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Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42, 95–113. doi: 10.1016/j.jsp.2004.01.002
Christenson, S. L. (2001). Promoting engagement with school and learning: A resource for Check & Connect mentors to enhance student success. Early Risers “Skills for Success” Project, University of Minnesota, Minneapolis, MN.
Christenson, S. (2009). The relevance of engagement for students at-risk of educational failure: Findings and lessons from Check & Connect research. In J. Morton (Ed.), Engaging young people in learning: Why does it matter and what can we do?: Conference proceedings (pp. 36–84). Wellington, New Zealand: NZCER Press.
Christenson, S. L., & Carroll, E. B. (1999). Strengthening the family-school partnership through Check and Connect. In E. Frydenberg (Ed.), Learning to cope: Developing as a person in complex societies (pp. 248–273). New York, NY: Oxford University Press.
Christenson, S. L., & Havsy, L. H. (2004). Family-school-peer relationships: Significance for social, emotional, and academic learning. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 59– 75). New York, NY: Teachers College Press. Retrieved from http://books.google.com/books?id=MuDGDHCb_iwC&pg=PA59
Christenson, S. L., Hurley, C. M., Hirsch, J. A., Kau, M., Evelo, D., & Bates, W. (1997). Check and Connect: The role of monitors in supporting high-risk youth. Reaching Today’s Youth: The Community Circle of Caring Journal, 2, 18–21. Retrieved from http://www.cyc-net.org/cyc-online/cycol-0106-monitors.html
Christenson, S. L., & Reschly, A. L. (2010). Check & Connect: Enhancing school completion through student engagement. In B. Doll, W. Pfohl, & J. Yoon (Eds.). Handbook of youth prevention science (pp. 327–348). New York, NY: Routledge. Retrieved from http://books.google.com/books?id=1cRfCQ5xs30C&pg=PA327
Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman-Young, S., Spanjers, D. M., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology V (pp. 1099–1119). Washington, DC: National Association of School Psychologists.
Christenson, S. L., Sinclair, M. F., Evelo, D., & Thurlow, M. (1995). Tip the balance: Policies and practices that influence school engagement for youth at high risk for dropping out. ABC dropout prevention and intervention series. Minneapolis: University of Minnesota, Institute on Community Integration. (ED398673) Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED398673
Christenson, S. L., Sinclair, M. F., Lehr, C. A., & Hurley, C. M. (2000). Promoting successful school completion. In D. Minke & G. Bear (Eds.), Preventing school problems—Promoting school success: Strategies and programs that work (pp. 211–257). Bethesda, MD: National Association of School Psychologists.
Christenson, S. L., Sinclair, M. F., Thurlow, M. L., & Evelo, D. (1999). Promoting student engagement with school using the Check & Connect model. Australian Journal of Guidance and Counseling, 9, 169–184.
Christenson, S. L., Stout, K. E., & Pohl, A. J. (2012). Check & Connect: A comprehensive student engagement intervention: Implementing with fidelity. Minneapolis, MN: University of Minnesota, Institute on Community Integration.
Christenson, S. L., & Thurlow, M. L. (2004). Keeping kids in school: Efficacy of Check & Connect for dropout prevention. NASP Communiqué, 32(6), 37–40.
Christenson, S. L., Thurlow, M. L., Sinclair, M. F., Lehr, C. A., Kaibel, C. M., Reschly, A. L., Mavis, A., & Pohl, A. (2008). Check & Connect: A comprehensive student engagement intervention manual. Minneapolis, MN: University of Minnesota, Institute on Community Integration.
Conboy, T. T. (2002). An examination of Dakota County’s Check and Connect program as compared to best practices (Unpublished educational specialist’s thesis). Minnesota State University, Mankato, MN.
Dymnicki, A., Sambolt, M. & Kidron, Y. (2013). Improving college and career readiness by incorporating social and emotional learning. Washington, DC: American Institutes for Research, College & Career Readiness & Success Center. Retrieved from http://www.ccrscenter.org/products-resources/improving-college-and-career-readiness-incorporating-social-and-emotional
Edgar, E., & Johnson, E. (1995). Relationship building & affiliation activities in school-based dropout prevention programs. ABC dropout prevention and intervention series. Minneapolis: University of Minnesota, Institute on Community Integration. (ED398672) Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED398672
Evelo, D., Sinclair, M., Hurley, C., Christenson, S. & Thurlow, M. (1996). Keeping kids in school: Using Check & Connect for dropout prevention. Minneapolis, MN: University of Minnesota, Institute on Community Integration.
Hammond, C., Linton, D., Smink, J., & Drew, S. (2007). Dropout risk factors and exemplary programs: A technical report. Clemson, SC: National Dropout Prevention Center, Communities In Schools, Inc. Retrieved from http://www.dropoutprevention.org/major-research-reports/dropout-risk-factors-exemplary-programs-technical-report
Hartwig, E. K., & Maynard, B. R. (2015). Practitioner perspectives of implementing Check & Connect. Journal of Evidence-Informed Social Work, 12(4), 438-449. doi:10.1080/15433714.2013.873752
Johnson, D. R. (2004). Current challenges facing the future of secondary education and transition services for youth with disabilities in the United States. Minneapolis: University of Minnesota, Institute on Community Integration. Retrieved from http://www.ncset.org/publications/discussionpaper/
Kaibel, C. (2004). A comprehensive approach to promoting school completion in Minneapolis. In V. Gaylord, D. R. Johnson, C. A. Lehr, C. D. Bremer, & S. Hasazi (Eds.), Impact: Feature Issue on Achieving Secondary Education and Transition Results for Students with Disabilities, 16(3). Minneapolis, MN: University of Minnesota, Institute on Community Integration. Retrieved from http://ici.umn.edu/products/impact/163/prof2.html
Kortering, L. J., & Christenson, S. (2009). Engaging students in school and learning: The real deal for school completion. Exceptionality, 17, 5–15. doi: 10.1080/09362830802590102
Larson, K., & Rumberger, R. (1995). PACT manual: Parent and community teams for school success. ABC dropout prevention and intervention series. Minneapolis: University of Minnesota, Institute on Community Integration. (ED398670) Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED398670
Lehr, C. A., Johnson, D. R., Bremer, C. D., Cosio, A., & Thompson, M. (2004). Essential tools: Increasing rates of school completion: Moving from policy and research to practice: A manual for policymakers, administrators, and educators. Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition. Retrieved from http://www.ncset.org/publications/essentialtools/dropout/default.asp
Lehr, C. A. & Sinclair, M. F. (2000). Check & Connect: Promoting student engagement in school. Minnesota Elementary School Principals’ Association Magazine, 30–32.
Lehr, C. A., Sinclair, M. F., & Christenson, S. L. (2004). Addressing student engagement and truancy prevention during the elementary years: A replication study of the Check & Connect model. Journal of Education for Students Placed At Risk, 9(3), 279–301.
Lyst, A. M., Gabriel, S., O’Shaughnessy, T. E., Meyers, J., & Meyers, B. (2005). Social validity: Perceptions of Check and Connect with early literacy support. Journal of School Psychology, 43, 197–218.
Maynard, B. R., Kjellstrand, E. K., & Thompson, A. M. (2014). Effects of Check and Connect on attendance, behavior, and academics: A randomized effectiveness trial. Research on Social Work Practice, 24(3), 296-309. doi:10.1177/1049731513497804 or http://rsw.sagepub.com/content/24/3/296
Morse, A. B., Anderson, A. R., Christenson, S. L., & Lehr, C. A. (2004). Promoting school completion. Principal Leadership, 4(6), 9–13.
Picklo, D. M., Miller, N. A., Appleton, J. J., & Christenson, S. L. (2004, April). Effectiveness of the Early Risers Check & Connect program. Poster presented at the annual meeting of the National Association of School Psychologists, Dallas, TX.
Reschly, A. L. (2010). Reading and school completion: Critical connections and Matthew effects. Reading & Writing Quarterly: Overcoming Learning Difficulties, 26(1), 67–90.
Seaton, A. T. (2010). The effects of Check & Connect on the school-related violent behaviors of African American females (Unpublished Ed.D. dissertation). Johns Hopkins University, Baltimore, MD.
Sinclair, M. F. (2001). Persistence plus using Check & Connect: Final report. Minneapolis: University of Minnesota, Institute on Community Integration.
Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65(1), 7–21.
Sinclair, M. F., Christenson, S. L., Evelo, D. L., Hurley, C. M., Kau, M. Y., Logan, D. T., Thurlow, M. L., & Westberry, D. (2001). Persistence Plus: Using Check & Connect procedures to improve service delivery and positive post-school outcomes for secondary students with serious emotional disturbance. Final Report (CFDA No. 84.237H) to Office of Special Education Programs, U.S. Department of Education. Minneapolis, MN: University of Minnesota, Institute on Community Integration.
Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student engagement: Lessons learned from Check & Connect longitudinal studies. The California School Psychologist, 8, 29–41. You can download the entire Volume 8 (2003) of The California School Psychologist, including this article, from http://education.ucsb.edu/school-psychology/CSP-Journal/PDF/CSP2003(volume_8).pdf
Sinclair, M. F., Christenson, S. L., & Thurlow, M. L. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71(4), 465–482.
Sinclair, M. F., Christenson, S. L., Thurlow, M. L., & Evelo, D. L. (1994). Are we pushing students in special education to drop out of school? Policy Research Brief, 6(1). Minneapolis, MN: University of Minnesota, Institute on Community Integration.
Sinclair, M. F., Christenson, S. L., Thurlow, M. L., & Evelo, D. L. (1996). On a collision course? Standards, discipline, and students with disabilities. Policy Research Brief, 8(4). Minneapolis, MN: University of Minnesota, Institute on Community Integration.
Sinclair, M. F., Hurley, C. M., Evelo, D. L., Christenson, S. L., & Thurlow, M. L. (2001). Making connections that keep students coming to school. In B. Algozzine & P. Kay (Eds.), Preventing problem behaviors: A handbook of successful prevention strategies (pp. 162–182). Thousand Oaks, CA: Corwin.
Sinclair, M. F., & Kaibel, C. (2002). Dakota County: Secondary Check & Connect programs: School Success Check & Connect program evaluation final summary report. Minneapolis: University of Minnesota, Institute on Community Integration.
Sinclair, M. F., & Lehr, C. A. (2000). Dakota County: Elementary Check & Connect programs. Annual summative program evaluation report. Minneapolis, MN: University of Minnesota, Institute on Community Integration.
Sinclair, M. F., & Lehr, C. A. (2001). Dakota County: Elementary Check & Connect programs. Program evaluation 2001 summary report. Minneapolis, MN: University of Minnesota, Institute on Community Integration.
Sinclair, M. F., & Lehr, C. A. (2001). Dakota County: Check & Connect early truancy prevention programs: Program evaluation 2001 summary report. Minneapolis: University of Minnesota, Institute on Community Integration.
Stout, K. E., & Christenson, S. L. (2009). Staying on track for high school graduation: Promoting student engagement. The Prevention Researcher, 16(3), 17–20.
Strand, P. S., & Lovrich, N. P. (2014). Graduation outcomes for truant students: An evaluation of a school-based, court-engaged community truancy board with case management. Children & Youth Services Review, 43, 138-144. doi:10.1016/j.childyouth.2014.05.008
Thornton, H. (Ed.). (1995). Staying in school: A technical report of three dropout prevention projects for middle school students with learning and emotional disabilities. Technical report 1990–1995. ABC dropout prevention and intervention series. Washington, DC: U.S. Department of Education. (ED398674) Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED398674
Thurlow, M. L., Christenson, S. L., Sinclair, M. F., & Evelo, D. L. (1995). Staying in school: Strategies for middle school students with learning and emotional disabilities. ABC dropout prevention and intervention series. Minneapolis: University of Minnesota, Institute on Community Integration. (ED398671) Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED398671
Thurlow, M. L., Christenson, S. L., Sinclair, M. F., & Evelo, D. L. (1997). Wanting the unwanted: Keeping those “out of here” kids in school. Beyond Behavior, 8(3), 10–16.
Thurlow, M. L., & Johnson, D. R. (2011). The high school dropout dilemma and special education students. Report #18. Santa Barbara, CA: UC Santa Barbara, California Dropout Research Project. Retrieved from http://www.cdrp.ucsb.edu/pubs_reports.htm
What Works Clearinghouse [WWC]. (2006). WWC intervention report: Dropout prevention: Check & Connect. Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_check_connect_092106.pdf
What Works Clearinghouse [WWC] (2011, October). WWC intervention report: Children classified as having an emotional disturbance: Check & Connect. Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=79
What Works Clearinghouse [WWC]. (2015). Updated WWC intervention report: Dropout prevention: Check & Connect. Washington, DC: U.S. Department of Education, Institute of Education Sciences. Retrieved from http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=78
Anderson, A. R., Christenson, S. L., & Lehr, C. A. (2004). School completion and student engagement: Information and strategies for educators. In A. S. Canter, L. Z. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and at school II: Handouts for families and educators (pp. S2-65–S2-68). Bethesda, MD: National Association of School Psychologists.
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44, 427–445. doi: 10.1016/j/jsp.2006.04.002
Appleton, J. J., Christenson, S. L, & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386.
Betts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25(2), 84–93. doi: 10.1037/a0020259
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). The handbook of research on student engagement. New York, NY: Springer Science.
Furlong, M. J., & Christenson, S. L. (2008). Engaging students at school and with learning: A relevant construct for all students. Psychology in the Schools, 45(5), 365–368.
Morse, A. B., Christenson, S. L. & Lehr, C. A. (2003). Staying in school: A guide to keeping students actively engaged in school. Reston, VA: Network for Instructional TV, Inc. Retrieved from http://www.teachersandfamilies.com/open/parent/engage1.cfm
Morse, A. B., Christenson, S. L., & Lehr, C. A. (2004). School completion and student engagement: Information and strategies for parents. In A. S. Canter, L. Z. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and at school II: Handouts for families and educators (pp. S2- 69–S2-71). Bethesda, MD: National Association of School Psychologists.
Reschly, A. L., Appleton, J. J., & Christenson, S. L. (2007). Student engagement at school and with learning: Theory and interventions. NASP Communiqué, 35(8), 18–20.
Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276–292.
Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions in the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. New York, NY: Springer Science.
Christenson, S. L. (1999). Families and schools: Rights, responsibilities, resources, and relationships. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 143–177). Baltimore, MD: Brookes.
Christenson, S. L. (2010). Engaging with parents: The power of information, responsiveness to parental need, and ongoing support for the enhanced competence of all students. NASP Communiqué, 39(1), 20–24.
Christenson, S. L., Scullin, S., & Palan, R. (2009, May). Family-school partnerships: An essential component of student achievement. Principal Leadership, 9, 10–16.
Christenson, S. L., Whitehouse, E. M., & VanGetson, G. R. (2008). Partnering with families to enhance students' mental health. In B. Doll & J. A. Cummings (Eds.), Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children (pp. 69–101). Thousand Oaks, CA: Corwin.
Sinclair, M. F., Lam, S. F., Christenson, S. L., & Evelo, D. (1993). Action research in middle schools: Anwatin and Northeast Middle Schools, Minneapolis, Minnesota. Equity and Choice, 10, 22–24.
Christenson, S. L., Sinclair, M. F., Lehr, C. A., & Godber, Y. (2001). Promoting successful school completion: Critical conceptual and methodological guidelines. School Psychology Quarterly, 16(4), 468–484. doi: 10.1521/scpq.16.4.468.19898
Christenson, S. L., & Thurlow, M. L. (2004). School dropouts: Prevention considerations, interventions, and challenges. Current Directions in Psychological Science, 13(1), 36–39.
Lehr, C. A. (2004). Increasing school completion: Learning from research-based practices that work. Research to Practice Brief, 3(3). Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition. Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=1646
Lehr, C. A., Hansen, A., Sinclair, M. F., & Christenson, S. L. (2003). Moving beyond dropout towards school completion: An integrative review of data-based interventions. School Psychology Review, 32(3), 342–364.
Reschly, A., & Christenson, S. L. (2006). School completion. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 103–112). Bethesda, MD: National Association of School Psychologists.
Thurlow, M. L., & Johnson, D. R. (2011). The high school dropout dilemma and special education students. Policy Brief #18. Santa Barbara, CA: UC Santa Barbara, California Dropout Research Project. Retrieved from http://www.cdrp.ucsb.edu/pubs_reports.htm
Thurlow, M. L., Sinclair, M. F., & Johnson, D. R. (2002). Students with disabilities who drop out of school—Implications for policy and practice. Issue Brief, 1(2). Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition. Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=425
