In a school-based study of multi-ethnic pupils in England, Harding et al., (data not shown) used multiple school visits (i.e. up to 13 additional visits to schools to follow-up pupils who were not present on previous data collections).
Retention strategies were categorised as 1) incentives to participate (monetary and non-monetary), 2) reminder calls or letters, repeat visits (i.e. more than one visit to schools to follow-up pupils who were not present on previous days of data collection) or repeat questionnaires and alternative modes of data collection and 3) other methods (e.g. method of posting, length of questionnaire).
†Adjusted for cluster, age at follow-up, gender, pupil referral unit attendance, and baseline variables: tenure, dislike of school, truancy, temporary and permanent exclusions from school, having had heterosexual sex, frequency of drunkenness, ethnicity, and living in lone parent household or one where no adults were working.
Overall, in the 3 months follow-up assessment, 10,823 pupils participated and 9,846 pupils participated at 12 months.
As a follow-up task, challenge pupils to find the 10 most densely populated cities in the world.
As a follow-up activity, ask pupils to write a day-in-the-life piece about a job they are interested in.
Therefore, a continuation of the Baden-Württemberg Study is planned as observational follow-up study: the pupils taking part in the study will be observed at least until they finish primary school.
Pupils ' appreciation of the Boost intervention : Based on pupil follow-up data on how much they had appreciated participating in the Boost project, pupils were dichotomized into high pupil appreciation (really liked /liked to participate) versus low (neither liked nor disliked/did not like/did not like it at all/do not know the Boost project).
In late November 2010, immediately following the intervention, follow-up measurements were completed for the sixth grade pupils in attendance at the same ten selected primary schools.
Data on the actual transition were collected in a follow-up study approximately 15 months after pupils had left lower secondary education in October/November 2014.
A better approach was to carry out a weighted analysis to compensate for the pupils missing at follow-up, and thus give inferences that could be applied to the whole original sample.
