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Dissertations / Theses on the topic 'Dropout Prevention'
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1
Russell, Alecia Marie. "An Effective Dropout Prevention Program for Urban Students." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260899676.
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Hartman, Patricia. "A counseling-based dropout prevention program /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396738.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Includes tables. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Ann Lieberman. Includes bibliographical references (leaves 213-221).
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Garcia, Daniel. "High School Dropout: A Study of Parental Perceptions of Dropout and Prevention Strategies." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/946.
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Dropping out from high school is becoming a growing trend that necessitates new and more powerful intervention strategies to be utilized. Large numbers of adolescents between the ages of 16- 24 have been shown to receive no high school diploma or equivalent. The effects of dropping out are far reaching, with many students who dropout facing depression and alienation that may lead to other negative consequences. This research focuses on the need for preventative action against the issue of dropout. One hypothesis to be tested is whether or not current dropout prevention techniques can be applied to students who are not at risk for dropping out. The researcher theorizes that if all students are exposed to these strategies then perhaps the overall school environment will yield less students who are at risk to begin with.B.S.W.
Bachelors
Health and Public Affairs
Social Work
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Huffman, Karen L. "Dropouts and dropout prevention programs how West Virginia high school principals view their roles /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=631.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xii, 153 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 124-137).
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Wallace, Cynthia M. "A High School Dropout Prevention Program for At-Risk Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1946.
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Dropping out of high school is an issue that has faced the educational system for years. At a high school in Mississippi, the dropout prevention plan implemented was not beneficial to all at-risk students because it mainly focused on academic issues. The purpose of this qualitative case study was to understand why students dropped out of high school and to gather strategies for a dropout prevention plan. The conceptual framework was based on 5 factors: general deviancy, deviant affiliation, family socialization, structural strain, and academic quandary. The research questions inquired about experiences that caused students to drop out and suggested strategies for a new dropout prevention plan. Data collection methods included interviews with 18 teachers, 3 counselors, and 20 former students who dropped out between 2007 and 2012. Interpretive data analysis was used to analyze data. Open and axial coding was used to develop themes about why students dropped out of high school. Those themes included behavioral issues, peer and work-related influences, family structure, school environment, and academic problems. Data analyses indicated that tutoring, staff development, mentoring, counseling, parental involvement, teenage mother programs, and alternative options were useful in preventing students from dropping out. These findings were used to develop a high school dropout prevention plan to benefit at-risk students. The overall goal for this project was to decrease high school dropout rates. By implementing the high school dropout prevention plan, schools may enable more students to further their education and become productive citizens within their communities.
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Khlot, Chinicka. "Mentoring Dropout Prevention Program for Cambodian Youth| A Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786210.
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The purpose of this project is to design a program, identify potential funding sources and write a grant to fund a mentoring-dropout prevention program. The mentoring-dropout prevention program targets Cambodian youth residing in the city of Long Beach, California. An extensive literature review increased awareness of the acculturative and psychosocial challenges that affect Cambodian youth and specific issues impacting the Cambodian community. Relevant theories and best practices among mentoring programs are also used to guide the planning of the proposed mentoring program. Next, a search for potential funding sources was conducted using various methods including Internet searches, grant databases and consultations with professional grant writers. The Ford Foundation was selected as the best funding source for this project. A grant proposal was then written to support the need for a culturally sensitive mentoring-dropout prevention program targeting Cambodian youth.
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Gibson, William Elijah Jr. "Students' Perceptions of the Preparatory Academy, A Dropout Prevention Program." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29016.
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The Preparatory Academy was established in September, 1999 to improve academic achievement and reduce the dropout rate of at-risk high school students in a mid-Atlantic state. The study looks at the Preparatory Academy as a dropout prevention program for high school students. Students attending the Preparatory Academy are one or more years behind grade level and have not been successful in a general education setting. In addition, the students are identified by the school division as being at-risk of not graduating from high school. The Preparatory Academy was designed to address the increasing drop out rate and to advance students one or two grade levels in one school year, whereby giving them an opportunity to reach their age appropriate grade.
A qualitative design methodology was chosen to evaluate the Preparatory Academy effectiveness from the eyes of the students who were successful in the program. Eight participants who successfully completed the Academy during the 2004-2005 academic year were selected from each participating high school. Students participated in focus groups and answered questions about their experiences, their beliefs, and their perceptions while in the Preparatory Academy. Seven staff members, three administrators, two teachers, and two guidance counselors, were interviewed to clarify Academy procedures and policies.
The results of this study show that the Preparatory Academy is perceived by students to be an effective dropout prevention program. Students reported an increased commitment to graduation from high school and reported an increase in grade point average. In addition, data revealed students having a positive change in their attitude toward themselves and their education. When asked about the reason, the students gave credit to the Preparatory Academy.Ed. D.
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Roary-Cook, Mary Christianna. "Non-Traditional Predictors to Evaluate Dropout Rates." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194467.
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High attrition rates from community participatory research studies need to be explored more by non-traditional methods and participant profiles need to be developed to prevent high attrition rates. The purpose of this dissertation is to characterize compliance and drop out rates using the cardiovascular disease IQ quiz and the life priorities questionnaire. It is important to examine both compliance and dropouts in this context because both diabetes and cardiovascular disease are emerging as a major focus of public health efforts in the United States and abroad. These diseases are accelerating due to the current trends in obesity, which is a preventable, modifiable risk factor for diabetes and cardiovascular disease. Diabetes and cardiovascular disease continue to be the number seven and number one leading causes of death, respectively. We explore these concepts in a largely Hispanic border community in the Southwest, in the small town of Douglas, Arizona. The Hispanic population is increasing in the United States and is now the most populous minority group. Additionally, among this group are some of the highest rates of pre-diabetes, diabetes, and uncontrolled diabetes, all cardiovascular disease risk factors. We found that the cardiovascular disease IQ quiz was a much stronger predictor for compliance and drop out rates in this sample population than the life priorities questionnaire. Compliance did not seem to differ among the study participants who remained in the study. Interestingly, among the participants who were compliant, especially those who kept their eye check-up, were also those more likely to have health insurance and be employed. Though males only represented about 10% of the population sample, they tended to drop out more frequently than females. Dropouts tended to be younger, gainfully employed, and more educated. Qualitative analysis and logistic regression will further help explain the aforementioned associations.
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Inman, Rex Wayne Sr. "Factors influencing the failure to graduate from the PACE dropout prevention and recovery program as identified by selected students in the Humble Independent School District." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4828.
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There has been a lack of information and research as to the reasons
students did not graduate from high school with a diploma, or GED certificate, or
certificate of completion, even though they were given the opportunity to attend
an alternative drop-out or credit recovery program. This study identified the
reasons why some students failed to complete an alternative education program
in a K-12 school district in Texas. Of the 29 former PACE students failing to
graduate with either a diploma or GED certificate that participated in this
research, a little less than half either quit the program or were administratively
dropped because they felt that earning money from their job was more important
than graduating from high school. Each of the others had this excuse as well as
many other excuses for not graduating.
Three inter-locking conclusions were reached by the researcher after
interviewing 29 of the students that did not complete the PACE program. The
first conclusion was that students did not understand the value of a high school diploma at the time they were attending PACE. The second was that money,
even in the form of a minimum wage job, was more important than an education.
The final conclusion was that each student did not have a plan for their life
beyond the coming evening or weekend. All students that failed to graduate or
earn a GED had at least one of these misconceptions, while most had two, and
a few had all three.
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Terhoeven, Liezl. "The role of the teacher support team in preventing early school dropout in a high school." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3051.
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Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: This study aims to establish whether the support of the Teacher Support Team (TST) might have an impact on High School learners to stay in school. My specific focus was on how the TST members experienced the support that was given to learners and how learners experienced the support given to them. I used a basic interpretive design. I used focus group discussions and semi-structured interviews. My study shows that the TST of a High School needs to have a proper structure to function in building resilience in learners. A proper structure will enable them to develop a healthy support system that could address the various barriers in learning that learners may encounter. All the role players, who were involved in the research, knew their rights and responsibilities towards this process. I conclude by acknowledging the limitations of this study and recommending further research.
AFRIKAANS OPSOMMING: Hierdie ondersoek is daarop gemik om vas te stel in watter mate die ondersteuning van die Onderwys Ondersteunings Span (OOS) ‘n invloed het op Hoërskool leerders om op skool te bly. My spesifieke fokus was op hoe die lede van die OOS die ondersteuning, wat hulle vir die leerders gebied het, ondervind het en hoe die leerders die ondersteuning, wat hulle by die OOS ontvang het, ondervind het. Ek het van fokusgroepe en semi-gestruktureerde onderhoude gebruik gemaak. My ondersoek toon dat die OOS van Hoërskole ‘n meer gestruktureerde stelsel nodig het waarbinne hulle kan funksioneer. ‘n Gestruktureerde stelsel sal verseker dat daar ‘n gesonde ondersteunings sisteem gebou word. Dit sal ook verseker dat leerders met leerstoornisse se behoeftes aangespreek kan word. Alle rolspelers was ten volle bewus van hul verantwoordelikheid in die navoringsproses. Ten slotte wil ek, in die lig van sekere tekortkominge wat by hierdie studie ervaar is, verdere navorsing op hierdie terrein aanbeveel.
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Sullivan, Susan Sonya. "Comparative case studies of the governance of two New York City dropout prevention programs /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937869.
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Ashby, Bryan Dixon. "Dropout prevention services offered to at-risk, disadvantaged students by vocational and school counselors." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06112009-063015/.
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Greenwood, Susan Lindsley. "A Study of Washington Secondary Principals' Perceptions of Effective Dropout Prevention Policies and Programs." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1191.
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This study examined what Washington high school principals perceive to be the most effective dropout prevention policies and programs. The population included all public high schools in the State of Washington. Five questions were posed: 1. (a) What preventative measures, intervention programs or student services designed to enhance environmental and personal factors are perceived to have reduced dropout rates? (b) Does the availability of those services and programs account for a significant difference in the actual dropout rates? 2. (a) What personal/psychological factors characterize potential dropouts? (b) Do these identifying characteristics account for a significant variance in the actual dropout rates? 3. (a) What environmental factors influence dropout rates in the schools? (b) Do these factors account for a significant variance in the actual dropout rates? 4. What intervention programs or student services are available in the sample? 5. What demographic factors in the sample schools significantly affect dropout rates? The study incorporated both quantitative and qualitative methodology. Ninety six questionnaires were returned for a response rate of 64 percent. The survey gathered information about each school's demographics, opinions about potential dropouts' identifying characteristics, opinions about the school environment availability of services and programs in each building and district, and which programs they felt to be the most effective, ranking the top ten from a list of twenty possible programs, policies, or services. Six schools were visited and their principals were interviewed to get additional information about their programs and effectiveness. Data was statistically analyzed using ANOVA, multiple regression, and paired comparisons. The policies, services, and programs felt to be most effective were: In-house progressive discipline, vocational programs, a written building attendance policy, out-of-building alternative programs, cooperative work programs, freshman bonding programs, small group advisories, in-building alternative programs, a written district attendance policy, a required life skills class, honors courses, and alcohol/drug-related programs. Available programs accounting for a variance in actual dropout rates were: Monetary incentives, child care facilities, English taught as a second language, honors courses, and parent effectiveness programs. Identified personal characteristics accounting for a variance in actual dropout rates were: Working full-time, low self-esteem, parents' background, low grades, teen pregnancy, and being of a racial minority. Environmental factors accounting for a variance in actual dropout rates were: High parent and community involvement with the school, self-esteem classes and small-group advisories, and the Excellence reform. Demographic factors accounting for a variance in actual dropout rates were: economic stability, gender of principal, and use of free school lunch. The research suggests that those programs and practices accounting for a variance in actual dropout rates should be examined for their interaction of involved factors. If the discussed personal and environmental factors are present, those effective interactive practices should be implemented in order to reduce dropout rates.
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Putzu, Caren. "Helping Students Graduate: An Examination of the Services Provided by a Dropout Prevention Program." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3751.
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The Alliance for Excellent Education (2011) estimates every 26 seconds in America, a student drops out of school. Numerous intervention and prevention approaches have been implemented to reduce the incidents of school dropout. One program, Communities In Schools (CIS), has shown promise in impacting the issue of school dropout by attending to both academic and non-academic factors at play in influencing a student’s risk for dropping out. The primary aim of this secondary data analysis was to develop an increased understanding of CIS services, to explore whether service provision varies systematically in relation to student outcomes and student characteristics, and to gain initial understandings of whether service provision is related to end-of-year outcomes. The volume of services provided was examined in terms of the number of service categories received and the amount of services (in hours) received. Bivariate statistical tests were used to examine the differences in the two service volumes based on student characteristics and prior year outcomes. The findings suggest that the total number of services received and the total number of hours of services received does not significantly vary by student characteristics or prior year outcomes. However, significant differences were found in the number of hours of distinct service categories and prior year outcomes. Multiple regression analyses were employed to examine in what ways services were related to student outcomes. The findings indicate that specific services are associated with better outcomes. Practice and future research implications are discussed.
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Carr, Christine V. Galassi John P. "What role do middle and high school counselors perceive they should adopt in dropout prevention?" Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2946.
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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2010.Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctor in Education in the School of Education." Discipline: Education; Department/School: Education.
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Lyon, Alexandra Haley. "Predictors of Dropout in Clients Treated for Obsessive Compulsive Disorder with Exposure and Response Prevention." Xavier University Psychology / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1586197796058032.
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Boyd, Jesse Travis. "Online Credit Recovery as an Effective Intervention for American Students at Risk of Dropping Out of High School." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/72860.
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The purpose of this study was to determine the extent to which online credit recovery is effective at allowing students to regain lost credits and to determine any differences that may exist in credit recovery based on a student's gender, socio-economic status, race/ethnicity, and course taken. This study analyzed these differences in respect to core and elective online credit recovery courses. Every school year, over 1.2 million students drop out of high school in the United States (National Center for Educational Statistics, 2001). One in four African American students and nearly one in five Hispanic students attend high schools where graduating is not the norm (United States Department of Education, 2013). Poor students (bottom 20 percent of all family incomes) are five times more likely to drop out of high school than high-income students (top 20 percent of all family incomes) (Chapman, Laird, Ifill, and KewalRamani, 2011). On average, 72 percent of male students earn a diploma compared with 78 percent of female students, a gender gap of 6 percentage points that has remained virtually unchanged for years (Education Week, 2013). Research has shown that students who miss or fail academic courses are at greater risk of dropping out of school than their peers. To re-engage these students researchers recommend that schools provide extra academic support (Dynarski, Clarke, Cobb, Finn, Rumberger, and Smink, 2008). Extra academic support has most recently come in the form of online credit recovery. The results of this study showed that online credit recovery is an effective instructional method for students in need of recovering lost core and elective credits. The results showed that females outperformed male students, and more affluent students recorded a higher pass rate than less fortunate students. Hispanic and Black students received a passing grade at a rate comparable to White students. Results varied depending on the course a student took. Instructional leaders, who are dedicated to the promotion of student learning and the quality of instruction, should consider it a priority to recognize the emerging trends in dropout prevention and to assess the effectiveness of online credit recovery programs.Ed. D.
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Chatfield, Jon. "Investigating client dropout from psychotherapeutic treatments for personality disorders." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12437/.
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Dropout from therapy for personality disorder (PD) represents a clinically-important but poorly understood phenomenon in the existing literature. The present grounded theory study explores the experiences of clients with PD, and their therapists, of treatment dropout from a National Health Service outpatient psychotherapy service, specialising in psychodynamic interventions for PD. Pre-therapy questionnaires for 20 clients were initially reviewed to generate hypotheses about the differences between treatment dropouts and completers, before a focus group was conducted with six therapists to explore their beliefs about and experiences of client dropout. Finally, six individual interviews were conducted with clients with PD, five of whom had dropped out from therapy at the host service. The final model highlighted the importance of clients’ treatment expectations, how they perceived their therapist’s behaviour, and their interpersonal history in making decisions about whether to stay in or drop out of therapy. The impact of therapy endings upon clients is also discussed, as well as therapists’ beliefs about managing complex clients, both individually and within a team, under current financial and clinical pressures. The findings are then discussed in relation to existing theory and research, and the clinical implications and limitations of the study are presented.
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Cline, Debra Ann. "An exploration of the perceptions of at-risk young people related to their experiences of exiting traditional school enrollment and entering the GED Plus Two program." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0321101-105200/restricted/clined.pdf.
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Rutherford, Judith Anne. "A Formative Evaluation of Franklin School." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/39327.
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This formative evaluation of Franklin School was shaped around the implicit and explicit goals of the school and those school practices that are recognized as being effective in schools for students at-risk of dropping out of school. The study served four purposes: (1) to determine how the teachers, parents, and students viewed the school and their experiences with it, (2) to determine what program improvements were needed, (3) to provide a baseline for future evaluations, and (4) to activate the collection of data needed for future evaluations.
The participants in the study included the six teachers, 52 students, and the parents or guardians of the students who attended Franklin School during the 1996-97 school year, the year which was the focus of the study. I collected data from the participants through surveys, interviews with teachers and a carefully drawn sample of students and parents, and meetings with teachers and students. Additionally, I analyzed student records pertaining to referrals, attendance, academic achievement, disciplinary infractions, and dropouts.
Data from the study indicated that some school goals were being met adequately, and some were not. Teachers, students, and parents agreed that goals related to self-esteem efforts, sense of community, and safe environment were being met. However, the findings from the study indicated that improvement was needed in the areas of career education, counseling, discipline, staff development, parent involvement, and use of instructional technology.
Also, the study yielded three important findings in addition to findings related to school goals that need to be addressed. First, there is a leadership problem at Franklin School that needs to be resolved. Second, limited data available on attendance and academic achievement suggested that over time student performance declines at the school.
Finally, the data on the referrals to Franklin School revealed an exceedingly high rejection rate with no written notices of admission decisions and no follow-up of students rejected.
The findings from the study strongly suggest the need for continued evaluation of the school and for putting mechanisms in place to collect the data needed for such evaluations.Ph. D.
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Bacote, Cathy. "Knowledge and Experiences with Dropout Prevention Strategies of Virginia Secondary Administrators, School Counselors, and Graduation Coaches." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192513.
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High school dropout is a national crisis, the effects of which disproportionately affect the most susceptible youth and vulnerable communities. There are many factors that contribute to student dropout. Dropout is influenced by individual and institutional factors, as well as academic and social problems; student dropout, in turn, impacts the individual and society. This study examined the knowledge and experiences of secondary school administrators, school counselors, and graduation coaches with dropout prevention strategies. Further, the study incorporated a survey to collect, analyze and present information. The survey was distributed to an intact group of secondary school administrators, school counselors and graduation coaches in a Virginia school district. The specific goal of the research was to determine the knowledge and experiences of the school professionals responsible for providing dropout prevention programs in their schools. Further, the study would determine the degree to which dropout prevention strategies are aligned with the research-based recommendations as identified in key findings and the Dropout Prevention Practice Guide (2008) published by What Works Clearinghouse and the National Center for Education Evaluation and Regional Assistance. After briefly summarizing an historical perspective on high school dropout, a review of factors related to a student’s decision to leave school before earning a diploma and research-based dropout prevention strategies were examined. The findings will provide educational leaders, school professionals and other stakeholders with evidence –based judgments.
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Pritchard, Odalys G. "An Evaluation of the Effects of a Student Trajectory Enhancement Program (STEP UP) on High School Performance." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7893.
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The Student Trajectory Enhancement Program (STEP UP) was launched in 2014 by Hillsborough County Public Schools (HCPS) as a six-week summer program that targeted over-age, retained, potentially under-achieving students completing the sixth grade. The purpose of this study was to conduct a summative evaluation of the effectiveness of the STEP UP program in keeping program participants “on track” for high school graduation and to determine if the intended goals of the program were realized.
STEP UP was developed in response to compelling data that there is an unacceptably high number of overage students in middle school in HCPS. STEP UP was intended to decrease the number of potential dropouts in HCPS, with the assumption that a number of students who drop out of high school originate as overage students in the elementary and middle grades. The evaluation focused on students who participated in the initial cohort in the summer of 2014. Data analyzed were students’ attendance, behavior, course performance, and grade point averages—the district’s Key Performance Indicators (KPI’s) serving as the benchmark for determining whether students are “on track” to graduate.
Findings of the study suggested that students’ “on-track” performance on individual KPI metrics was significantly higher than the overall “on-track” performance on all Key Performance Indicators as an aggregate. Data reflected that the majority of students in the program were minority (78.74%), designated as Free/Reduced Lunch (91.27%), and classified as ESE and ELL
(54.09%). Of the variables studied (ethnicity, gender, ESE status, ELL status, and FRL status), students in poverty and students with profound exceptionalities had the lowest “on-track” performance rates. While there were differences in individual KPI performance rates among ethnic groups, there was little difference among the three largest ethnic subgroups in the data set (Hispanic, white and African-American) when analyzing “on-track” performance rates for all KPI’s together.
This study contributes to the school district’s ability to make improvements to the program. In addition, other districts might gain insights to help them determine if a similar program could prove beneficial for their overage, retained students in middle school.
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Evans-Brown, Kathy. "The Link Between Leadership and Reduced Dropout Rates." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/514.
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Urban high schools that predominantly service at-risk students have not been faring well, with disproportionate numbers of minority children and poor White children are dropping out. The purpose of this mixed methods study was to examine the relationship between leaders' successes and the number of reduced dropout initiatives in 2 urban schools. This research was guided by empirical literature that included a review of various successful leadership practices. Case study interviews were conducted with 2 principals and 3 directors and were analyzed for common themes. Quantitative survey data were collected from a purposeful sample of 195 students and 7 administrative leaders in these schools; these quantitative data were then analyzed via descriptive statistics. Findings from the interviews indicated that multiple styles of leadership (e.g., distributive, transformational) are recommended as critical in these complex environments. Findings from the quantitative surveys indicated that students appreciated the role of management and the need for increased engagement in school. Administrators indicated a need for upper management support. This study contributes to social and organizational change by providing stakeholders with a better understanding of how management indirectly influences reduced dropout of at-risk youth. Future studies should include parent voices as they relate to high school dropout and connectedness to schools.
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Willis, Renee T. "The Effect of a Dropout Prevention Program for Black High School Males in the Cleveland Metropolitan School District." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1340288622.
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Pipal, Vauna La Reda. "Effects of an intervention program on the academic performance, school attendance, and school behavior of high school students." Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2830.
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This study investigated the effects of an intervention program on variables related to school performance in which ninth-grade high school students served as subjects. Variables that served as indicators of program effectiveness were (a) grade-point average (GPA); (b) proportions of students that attain 10th-grade status as measured by units of academic credit; (c) percent-correct scores on tests of academic skills in the areas of editing, mathematics, and reading; (d) rates of absence from classes; and (e) rates of referral for disciplinary action by teachers and administrators. Qualitative evidence of program effectiveness was secured through individual student interviews. The treatment consisted of an eight-week intervention program designed to assist all ninth-grade students in the transition from junior high school into high school. Program faculty presented six topics determined to be important to student success in high school. The treatment group consisted of 72 ninth-grade students who were matched with 72 control subjects on pretest measures of GPA and absence rate. Pretest measures of the dependent variables were taken from school records compiled during the first 10 weeks of the 9th-grade prior to student participation in the treatment program. Posttest measures of the dependent variables were taken from school records during the first full semester of the 9th-grade school year immediately following the treatment program and again during the first 12 weeks of the 10th-grade school year. Analyses of covariance demonstrated significant differences (p $<$.05) between the two groups for the first posttests of GPA and absence rates. Student interviews revealed that academic planning and improvement in study skills were the components of the treatment program that students considered most important to academic success. Results of this study provided empirical confirmation of the findings of previous research which indicated that high school intervention programs can positively affect GPA and attendance. The results also suggested that further gains in GPA and attendance might be promoted by increasing the length of the treatment program.
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MORRISON, JULIE QUATMAN. "SCHOLARSHIP FOUNDATION." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin983802144.
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Spadaccini, B. L. "An analysis of factors that influenced Brevard students to drop out and why they returned to earn their general education development (GED) diploma." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5044.
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Dropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status, ELL status, SES, type of promotion and dropping out of school. In addition, the researcher reviewed Student Exit Survey data and face-to-face interview data to determine why students dropped out and identified strategies students felt would have kept them in school. Finally, individual interview data were analyzed to understand the circumstances that encouraged participants to return to earn their diplomas. The researcher recommended use of data management and tracking systems for early identification of potential dropouts so intervention could be delivered at the onset of failure, assignment of trained adult leaders to monitor and intervene for students; enforcement of compulsory school attendance; creation of mechanisms to reduce absenteeism that do not lead to school failure; required intervention for students who are truant; identification and assignment of highly effective teachers to at-risk youth; intervention in classrooms that have high rates of student failure; use of relevant curriculum and employment of instructional practices proven to increase engagement; alignment of intervention strategies with researched practices; gathering of input and feedback from students to determine program effectiveness; creation of meaningful exit interview processes; utilization of survey data to identify and remove school-related barriers and collaboration with community agencies to find meaningful and genuine solutions for students in crisis.ID: 029809063; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 283-291).
Ed.D.
Doctorate
Educational Research, Technology, and Leadership
Education
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McCoy, Maria A. "Impact of the Implementation of a Summer Credit Retrieval Online Program on the Academic Achievement of Grade-8 Students." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/124.
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The problem addressed in this study was that the Compass Learning Odyssey program, a self-paced online intervention, was being utilized to allow middle school students at the target school to recover course credits in the core subjects of language arts, mathematics, science, and social studies, but its effectiveness had not been studied. The Compass Learning Odyssey program provided remediation opportunities for students who had failed one or more academic core courses and allowed for credit retrieval, course completion and grade promotion. The purpose of this study was to determine the impact of the implementation of summer credit retrieval online program on the overall retrieval of credits by all Grade-8 student participants and student participants in subgroups of gender and ethnic groups. The credit retrieval program had been in effect in the school since the 2006-2007 school year, but its effectiveness had not been studied. The researcher used de-identified retrospective data to answer the research questions. One-way analysis of variance and t tests were conducted to determine for each year and overall for the 4 years if there was a statistically significant difference in the impact of the implementation of the summer credit retrieval online program on (a) the overall retrieval of credits by Grade-8 students in the summer program, (b) the quality points earned by gender and ethnic subgroups, (c) the students retrieving core credits, and (d) the core courses retrieved by gender and ethnic groups.The results of the study showed that all students passed the quarter modules with at least a grade of D, with 75% of students making average progress with a grade of C. There was not a statistically significant difference between subjects studied. Ninety-three percent of the students participating in the summer credit retrieval program were able to recover enough core credits to be promoted. Suggestions for program improvements and recommendations for future research are included.
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Jones, Kimberly. "Curricular, Instructional, and Co-curricular Factors Perceived to Influence Students Dropping Out." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5730.
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District administrators face concerns over students dropping out of school without a high school diploma. District personnel in a Mississippi urban school district identified specific curricular, instructional, and co-curricular factors that prompted students to leave school. The purpose of this bounded qualitative case study was to explore perceptions of principals, teachers, and counselors regarding factors that influenced students' disengagement and dropping out of school. Battin-Pearson's theory of academic mediation, which attributes poor academic performance and student-centered learning to students dropping out, framed this study. The research questions focused on how district personnel identified and monitored at-risk students and provided interventions to prevent them from disengaging and dropping out. A purposeful sample of 2 principals, 5 teachers, and 2 counselors, who had knowledge of dropout prevention strategies, volunteered and participated in semistructured interviews and classroom observations. Data were analyzed inductively using segment and thematic coding. Results indicated a multi-tiered system of support was used to identify and monitor at-risk students. Participants expressed a need to build cohesive and collaborative learning communities and relationships, provide student guidance and support, engage more with students, and provide targeted professional development (PD) for educators. Based on these findings, a 3-day PD was developed to address student engagement and dropout prevention. These endeavors may contribute to positive social change by providing educators with learner-centered strategies through a collaborative, flexible blended-learning PD aimed at identifying and assisting at-risk students, resulting in an increase in graduation rates and reduce in dropouts.
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van, Niekerk Susanna Elizabeth. "A strategy to assist rural multigrade schools to reduce the dropout rate experienced in high schools." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1955.
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Thesis submitted in fulfilment of the requirements for the degree
Master of Education
in the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014Educationists and political leaders are concerned about the high dropout rates experienced in South African high schools. For the purposes of this research, “dropout” is defined as “one who has not graduated from high school”. Research indicates that the high school dropout rates, both in South Africa and globally, culminate in challenges for the school, the community and society. The multigrade primary school environment sees learners doing well academically, but when these learners move on to high school, the dropout rates increase for these learners. The purpose of this study is two-fold: to determine the reasons for dropout of learners who have ably and successfully completed their primary education within the multigrade system; and to propose a strategy to assist rural multigrade primary schools in reducing the foreseen dropout rates in high schools. A sequential explanatory mixed-method approach was designed in order to determine what strategy could assist rural multigrade schools in Circuit 2 of the West Coast Education District to prevent the dropout rate experienced in high schools. During the preliminary research a scrupulous literature study was done, to determine global trends and to determine which current intervention programmes exist. The quantitative phase of this study was conducted first and consisted of a content analysis of school documents to determine which learners did not complete high school. The qualitative phase followed and the data was collected through face-to-face interviews with principals of rural multigrade primary schools, and learners who had dropped out. This was done in order to determine the perceptions of the principals, and the former learners who had dropped out of the schooling system. This research elucidates the challenges – the inexorable odds – that these multigrade learners have had to overcome in order to complete Grade 12. In closing, it proposes pragmatic strategies which may decrease the high dropout rates that learners, from a multigrade primary setting, experience in future.
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Lewis, Travis Grobe William. "STUDENT SERVICES AND EDUCATIONAL LEADERSHIP: THE EFFECT OF STUDENT SERVICES STAFFING RATIOS ON STUDENT ACHIEVEMENT AND DROPOUT PREVENTION IN PUBLIC SCHOOLS." [Greenville, N.C.] : East Carolina University, 2010. http://hdl.handle.net/10342/2765.
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Inglis, Diana. "Exploring the dropout phenomenon in a secondary school situated in a high-risk community." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3013.
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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: The purpose of this study was to gain a contextual understanding of the dropout phenomenon in a specific school in a high-risk community. An applied, interpretive, qualitative research design was used. This involved an investigation of the subjective experiences of learners at risk of dropping out of school during the post-compulsory phase of their education at a specific school. Informants were purposively selected according to specific criteria. Data were collected through eight semi-structured interviews with learners at risk of dropping out of school; a semi-structured interview with a member of the community; a focus-group interview and collages. The data was transcribed and analysed using a qualitative thematic analysis, and compared to previous research gleaned from an extensive literature review. Results that emerged from this study indicated that the participants experienced several barriers to learning embedded in the interconnected systems, which could cause them to drop out of school. This included issues such as single-parent families, family conflict, lack of parental support, emotional difficulties due to home circumstances, substance abuse and socio-economic issues. Although results showed that the school of study had seemingly adopted an inclusive policy and had made some adaptations to accommodate learners, it became evident that the existing support structures within the school and the community were experienced as insufficient. Due to the nature of unsupportive and conflicting family systems reported by some learners, teachers are expected to perform additional nurturing roles that add pressure to an already overburdened educational system. The practical implications of the results are that, in order to support adolescents in a high-risk environment and to prevent them from dropping out of school, the focus should be on protective factors. This could be achieved through, for example, early identification and targeting of learners at risk of dropping out of school, the implementation of strategies aimed to increase engagement of all learners in the school, the implementation of an ongoing supportive drug-free programme in the school and the community in conjunction with supportive organisations, professional development workshops and in-service training for teachers, altered school schedules, and career guidance and work internships for interested learners that could be arranged in union with the local university. The results from this study therefore highlighted areas that could receive attention in the specific school to address the problem for learners at risk of dropping out of school. Further qualitative research is recommended to investigate this phenomenon in a broader spectrum of South African learners.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ’n kontekstuele begrip te kry van die uitsak-verskynsel in ’n spesifieke skool wat in ’n hoërisiko-gemeenskap geleë is. ’n Toegepaste, vertolkende, kwalitatiewe navorsingsmodel is gebruik. Die gevolg was ’n ondersoek van die subjektiewe ondervindinge van leerders wat die risiko geloop het om op skoolvlak uit te sak gedurende die naverpligte fase van hulle opvoeding aan ’n spesifieke skool. Informante is doelbewus volgens spesifieke kriteria gekies. Data is versamel deur middel van agt semi-gestruktureerde onderhoude met leerders wat ’n risiko geloop het om op skoolvlak uit te sak; ’n semi-gestruktureerde onderhoud met ’n lid van die gemeenskap; ’n fokusgroeponderhoud en plakskilderye. Die data is getranskribeer en geanaliseer deur gebruik te maak van ’n kwalitatiewe tematiese analise en is vergelyk met vorige navorsing wat versamel is uit ’n uitgebreide literatuuroorsig. Resultate wat uit hierdie studie geblyk het, het daarop gedui dat die deelnemers verskeie leerhindernisse ondervind het wat veranker is in die onderling-verbonde stelsels wat kon veroorsaak het dat hulle op skoolvlak uitsak. Hierby was ingesluit kwessies soos enkelouer-gesinne, gesinskonflik, ’n gebrek aan ouerlike ondersteuning, emosionele probleme as gevolg van huislike omstandighede, dwelmmisbruik en sosio-ekonomiese kwessies. Alhoewel resultate gewys het dat die studieskool skynbaar ’n inklusiewe beleid volg en ’n paar aanpassings gemaak het om leerders te akkommodeer, het dit duidelik geword dat die bestaande ondersteuning-strukture binne die skool en gemeenskap as onvoldoende ervaar is. As gevolg van die aard van nie-ondersteunende en teenstrydige gesinstelsels soos meegedeel deur sommige leerders, word daar van onderwysers verwag om bykomende opvoedingsrolle te vervul wat spanning veroorsaak in ’n reeds oorlaaide opvoedingstelsel. Die praktiese implikasies van die resultate is, dat die fokus op beskermende faktore moet wees, om adolessente in ’n hoërisiko-omgewing te ondersteun en te verhoed dat hulle op skoolvlak uitsak. Dit sou bereik kon word deur byvoorbeeld, vroeë identifisering en teikengroepvorming van leerders wat die risiko loop om op skoolvlak uit te sak, die implementering van strategieë wat daarop gemik is om die betrokkenheid van alle leerders in die skool te verhoog, die implementering van ’n deurlopende ondersteunende dwelmvrye program in die skool en gemeenskap in samewerking met ondersteuningsorganisasies, professionele-ontwikkelingswerkswinkels en indiensopleiding vir onderwysers, veranderde skoolskedules en beroepsvoorligting en werk-internskappe vir belangstellende leerders wat gereël kan word in samewerking met die plaaslike universiteit. Die resultate van hierdie studie het areas in die spesifieke skool uitgewys wat kan aandag kry om die probleem van leerders wat die risiko loop om op skoolvlak uit te sak, aan te spreek. Dit word aanbeveel dat verdere kwalitatiewe navorsing gedoen word om hierdie verskynsel in ’n breër spektrum van Suid-Afrikaanse leerders te ondersoek.
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Royer, Marceil L. "Investigating the success of a school-within-a-school model for dropout prevention : Goshen High School's freshman academy for at-risk students." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1364939.
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The success of small schools in maintaining higher graduation rates has been well documented (Schneider, 2002; Cotton, 1996; Raywid, 1996). This researcher investigated the effectiveness of a small school strategy implemented in a large school setting through the school-within-a school model for reducing the dropout rate, specifically as investigated through an Indiana high school's freshman academy for at-risk students, as an effective intervention for reducing the dropout rate. Data from Goshen High Schools' graduation rates of selected cohorts from the classes 2006 and 2007 were obtained for evaluating the school-within-a-school model as an effective intervention for reducing the dropout rate.Quasi-experimental research was completed with a comparison group of at-risk students and an intervention group of at-risk students who had the advantage of the freshman academy intervention. Five hypotheses were proposed. T-tests were completed on the at-risk indicators of student attendance, credits earned in ninth grade, and disciplinary referrals. Chi-square tests were conducted comparing cohort data on the graduation rate and the pass rate for the Graduation Qualifying Exam. Findings from a t-test indicated the school-within-school model of freshman academy was statistically significant in increased credits earned.The literature review compiled research on the high school dropout problem, problems in gathering accurate data figures on dropouts or graduation rate, the role of NoChild Left Behind (NCLB) on graduation rate accountability, factors identifying students at-risk for dropout intervention (attendance, disciplinary referrals, and grade retention), and research on the school-within-school structural reform.The sample for this study was selected from two cohorts of students based on eighth grade failure on the Indiana Standards Test of Educational Progress. Seventy-five students from the future classes of 2006 and 2007 were identified as students at-risk of academic failure.Student data collected from these cohorts indicated positive trends on absence, disciplinary referrals, and graduation rate. There was a statistically significant difference in the number of credits earned. Recommendations for continuing the school-within school intervention with a distinct identity were discussed. A call for future research on the school-within-school model included ideas for qualitative study, research on a larger scale or over several years of graduating cohorts.Department of Educational Leadership
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Hill, Ronald Lee Sr. "An investigation of the effects of mentor relationships on motivation, communication, and self-concept of secondary students at-risk." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2817.
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The purpose of this study was to examine the mentor relationship in a mentor program and to investigate its effects on at-risk students in relationship to their motivation, communication, and self-concept. The mentor relationship was an essential component of the dropout prevention program. The dropout prevention program was a mentor model designed to help at-risk students improve their grades and attendance and stay in school. Subjects of the investigation were 70 ninth and tenth grade students at a central California high school. The mentor group was pre- and posttested with a Piers-Harris Self-Concept Scale. The mentor group and the mentors were given the Mentor/Mentee Relationship Questionnaire Survey and the Mentor Analysis Questionnaire Survey respectively. It was hypothesized that a mentor relationship had a significant impact on grades and attendance of at-risk students and influenced higher levels of motivation, communication and self-concept. The data were analyzed using statistical procedures of means, t-test, and the analysis of variance (ANOVA). The results of the study supported the development of the mentor relationship as consistent, effective, and beneficial to both mentor and mentee. There were insufficient data to support higher levels of trust and motivation among students who completed the mentor program. However, communication and self-concept scores were higher among those students (p $>$.05). Approximately 75 percent of at-risk students who participated and completed the dropout prevention program (mentor program) significantly improved their communication, self-concept, grades and attendance (p $>$.05). The quality and function of the mentor relationship contributed significantly to the effectiveness of the program.
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Watkiss, Sheralyn Ann. "An evaluation of the factors affecting student success at a South African higher education institution : implications for management." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1018826.
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The context of this study centres on Higher Education in South Africa, the role that this sector plays in terms of economic development and the implications that face Institutional management in retaining students in the Higher Education system. Central to this study is the notion that student development theory can be used as a basis towards understanding the customers of Higher Education, how to better serve the customers needs and finally, retain students in the system through more effective management practices. The education sector is growing at an increasingly rapid rate as a result of strategic goals of countries and organisations such as the United Nations promoting the notion of education for all people (Altbach, Reisberg & Rumbley, 2009). The aim of the strategic goals adopted by developing countries in particular is to enhance the human capital or skills and knowledge of its people since education is a known contributor towards economic, social and political development. Higher Education in particular is known to contribute towards the human capital and economic development of a country. The Higher Education sector in South Africa for instance contributes approximately 1.5 percent to the country‟s gross domestic product (GDP), significantly higher than other industry sectors (apart from gold and agriculture) in the country (van Heerden, Bohlmann, Giesecke, Makochekanwa, & Roos, 2007). Figure 1.1 provides a context of the relevant importance of the higher education sector towards economic growth.
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Brown, Vickie McConnell. "Perceptions of the Implementation of the Online Credit Recovery Dropout Prevention and Alternative Education Program Odyssey Ware In Lee County Virginia Public Schools." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1318.
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Schools in the United States have struggled with graduation rates for nearly 140 years. School divisions are continuously searching for new and creative curriculums to address changing student needs. From the U.S. Department of Education to local school board members, educators are working to discover creative and accountable alternatives to address these issues.
Development of online programs continues to offer students some of the curriculum resources they need for success and provides an alternative way to approach instruction for school systems. Educators in Lee County are researching new policies and programs to assist students in obtaining their high school diplomas. Understanding perceptions of the administrative staff plays a key role in program development and implementation of programs for students. This qualitative case study addresses the particular issue of perception in relation to the implementation of a new form of instruction. By understanding staff perceptions education leaders can develop plans and procedures to address issues related to staff development and program implementation. The following set of policies and procedures were necessary for the online program: Each individual school needed the opportunity to use the program as they deemed necessary for student needs.The online program would be used as a secondary curriculum to assist students in the areas of dropout prevention, alternative education and credit recovery.Administrators provide consistency of the implementation to all students in the county.
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Remazeilles, Lucile. "La consommation abusive d’alcool chez les jeunes et la prévention des risques mise en place à l’école : Étude auprès de jeunes de 15 à 22 ans au sein du service d’Urgences d’un hôpital." Thesis, Université Côte d'Azur (ComUE), 2017. http://www.theses.fr/2017AZUR2010.
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Les jeunes ont leurs propres identités. Sujets de nombreuses études, on avait auparavant tendance à leur prêter des intentions sans les questionner. L’un des objectifs de l’école, lieu privilégié de leur socialisation, consiste à protéger les jeunes dont elle a la charge. Pour cela, elle met en place de la prévention et notamment celle concernant les ivresses, véritable problème de santé publique. La partie principale de notre corpus se compose du relevé des admissions pour ivresse aiguë des jeunes de 15 à 22 ans dans un service d’Urgences d’un Hôpital d’une ville étudiante française, de questionnaires distribués auprès de ces patients et de leurs parents (111 questionnaires à destination des jeunes, 26 pour les parents), ainsi que d’observations participantes et des entretiens (16 entretiens). Cette étude prend en compte les 2008 admissions effectuées durant quatre périodes d’une année de 2009 à 2014. Ce travail vise à comprendre les jeunes, leurs ivresses, leurs attentes et les enjeux de la relation parent/enfant/école. Ces ivresses inquiètent mais ne sont finalement peut-être que fantasmées et peuvent être maitrisées grâce à l’action conjointe des parents et de l’école, avec tous les intervenants dont elle peut disposerThe young people have their own identities. Subjects of numerous studies, beforehand they were often said to have intentions without being questioned. One of the goals of school, a privileged place for their socialization, is to protect the youths it is responsible for. So, it sets up prevention and more particularly the one concerning drunkenness, a real problem of public health. The main part of our corpus is made of the list of admissions for the heavy drunkenness of the 15 to 22 year-old youth in an Emergency department of a Hospital in a French town, questionnaires distributed to those patients and their parents (111 for the patients, 26 for the parents) as well as participant observations and (16 interviews). This study takes into account the 2008 admissions made during four periods of a year from 2009 to 2014. This work aims at understanding the young people, their drunkenness, their expectations and the challenges of a relationship parent/child/school. Such intoxications are worrying but they may eventually be only fantasized and they could be mastered thanks to the joint action of parents and school, together with its partner external agencies
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Wyatt, Wendy Sue. "The Impact of Online Credit Recovery Programs on the On Time Graduation Rate in Virginia School Divisions." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86146.
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The choice to drop out of high school often follows a progression of disengagement from school (Bridgeland, Dilulio, and Morison, 2006). Students often begin this process as a result of attendance challenges, disciplinary consequences, and persistent failure in traditional learning environments (Bridgeland et al., 2006; Fenning et al., 2012; Foley and Pang, 2006). School divisions face federal and state mandates to improve graduation rates and are under pressure to reform educational practices in an effort to lower the dropout rate (Picciano, Seaman, Shea, and Swan, 2012). School districts around the country have sought to diminish dropout rates through a variety of strategies. The collective goal in all of the initiatives is to redefine the high school experience for students who do not fit the traditional model, connecting them with alternative learning opportunities so as to best meet individual needs (Ferdig, 2010; Carver, Lewis, and Tice, 2010). Online credit recovery programs have the potential to re-connect students at risk of dropping out of high school through technological interactivity, personalization, and immediate feedback (Ferdig, 2010; Watson and Gemin, 2008). This study identified 97 Virginia school divisions offering online credit recovery programs to students identified as at-risk. This dissertation examined the relationship between the use of online credit recovery programs and on-time graduation rates in the Virginia and found an increase in the on-time graduation rates in the school divisions that implemented this strategy. The researcher also examined the various models used throughout the Commonwealth and found a variety of implementation strategies used by school divisions. However data indicated no significant difference in the Virginia on-time graduation rates when comparing the different program implementation measures.Ed. D.
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Pellegrini-Lafont, Cynthia. "Peers as an Academic Resource: An Investigation of an Afterschool Program to Socialize At-risk Students with Disabilities into Greater Academic Engagement." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2553.
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One of the most evident signs that a child is on the path to dropping out of [BT1] school is disengagement from school (Kortering & Christenson, 2009). Given the amount of time that young people spend with their peers and the influence that peers have (Monahan, Steinberg, & Caufman, 2009), there is a need to better understand the role that peers play in the decision to drop out of school (Farmer, Estell, Leug, Trott, Biship, & Caims, 2003). Using Ericson’s stages of psychosocial development (1956), social identity theory, and self-categorization theory as a framework, an afterschool program in the form of a social club was designed and implemented. The goal was to foster friendships between academically engaged students and disengaged students, using a short-term, cost effective intervention. It was hypothesized that the new friends would act as role models giving the disengaged students a more accurate perception of positive academic behaviors and the related benefits, thus leading to a positive change in academic engagement.
This study used a mixed-methods design: a quantitative phase consisting of pretest-posttest surveys administered to teachers and students in order to assess possible changes in student academic engagement and a second pretest-posttest survey administered to students in order to determine if any new friendships between academically engaged and at-risk students had formed. A second, qualitative phase used focus groups to gain insight into the students’ perceptions of their academic experience.
The findings of this study contribute to the current literature on dropout by providing insight into the possibility of utilizing peers as a catalyst to academic engagement in students who are at risk for school failure and high school drop out, in particular those with disabilities. In addition, the findings reiterate the importance of positive student-teacher relations and the importance of ongoing attempts to create those relations. The results of this study remind us that there is no single approach to solving the problem of high school dropout. However, by providing diverse opportunities for at-risk students to develop positive perceptions of the academic experience it is possible to ultimately increase academic engagement and reduce dropout.
[BT1]Abstract body text must not exceed 350 words.
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Foust, Kaye. "Assessing the Efficacy of the Training Opportunities Program for Undiscovered Potential (TOP UP) Dropout Prevention Program at Western Kentucky University for At-Risk High School Students." TopSCHOLAR®, 1994. http://digitalcommons.wku.edu/theses/942.
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The current study examined the efficacy of the Training Opportunities Program for Undiscovered Potential (TOP UP) at Western Kentucky University. TOP UP at WKU consists of a yearlong program addressing the academic, social, and career orientation needs of "at risk" high school students from the ten county Barren River Area Development District (BRADD). The primary focus of the program revolves around an eight-week, residential work-study phase held on campus and targets sixty "at risk" high school students enrolled in the ninth, tenth, or eleventh grades. The current study included students enrolled in the program during the academic years 1990-91, 1991-92, and 1992-93. Data for use in the current study were obtained from existing records relevant to participants in the TOP UP program. Individual records were examined by the researcher; data was recorded concerning each participant's age, race, gender, number of years in the TOP UP program, high school attended, and current graduation status. Descriptive statistics and Pearson Product-Moment Correlation Coefficients were computed for and between each of the variables considered within the context of the study. A Two Way Analysis of Variance was utilized to determine if the participants differed significantly with respect to their graduation status when grouped according to the different variables examined during the study. Participants in the TOP UP program at WKU exhibited a high school dropout rate that is qualitatively lower than students who did not participate in the program. Pearson Correlations revealed that the only variable significantly related to graduation status was age. Similarly, Analysis of Variance revealed a significant difference between participants only when they were grouped according to age. Specifically, participants who began the program at an earlier age tended to have a significantly higher probability of graduating than did their counterparts who entered the program at a more advanced age. Based upon the findings of the study, it was recommended that the TOP UP program be continued with an increased emphasis on involving participants at an earlier age.
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Hellenthal, Rebecca L. "Utilizing an Empirically-Supported Parenting Intervention in Rural Community Settings: an Investigation of Effectiveness, Mediators of Change, and Dropout." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1258073725.
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McFarland, Roberta Harlow. "The Evaluation of an Environmental Leadership and Service Program's Effectiveness." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/43.
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According to a recent report from the National Center for Educational Statistics, approximately 20% of the United States' high-school aged population is at risk of dropping out of high school, an outcome that strongly limits participation in economic and educational opportunities. The importance of earning a high school diploma has increased many local districts' efforts to close graduation gaps across the student population. Accordingly, this study evaluated a recuperative environmental leadership and service (EL&S) program in a northwestern local district to ascertain its effectiveness in providing at-risk students the personal and academic support required for high school graduation. Following the logic model program theory, this study examined the program's effectiveness in redirecting off-track students by comparing on time (4 year) and extended-time (> 4 years) graduation rates of at-risk students who did participate (n = 96) and did not participate (n = 76) in the EL&S. Through an ANCOVA, the 4 year and extended graduation rates, 68.3% and 89.1%, respectively, were analyzed and found to be higher than the on-time and extended-time graduation rates for the local district, 65.8% and 68.5%. Results indicated that the EL&S does statistically increase the participants' likelihood of graduating from high school. These findings illustrate the utility of EL&S interventions for at-risk students who have experienced multiple indicators of educational failure. Replication or adaptation of this EL&S program could provide social change benefits to educational stakeholders seeking to close the graduation gap; to families seeking educative and personal support for at-risk students; and to struggling students desiring to contribute to the economic, educative, and social growth of their community.
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Dyckman, Frances Maria. "Domestic violence education and risk mitigation for prelicensure nursing students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2507.
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The purpose of this project is to develop a domestic violence consciousness raising-education program and a self-administered risk assessment for a population of community college nursing students. When the faculty became aware that attrition rates were rising and that a high number of requests to drop out of nursing school were disproportionately linked to recent incidences of domestic violence, a potential contributing cause of the high drop out rate was revealed.
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Ardeberg, Karl. "Främjande av skolnärvaro hos elever med hemmasittarproblematik i grundskolans senare år : en systematisk litteraturstudie." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20614.
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Nedanstående systematiska litteraturstudie är en studie av forskning rörande hemmasittarproblematik i grundskolans senare skolår. Syftet för studien är att genom en systematisk litteraturstudie undersöka vilka arbetssätt och förhållningssätt som aktuell forskning lyfter fram som framgångsfaktorer för att bryta hemmasittarproblematik och främja närvaro och motivation hos elever i grundskolans senare år i riskzon för permanentad frånvaro och utebliven gymnasiebehörighet. Därtill är syftet att via en syntes av litteraturstudien visa på en möjlig arbetsgång för arbetet, inspirerad av relationell pedagogik och KASAM, med tonvikt på språklig tillgänglighet, samt att klargöra vilken roll specialläraren med inriktning språk-, läs och skrivutveckling kan ha i detta arbete, utifrån frågeställningen: Hur beskriver aktuell forskning beprövade tillvägagångssätt och framgångsfaktorer i arbetet med att bryta och/eller förebygga hemmasittarproblematik i grundskolans senare år? Hur förhåller sig dessa forskningsrön till KASAM? Hur kan en syntes av dessa rön och KASAM användas för att bidra till en helhetsförståelse av studerad problembild? Hur kan en sådan syntes sammanfattas i en möjlig arbetsgång? Hur kan speciallärare med inriktning språk-, skriv- och läsutveckling med utgångspunkt i dessa arbetssätt och framgångsfaktorer arbeta med motiverande, aktiverande och delaktighetsskapande insatser för att bryta och/eller förebygga hemmasittarproblematik, i en språkligt tillgänglig lärmiljö, där eleven uppmuntras att aktivt delta i samtalet kring sin utbildning? I analysen av 9 studier framkom sju olika teman i arbetet med vald elevgrupp. Dessa teman har analyserats utifrån en relationell ansats och infogats i en analysram, i form av KASAM, en teori kring hur tre kritiska faktorer, begriplighet, hanterbarhet och meningsfullhet, samverkar för att betinga individers resurser för att hantera svårigheter och utmaningar. Studiens mål är en analys av hur anpassningsarbete och stödinsatser kan arrangeras för att skapa optimala förutsättningar för skol-återgång och fungerande skolgång för studerad elevgrupp. Framkomna teman i analysen är: tidig kart-läggning, snabba insatser och samarbete med elevhälsan, fysisk lärmiljö, skolan som social mötesplats, språklig tillgänglighet och språklig inkludering, studie- och yrkesvägledarens roll, delaktighet, inflytande och individualisering, schemaläggning. I analysen påvisades en tydlig samverkan mellan olika teman i höjandet av KASAM, på ett sätt som tydliggör vikten av djupgående kunskaper om elevens helhetssituation och behov i skolmiljön, vikten av samarbete med elevhälsan och studie- och yrkesvägledare, vikten av arbetet med språklig tillgänglighet samt vikten av delaktighetsskapande samarbete med elev och vårdnads-havare. Tre teman löpte genom samtliga KASAM- faktorer, och framstod genomgående som centrala för höjandet av KASAM: tidig kartläggning, snabba insatser, samarbete med elevhälsan, delaktighet, inflytande och individualisering samt språklig tillgänglighet och språklig inkludering. Dessa teman, konstaterades det, kan ses som grundläggande vid arbetet med samordnade insatser för studerad elevgrupp.Focus of current systematic review is on research regarding students with ESL (Early School Leaving) related problems in later years of elementary school. The aim is to, through a systematic review, examine research based working methods to counteract ESL and promote attendance and motivation in later years of elementary school, targeting permanent absence and risk of not achieving secondary competence. A further aim is to, through a synthesis of the results of the systematic review, propose a possible working procedure for this process, inspired by relational pedagogy and KASAM, emphasizing linguistic availability, describing the role of a remedial teacher with the specialized working field linguistic-, reading- and writing development in the process. How are proven methods and success factors in the halting/prevention of ESL in later years of elementary school described in research studied? How are these findings related to KASAM? How can a synthesis of research-based methods and success factors and KASAM contribute to an overall understanding of the problem studied? How can such a synthesis be summarized into a working procedure? How can a remedial teacher, with specialized working field linguistic-, reading- and writing development, work to motivate and activate students, increasing their involvement, identifying measures to halt or/and prevent protracted problematic absence in later years of elementary school, all in a linguistically available learning environment, encouraging the student to participate actively in a dialogue concerning her/his education? In the analysis of 9 studied works of research 7 themes were extracted. The themes were analyzed and merged into a theoretical frame, KASAM, a theory based on three critical factors: comprehensibility, manageability and meaningfulness, interacting in the creation of individual ability to cope with problems and challenges. The aim is an analysis of how the process of creating school adjustments and supportive structures could be outlined to create best possible conditions for return to and consistent attendance at school for the group of students studied. The themes presented are Early investigation of the students ́ needs, early support and cooperation with the student health group, Physical learning environment, Social interactions at school, Linguistic availability and linguistic participation, The role of the careers officer, Participation, influence and individualization, and Timetabling. The analysis concludes an intricate synergy between the themes, in theory raising the level of KASAM, highlighting the importance of thorough knowledge of the students ́ situation and needs, the significance of cooperation with the students ́ health group, the benefits of cooperation with a careers officer, and the importance of linguistic availability and close collaboration with student and legal guardian. Three themes emerged as especially important for all KASAM factors: Early investigation of the students ́ needs, early support and cooperation with the student health group, Linguistic availability and linguistic participation and Participation, influence and individualization. These themes are identified as crucial for support of the group of students studied.
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Silva, Hernández Adriana. "Modélisation d'un dispositif de prévention du décrochage : approche comparée des contextes d'enseignement supérieur en France et en Colombie." Thesis, Toulouse 2, 2018. http://www.theses.fr/2018TOU20101/document.
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Cette recherche s’intéresse au modèle du dispositif, pour ce faire nous analyserons le cas de la prévention du décrochage dans l’enseignement supérieur en France et en Colombie. Nous faisons une étude comparative entre les deux pays, afin de couvrir l’ensemble du processus de prévention du décrochage dans le contexte universitaire. Nous nous intéressons donc au processus de prévention du décrochage qui va à partir des lois politiques éducatives qui l’impulsent jusqu’à sa mise en œuvre dans le quotidien des acteurs qui intègrent le dispositif. Le décrochage dans le cadre éducatif est un processus conduisant à un étudiant à se délier du système de formation jusqu’à l’abandonner avant d’avoir un diplôme. Les besoins et les nécessités dans le fonctionnement des universités privées et publiques sont de plus en plus évidents. Plusieurs sortes de dispositifs ont été élaborées pour aider les étudiants dans leur parcours universitaire. Notre modèle du dispositif est applicable à nos éléments empiriques. Nous visons l’élaboration d’un modèle du dispositif heuristique qui peut être aussi un outil utilisable pour connaître différents phénomènes sociauxThis research focuses on the modeling of a dropout prevention program in higher education in France and Colombia. We proceed by doing a comparative study between the two countries, with the aim of covering a set of preventive dropout processes in the university context. We are therefore specially interested on the dropping out prevention process that goes from the promotion of educational policies laws through their implementation in the daily activities of the different actors who are part of the program. The dropout in the educational environment is a process that leads a student to withdraw from the educational system until abandoning it before having a degree. The needs and requirements in the functioning of private and public universities are becoming increasingly evident. That is why different sort of mechanisms have been developed in order to help students in their academic career. Our program model is applicable to our empirical data. Our goal is the development of a heuristic program model that can be, at the same time, an implementable tool to know different social phenomena
Esta investigación se centra en la realización de un modelo de dispositivo. Para ello analizaremos el tema de la prevención de la deserción en la educación superior en Francia y Colombia. Haremos un estudio comparativo entre los dos países para así cubrir el proceso de prevención de la deserción. Esta investigación estudia las políticas educativas que la impulsan hasta la implementación en el trabajo cotidiano de los actores que integran el dispositivo. La deserción en el marco educativo se entiende como un proceso que lleva a un estudiante a desvincularse del sistema de formación hasta el punto de abandonar los estudios antes de la obtención del diploma. Las necesidades y exigencias en el funcionamiento de las universidades publicas y privadas son cada vez más evidentes. Existen diferentes tipos de dispositivos para ayudar a los estudiantes en su proceso de formación académica. Nuestro modelo de dispositivo es aplicable a nuestros elementos empíricos. La elaboración del modelo de dispositivo apunta a la elaboración de un modelo heurístico que pueda ser utilizado para conocer diferentes fenómenos sociales
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Swift, Jennifer K. "To stay or not to stay : predicting student retention in higher education." Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/28799.
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Shakya, Lokesh Ratna. "Student dropouts and non-attainment prevention in Nepal using GIS." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10089498.
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This single-case study was to explore how Geographical Information Systems (GIS) could contribute to reducing dropout and non-attainment rates in Nepal’s secondary school system. GIS specialists analyzed information collected from parents on why their school-age children either dropped out or otherwise did not attain a secondary school education. The sample size in this study was eight, which included five sets of parent(s) whose children ages 13 to 16; either dropped out or otherwise did not attend a secondary school system, and three GIS specialists. Economics, teachers, and government were three themes that emerged from the parents’ interview. Interviews with GIS specialists reveled that GIS could assist in addressing dropout and non-attainment issues. In the context of Nepal, GIS is a still a new technology. The Government of Nepal lacks adequate infrastructure in areas of human resources, training and technical resources, and the central data repository system required for the proper use of GIS. GIS specialists recommended augmenting Nepal's information technology infrastructure by implementing a sustainable Enterprise GIS, and an Educational Management Information System. This research work recommends that identification of strategic solutions for student retention issues will require a concerted effort by not only governmental leadership, but also policy-makers, and non-government community leaders. The Government of Nepal may need to play vital role in overcoming existing economic and political barriers to improve IT infrastructure. GIS technology is certain to emerge as an important tool for making a difference in the planning process for minimizing dropout rates and enhancing enrollment ratios across the country. The recognition of both a need for change and the changes required are two important themes that emerged from the research study.
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Giraldo, Garcia Regina J. "INDIVIDUAL, FAMILY, AND INSTITUTIONAL FACTORS THAT PROPEL LATINO/A STUDENTS BEYOND HIGH SCHOOL." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1401963002.
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Muhuro, Patricia. "Implementation of student retention programmes by two South African universities: towards a comprehensive student retention model." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016085.
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Using Tinto‟s (1993) interactionalist theory of student retention and Beatty Guenter‟s (1994) students retention strategy as guiding lenses, this study investigated the implementation of five student retention programmes in two universities in South Africa. Specifically the study sought to interrogate a) the mechanisms used to select students and peer facilitators who participate in each of the programmes, b) the delivery strategies that are in place and c) the programme monitoring and/or evaluation mechanisms in place to ensure that programme goals are achieved. The study adopted a concurrent mixed design embedded in the post positivist paradigm. The study revealed minimal student participation in all programmes, including those that were compulsory, owing to inconsistent enforcement of policies, stigmatisation, and poor perceptions about these programmes. In addition, the study found challenges in selection, support and monitoring of peer facilitators in almost all the programmes. This was linked to limited qualified staff, high dependence on borrowed delivery models and poor co-ordination among stakeholders. The study through a proposed Comprehensive Model for Student Retention, suggested collaborated and intensive and ongoing training of all facilitators in functional literacies, basic counselling and handling diversity, as well as co-ordinated selection and monitoring of the five programmes.
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Sahoo, Chintamani. "Student retention and expert system design for effective intervention in four-year colleges." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185900.
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The Problem of educational attainment and student retention have received increasing attention by social researchers for many years. The focus of analysis has shifted from describing status mobility to the causal sequence of status transmission and attainment. The present study examines the process of formal educational attainment through student retention in American four-year colleges by applying objective and subjective variables in a sequence of causal relationships. The results of the study show student retention in higher education may depend on institutional resources such as, parent and sibling's educational attainments in addition to strong individual commitment to educational goals and positive feelings about the institution that the student attends. Though the sample in the study are relatively disadvantaged in academic ability, the findings suggest that high schools and colleges as primary socializing agents provide powerful influences in developing educational aspirations and commitments that help in the process of educational attainment among young adults. Taking relevant factors of retention, the knowledge-base is created for the design of expert system. User interface is developed with the help of object-oriented language to access the knowledge-base. The expert system will provide useful services to the users in terms of prescribing, monitoring and evaluating individualized intervention program(s) for the high risk students. This service will facilitate the process of educational attainment among the high risk students and perhaps, will help retain them in the given institution.