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Abstract
For more than 20 years, the efficacy of using the wraparound approach to support high-risk youth has been examined in educational and community settings. Few studies show the value of wraparound service from either a school- or community-based agency as a dropout prevention strategy. Findings from a federal research grant project suggest that many high-risk teens reconnect with educational goals once their lives become more stable after receiving wraparound support. A discussion of the barriers that prevent the most needy school-age youth from accessing wraparound service is offered, with suggestions for how school personnel can increase high school graduation rates for their students with the highest needs.
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Bios
Derrick Fries, Associate Professor in Special Education at Eastern Michigan University, was Co-Director of the Federal grants that funded this research. He spent 31 years as a teacher and school administrator in public school systems in the state of Michigan. He received his PhD degree in 1993 from the University of Michigan.
Karen Carney, Associate Professor in Special Education at Eastern Michigan University, was also a Co-Director of the Federal grants that funded this research. Receiving her Ph.D. from Arizona State University, she has had a long career as a teacher and administrator in public education.
Laura Blackman-Urteaga was Project Coordinator of the EMU Wraparound Grant project. She earned her MSW from the University of Michigan in 2008 and is currently working as a House Manager for the Ronald McDonald House in Ann Arbor, MI.
Sue Ann Savas has a MSW from the University of Michigan and is currently employed there as an Adjunct Professor. She has served on numerous grants as a program designer, grant evaluator and consultant throughout the United States.
