In promoting a new approach to dropout prevention that focuses on attendance, how can a school administrator most effectively persuade the district?

• A. Recruit several students whose personal stories support his point to speak at the next administration meeting
• B. Use the schools data on attendance, ninth grade academic performance, and dropout rates to demonstrate empirically that his approach would be more effective
• C. Provide promotional materials to parents and teachers without data
• D. Implement the plan without prior data to save time

Answer: (B)

Using data to persuade district leaders is essential when proposing a new dropout-prevention approach that centers on attendance. When you ground your proposal in the district’s own numbers, you offer a clear, measurable story about the problem and the expected impact. Attendance is a strong lever for student success—students with higher attendance tend to have better grades, and ninth-grade performance is a key predictor of whether a student will graduate. By showing how attendance improvements could translate into better ninth-grade achievement and, in turn, lower dropout rates, you provide a concrete projection of outcomes, costs, and resource needs. This evidence-based story helps district decision-makers see potential return on investment and ensures the plan aligns with accountability metrics and district goals.

Anecdotes or promotional materials without data don’t give the district a basis to estimate impact or justify funding. Implementing a plan without data leaves stakeholders with uncertainty and risk, making buy-in harder to secure. If useful, you can also acknowledge the importance of credible analyses that consider confounding factors and present a clear plan for monitoring and evaluating progress.