord-Trøndelag	Norway	7710
27	Steinkjer videregående skole	Steinkjer	Nord-Trøndelag	Norway	7716
28	Ole Vig videregående skole	Stjørdal	Nord-Trøndelag	Norway	7500
29	Verdal videregående skole	Verdal	Nord-Trøndelag	Norway	7650
30	Dokka videregående skole	Dokka	Oppland	Norway	2870
31	Gjøvik videregående skole	Gjøvik	Oppland	Norway	2819
32	Hadeland videregående skole	Gran	Oppland	Norway	2750
33	Nord Gulbrandsdalen videregående skole	Gulbrandsdalen	Oppland	Norway
34	Valdres videregående skole	Leira	Oppland	Norway	2920
35	Lena-Valle videregående skole	Lena	Oppland	Norway	2850
36	Lillehammer videregående skole	Lillehammer	Oppland	Norway	2609
37	Raufoss videregående skole	Raufoss	Oppland	Norway	2830
38	Vinstra videregående skole	Vinstra	Oppland	Norway	2640
39	Gausdal videregående skole	Østre Gausdal	Oppland	Norway	2651
40	Sentrum videregående skole	Kongsvinger		Norway	2212
41	Øvrebyen videregående skole	Kongsvinger		Norway	2213
42	Ytre Namdal videregående skole	Rørvik		Norway	7900

Sponsors and Collaborators

• Oslo Metropolitan University
• Norwegian ministry of Education and Research

Investigators

None specified.

Study Documents (Full-Text)

None provided.

More Information

Additional Information:

• link to homepage

Publications

None provided.

• Responsible Party: Oslo Metropolitan University
• ClinicalTrials.gov Identifier: NCT03239249
• Other Study ID Numbers: 48657 (NSD)
• First Posted: Aug 4, 2017
• Last Update Posted: Sep 9, 2020
• Last Verified: Sep 1, 2020

• Individual Participant Data (IPD) Sharing Statement: No
• Plan to Share IPD: No
• Studies a U.S. FDA-regulated Drug Product: No
• Studies a U.S. FDA-regulated Device Product: No
• Keywords provided by Oslo Metropolitan University: school dropout prevention; intervention study; cluster-randomized

Study Results

No Results Posted as of Sep 9, 2020