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Dissertations / Theses on the topic 'Dropouts'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

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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2

Clement, Priscillia. "High school dropout : systemic implications and the GED as a model of redress for dropouts /." View abstract, 2001. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1639.

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Thesis (M.S.)--Central Connecticut State University, 2001.
Thesis advisor: Jane Fried. " ... in partial fulfillment of the requirements for the degree of Master of Science in School Counseling." Includes bibliographical references (leaves 75-80). Also available via the World Wide Web.

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3

Babers, Tracy Allen Sr. "The determining factors of high school dropouts." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3126.

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The purpose of this study is to examine the factors that cause high school students to drop out. The method for this project was a review of literature collected through journal articles, the internet and books. The factors found to play the biggest role were race, academic age/grade, and gender.

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4

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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5

Poza-Juncal, Inés Victoria. "Predicting dropout among inner-city Latino youth using psychological indices /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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6

Zabloski, James. "Gifted dropouts a phenomenological study /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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7

Byrne, Gregory A. "High school dropouts in Boston." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/71403.

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8

Miller, Cheryl. "Dropped out or pushed out a case study on why students drop out /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006millerc.pdf.

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9

Smarn, Ganmol Halinski Ronald S. "Differences between persisters and dropouts in a private industrial technology school in Thailand." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604371.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed April 21, 2006. Dissertation Committee: Ronald S. Halinski (chair), Kenneth H. Strand, James C. Palmer, George Padavil. Includes bibliographical references (leaves 109-116) and abstract. Also available in print.

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10

Foster, Edward C. 1946. "Prediction of High School Dropouts and Teen-Aged Parents from Student Permanent Records." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277964/.

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Research has reported that a predictive link exists between socio-economic risk factors and high school dropouts, including teen-aged parents. Educators have little control over socio-economic risk factors. However, school records and classroom performance data can point to in-school risk factors. The purpose of this study was to help all students by using the in-school data to pinpoint the indicators that predict potential student achievement difficulties in specific areas of curricula. This study was an anteriospective longitudinal study of the 1995 graduating class of a suburban school district composed of approximately 920 seniors. The sample consisted of 344 graduates, 114 dropouts, and 42 teenaged parents. Backward stepwise logistic regression analysis was the statistical method used for model building. An analysis was done by gender at the 2nd, 4th, 6th, and 8th grades from the permanent records of sample students. The study found that significant predictors exist at each grade level and are different for each group, grade level, and gender with some predictors in common: language arts and attendance. The most consistent male dropout predictors were found to be absenteeism, grades in language arts, spelling, and achievement test scores in language arts. The most consistent female dropout predictors were found to be absenteeism, elementary retention, course failures, and achievement test scores in language arts. Achievement test scores in language arts were found to be the most important in-school predictors for teen-aged parents. The predictors for teenaged parents followed the same pattern as female dropouts and graduates until the 8th grade where achievement test scores in vocabulary, math, and total battery became important predictors. Teen-aged parents were found to be a sub-population of dropouts or graduates. Teen-aged parents dropped out or graduated from school based on the early predictors of dropouts or graduates, not based on parenting or single status.

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11

Maswahu, Israel Lubinda. "Grade 10 dropout predisposition and resilience in one rural and one urban secondary school in the Kizito Cluster of the Caprivi Education Region in Namibia." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4494.

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Magister Educationis - MEd
The study investigated school dropout predisposition and resilience at Grade 10 level in one rural and one urban secondary school in the Kizito Cluster of the Caprivi Education Region in Namibia. Part of the study was by means of a literature review of studies on school dropout in different parts of the world. The review also related to theoretical explanations of school dropout predisposition and resilience, together with preceding studies about the two phenomena. The qualitative research approach was used to obtain information about participants' experiences, beliefs, and perceptions about the school dropout and resilience phenomena. The study was framed by the interpretive research paradigm. The case study method, along with semi-structured, one-on-one and focus group interviews and document analysis were used to gather data. In addition, the study was also framed by grounded theory for the purposes of identifying alignments between the study’s findings and existing theories whilst also enabling the identification of theoretical gaps regarding some the study’s findings which subsequent studies should address. In addition, grounded theory also helped to present a theoretical discussion of the two studied phenomena. Factors found to be associated with school dropout predisposition in the rural school included over-age and alcohol and drug abuse (in boys), long walking distances to school and teenage pregnancy (in girls), poor academic performance, curriculum, poverty, peer pressure and lack of parental involvement and support in the education of children( in both sexes). Factors that were found to be associated with school dropout resilience at the school included availability of role models, good academic performance, parental involvement and support in education and the teaching of the Life Skills subject. Factors found to be associated with school dropout predisposition in the urban school included curriculum, poor academic performance, over-age, poverty and peer pressure (in both sexes), alcohol and drug abuse, bullying and lack of hostel accommodation (in boys), teenage pregnancy and early marriages or involvement in sexual activities (in girls). Factors that were found to be associated with school dropout resilience at the school included good academic performance, learning from siblings and friends’ dropout experiences, self-determination and self-motivation, and valuing education and motivation from parents and relatives, counselling, praising learners and inviting renowned individuals to speak to children. Factors which were found to be linked to existing dropout predisposition theories were curriculum, poor academic performance and poverty, whilst teenage pregnancy was found not to be linked to existing theories. A factor which was found to be linked to existing dropout resilience theories was good academic performance whilst no factor was found not to be linked to existing theories. Recommendations in this study include calls for exploration by further studies in generating new theories to better explain findings in this study. The recommendations to schools and the Regional Education Directorate to help in enhancing dropout resilience include counselling and academic performance enhancing strategies.

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12

Dodd, Ann. "High stakes testing effects dropout rates." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=813.

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13

Davis, Adrianna Starr. "A Phenomenological Study of African American Males Who Drop Out." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1778.

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Although school districts in Florida have reported a decrease in the overall dropout rate, the dropout rate among African American males remains higher than it does for any other ethnic group. Guided by Ogbu's oppositional culture theory, the purpose of this phenomenological study was to investigate the high dropout rate among African American males and determine some of the social, cultural, educational, and economic elements that may hinder African American males from completing high school. A purposive sample of 10 African American males who dropped out of high school and who were between the ages of 18 and 35 was selected to participate in this study. Thirty open-ended interviews were conducted, and the data were analyzed using an open coding system. Twelve themes emerged that provided evidence of the complex factors associated with dropping out. The major themes included lack of motivation from parents and teachers, disengagement from the educational institution, economic challenges related to poverty, and peer influence. It is recommended that programs and curricula be developed and implemented that would create opportunities to build positive relationships between African American male students and their teachers, parents, and peers. Positive social change could occur with an increase in the graduation rate of African American male students, which would offer a more educated work force for the community.

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Argov, Nir. "School policy, climate and high school dropouts." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411413.

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Law, Eugene L. "CORRELATION BETWEEN TAPE DROPOUTS AND DATA QUALITY." International Foundation for Telemetering, 1990. http://hdl.handle.net/10150/613460.

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International Telemetering Conference Proceedings / October 29-November 02, 1990 / Riviera Hotel and Convention Center, Las Vegas, Nevada
This paper will present the results of a study to correlate tape dropouts and data quality. A tape dropout is defined in the Telemetry Standards as “a reproduced signal of abnormally 1 low amplitude caused by tape imperfections severe enough to produce a data error” Bit errors were chosen as the measure of data quality. Signals were recorded on several tracks of a wideband analog instrumentation magnetic tape recorder. The tape tracks were 50 mils wide. The signal characteristics were analyzed when bit errors or low reproduce amplitudes were detected.

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Clayton-Molina, Cheryl Ann. "Hispanic High School Dropouts: Their Unheard Voices." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/232.

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America is in the midst of a high school dropout crisis that will cost $3 trillion in lost wages over the lifetime of the 12 million students who are predicted to drop out. Each year, in an America's northern states, approximately 10,000 students drop out of high school; the majority of these students are Hispanic. Guided by Ogbu's cultural-ecological theory of academic disengagement, the purpose of this phenomenological study was to understand the experiences of Hispanics who dropped out of high school and their rationales for dropping out.. Eight Hispanic dropouts in a local community were interviewed. The interviews were transcribed and interrogated via inductive analysis. Findings in this study show that the system and community forces that impeded academic achievement were in similar to those of Ogbu's findings. However, contrary to this theory, the participants in this study did not report any discrimination. The participants dropped out due to academic difficulties, early parenthood, and a lack of parental support. Hispanics' perspectives are needed if administrators and other stakeholders are to develop and apply ethnically skilled policies and performances that could be effective in accommodating Hispanics' educational needs. Reducing Hispanics' high school dropout rates will benefit taxpayers by providing substantial economic return. Guided by these findings, the school board will be equipped to support their educators, which in return could produce quality academic performance among Hispanic students.

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17

Poore, Jack L. "Personality types and characteristics of high school dropouts." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762982.

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This study was designed to determine if a personality type or personality type characteristic that-was statistically different from the general population could be found for high school dropouts who perceived school dissatisfaction as the reason for dropping out of school. Data were collected from each gender group and analyzed by gender group.Dropouts registering to take the general equivalency test through one of three cooperating programs in Clark County, Ohio, were contacted to participate in the study. Individuals were determined to have dropped out of school because of perceived school dissatisfaction by means of their responses on a checksheet of reasons for dropping out of school. The list was culled from the review of literature. Dropouts Identified as "dissatisfied" were then given the Myers-Briggs Type Indicator Form G. A total of 262 dropouts were contacted before the sample size of fifty males and fifty females was reached.Four null hypotheses were generated for the study. Analysis of data using a binomial distribution resulted in a refection of the four hypotheses at a .01 level of significance. Results of the analysis demonstrated the Introvert-Sensing-Thinking-Perceiving (ISTP) personality type for males and the Introvert-Sensing-Feeling-Perceiving (ISFP) personality type for females from the sample were statistically different from the general population. The Sensing (S) personality type characteristic for both gender groups in the sample was statistically different from the general population.Major conclusions were: 1) Males with an ISTP personality type and who are dissatisfied with school have a greater possibility of dropping out of school than males with other personality types; 2) Females with an ISFP personality type and who are dissatisfied with school have a greater possibility of dropping out of school than females with other personality types; and 3) Males and females determined to have the Sensing (S) personality type characteristic and who are dissatisfied with school are at a greater risk of dropping out of school than others displaying the Intuition CI) characteristic.
Department of Educational Leadership

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18

Sittiporn, Prawatrungruang Padavil George. "Understanding dropouts in Thai private vocational schools a case study /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064536.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 31, 2006. Dissertation Committee: George Padavil (chair), Albert T. Azinger, William C. Rau, Rodney P. Riegle. Includes bibliographical references (leaves 192-199) and abstract. Also available in print.

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19

Regös, Rita [Verfasser]. "Intrapersonale Ursachen des Dropouts im Eissport / Rita Regös." Halle, 2018. http://d-nb.info/1172716811/34.

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20

Taylor, Sarah Cecelia Ferguson. "Pathways to dropping out." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-144845/.

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21

Valentyn, Steven Nicolaas. "Redes waarom leerders die skool verlaat : 'n gevallestudie van 'n spesifieke skool." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1907.

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Thesis (MEd (Faculty of Education and Social Sciences))--Cape Peninsula University of Technology, 2009
Baie leerders verlaat sekondêre skole voordat hulle by daardie spesifieke skool matrikuleer. Sommige migreer bloot na ander skole terwyl ander hul opvoeding by skoolgebaseerde Verdere Onderwys en Opleidingskolleges (VOO) voortsit of beroepsgerigte kursusse volg. Navorsing het egter bewys dat baie leerders sekondêre skole verlaat en bloot dropouts word, dit wil sê leerders wat nie hul opvoedingsloopbaan op een of ander manier voortsit nie. Hierdie studie is daarop gefokus om, deur ’n gevallestudiebenadering, die redes waarom ’n spesifieke sekondêre skool in die Wes-Kaap jaarliks hoë syfers van skoolverlatings beleef, te identifiseer. ’n Deeglike literatuurondersoek het aan die lig gebring dat push out of school- en pull out of school-faktore oorwegend die redes is waarom leerders skole verlaat. Uit die literatuur kon ek ook identifiseer dat meer pull out of school-redes tot skoolverlatings gelei het. My navorsing is binne die teoretiese raamwerk van push out of school- en pull out of school-redes onderneem. Ek het ’n gemengde-metodebenadering, wat kwantitatiewe en kwalitatiewe ondersoeke ingesluit het, gevolg om data te bekom. Die navorsingsperiode was vir die eerste sewe maande van 2008. Die instrumente wat aangewend is om data in te samel, sluit in vraelyste wat na 80 skoolverlaters versprei is, semi-gestruktureerde onderhoude met 12 skoolverlaters en hul ouers, asook ontleding van skooldokumentasie. Die inligting vanuit die vraelyste word deur middel van grafieke (histogramme) aangebied, ontleed en bespreek. Die inligting wat verkry was deur middel van onderhoude is in tabelvorm saamgevat, in beskrywende vorm aangebied en tematies ontleed en bespreek. Daar is bevind dat pull out of school–faktore, soos huislike omstandighede, swangerskap, verhuising, siektes en groepdruk, sowel as push out of school-faktore soos onderprestasie, graadherhaling, onveiligheid by die skool, die feit dat die leerder uitgesit was, weiering van gesag en taalprobleme, tot skoolverlatings bygedra het. Aanbevelings rakende die bevindinge tot die studie word in hoofstuk vyf uiteengesit.

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22

Dean, Les B. "Who is most at-risk? /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9713214.

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23

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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24

Miranda, Karina Elizabeth, and Vanessa R. Zambrano. "High school Hispanic dropouts: Beliefs and attitudes among Hispanic parents." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3113.

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The purpose of this study is to examine Hispanic parent's beliefs and attitudes about high school Hispanic drop out rates. This study was conducted to better understand the factors that Hispanic parents believe lead to school dropout as well as prevention.

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25

Mashburn, Andrew J. "A psychological process of college student dropout." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/28938.

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Castles, Jane. "Part-time adult learners : modelling factors that influence persistence." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289007.

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Freagon, Ann L. "The effects of group counseling and individual counseling on the at-risk 118.15 student's self-concept and academic learning." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998freagona.pdf.

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Simpson, Sabrina D. "A study of attrition in higher education with implications for supportive services." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=391.

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Smale, William Thomas. "Understanding the issue of dropouts, a young offender perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60348.pdf.

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Alvarez, Barry John. "Predictors of Dropouts of Domestic Violence Focused Couples Treatment." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33552.

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The purpose of this exploratory study was to examine differences between dropouts and completers in a domestic violence focused couples treatment (DVFCT) program. Fifty-eight men met the criteria of participating in at least one couples session for domestic violence. Data was analyzed with t-test and chi-squares. The dropout rate was 36 percent. Three variables â age, race, and marital status â were significant predictors of dropping out from the program. White men who were over 30 and married were found significantly more likely to complete treatment than were nonwhite single men younger than 30. Other variables that approached significance were employment, parental status, living arrangement and prior treatment. That is, employed men who lived with their partners, had children with their partners, and had prior treatment tended to stay in treatment. Stages of Change using the URICA and the URICA-DV measures and level of violence at intake using the Revised Conflict Tactics Scale were not found to differentiate between dropouts and completers in this sample. Other variables examined but not found as significant discriminators between completers and dropouts of DVFCT were education and referral source. A literature review of dropouts in therapy, marriage and family therapy, batterer programs and DVFCT; as well as literature on stages of change, is included. Further discussion and recommendations for further research and for improving domestic violence focused couples treatment is included.
Master of Science

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31

Pettersson, Emma, and Evelina Bernting. "Jag hoppade av skolan. Och? I'm a Dropout. So what?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31456.

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Syftet med vår studie har varit att ta reda på varför vissa ungdomar gör avbrott från singymnasieutbildning. Vi har använt oss av en kvalitativ metod och genomfört totalt åttasemistruktuerade intervjuer. Våra respondenter är två dropoutungdomar, som vi intervjuat för att få en inblick i och djupare förståelse för individuella och strukturella orsaker som ligger bakom beslutet att hoppa av skolan. De övriga sex respondenterna är samtliga studie- ochyrkesvägledare, varav fyra är verksamma på kommunala och fristående gymnasieskolor, eninom grundskolan och en arbetar inom det kommunala uppföljningsansvaret. Intervjuernamed dessa professionella personer har vi gjort i syfte att undersöka vilka subjektiva och objektiva förklaringar de har till att elever slutar skolan i förtid och hur de arbetar med dropoutsen. Med denna undersökning har vi kommit fram till att de bakomliggande orsakerna till att vissa elever hoppar av skolan alltid är personliga, men att bakgrunden utgörs av enblandning av individuella och strukturella faktorer. Vårt resultat av intervjuerna har vi tolkat och analyserat med hjälp av Becknes teorier om objektiva och subjektiva förklaringar till studieavbrott. Vi har även utgått från Becknes teori om tidiga och sena avbrytare och delvis kunnat kategorisera våra två dropoutrespondenter enligt denna.

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Semmelroth, Carrie Lisa. "Response to intervention at the secondary level : identifying students at risk for high school dropout /." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/30/.

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Conners, Erica E. "Social capital and the intent to graduate among Black and Hispanic high school students /." View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/fullcit/3239903.

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Ostrander, Lorie Coleen. "Voices a case study of early school leaving /." Diss., Online access via UMI:, 2009.

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Au, Yuk-har Grace. "The application of labelling and differential association theory to an understanding of the school drop-out problem of out-reach clients /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991656.

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King, Teresa C. "Examining the Relationship Between Persistence in Attendance in an Afterschool Program and an Early Warning Index for Dropout." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500218/.

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School districts constantly struggle to find solutions to address the high school dropout problem. Literature supports the need to identify and intervene with these students earlier and in more systemic ways. The purpose of this study was to conduct a longitudinal examination of the relationship between sustained afterschool participation and the host district’s early warning index (EWI) associated with school dropout. Data included 65,341 students participating in an urban school district’s after school program from school years 2000-2001 through 2011-2012. The district serves more than 80,000 students annually. Data represented students in Pre-Kindergarten through Grade 12, and length of participation ranged from 1 through 12 years. Results indicated that student risk increased over time and that persistent participation in afterschool programming had a significant relationship with student individual growth trajectories. Slower growth rates, as evidenced through successive models, supported students being positively impacted by program participation. Additionally, participation was more meaningful if students persisted, as noted in the lower EWI rates, as compared to students who attended less consistently.

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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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MacDonald, G. Alexander (Gerard Alexander). "Perceptions of school experiences of dropouts and at-risk students." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37855.

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The purpose of this study was to contribute to the research on school dropout by exploring the manner in which school policies and practices affect students' behavior. Four groups, each composed of 12 (6 male, 6 female) secondary students were interviewed. These involved an engaged group, an at-risk group, a group enrolled in alternative programs, and a group who had dropped out of school. The study had two goals. The first was to determine how these participants differed in their perceptions of their scholastic experiences. The second was to compare how males and females perceived their experiences. Significant differences were found by group and gender in perceptions of scholastic abilities. Clear distinctions were also found by group and gender in how the participants made sense of their academic experiences. Suggestions for preventative and remedial programming are offered. Implications for counselling psychology, in general, and school counselling, in particular, are discussed.

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Buttell, Carol A. "Nonparticipation in adult education : the perspectives of high school dropouts." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191104.

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Qualitative research was used to get the perspectives of high school dropouts about their lives as nonparticipants in adult education. The research problem addressed in the study was the lack of information from high school dropouts themselves about their life experiences. The purpose was to have high school dropout nonparticipants express their views. The particular research method used was case study.Interviews were held with 15 high school dropouts who had been out of school at least five years. Three one-hour interviews were held with each respondent. Each interview had a particular focus. The first focused on the respondent's family and school experiences until the time of dropout. The second focused on present life experiences. The third focused on plans for the future, including possible participation in adult education.The respondents were selected from the dropout population with members being multi-age, multi-ethnic, of both genders, and from various localities within a community of approximately 200,000. The respondents were selected through the researcher's personal knowledge of dropouts who had not participated in further education; names provided by a relative and two acquaintances of the researcher; and names given by other respondents.The three interviews resulted in 13 categories of information. Categories included the following data: demographic, family, support people, education, employment, and future plans.Five of the 15 respondents saw no reason to become involved in adult education. One would become involved only if current employment ceased. Seven planned to enroll in adult education classes in the near future. Two planned to enroll when current obstacles were overcome.Reasons given for future enrollment in adult education resulted in three categories, with five respondents naming more than one reason. The reason self-satisfaction was given by six respondents. Job change was named by eight. Returning as an example for their children was the reason given by four respondents.Respondents seemed content with their lives. They enjoyed sharing their thoughts.The results of the study represent only this study. The reported protocol for data collection, the narrative, and the analysis of data enable replication of the methods used in the research.
Department of Educational Leadership

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Miller, Jennifer A. (Jennifer Ann). "Spatial interpretation and statistical modeling of Boston high school dropouts." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/68736.

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Morgan, Jon, and Charles H. Jones. "PCM Backfill: Providing PCM to the Control Room Without Dropouts." International Foundation for Telemetering, 2014. http://hdl.handle.net/10150/577490.

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ITC/USA 2014 Conference Proceedings / The Fiftieth Annual International Telemetering Conference and Technical Exhibition / October 20-23, 2014 / Town and Country Resort & Convention Center, San Diego, CA
One of the initial control room capabilities to be demonstrated by iNET program is the ability to provide data displays in the control room that do not contain data dropouts. This concept is called PCM Backfill where PCM data is both transmitted via traditional SST and recorded onboard via an iNET compatible recorder. When data dropouts occur, data requests are made over the telemetry network to the recorder for the missing portions of the PCM data stream. The retrieved data is sent over the telemetry network to the backfill application and ultimately delivered to a pristine data display. The integration of traditional SST and the PCM Backfill capability provides both real-time safety of flight data side-by-side with pristine data suitable for advanced analysis.

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Lombo, Lombo. "Second Chance for School Dropouts in Kenya through Adult Education." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1696.

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Most Kenyan high school dropouts do not have a school reentry option, and without a high school diploma, they lack access to tertiary or higher education institutions for training and career development. This case study was an investigation of how an adult learning center in Kenya educated high school dropouts and helped them to gain access to vocational training or higher education. The research questions addressed the pedagogy, learning experiences, and curriculum of the Baraka Adult Learning Center (BALC) and also focused on how the BALC met students' aspirations, needs, and goals based on the perceptions of teachers and adult learners. The conceptual framework was based on liberatory education theory, transformative learning theory, and andragogy. Data collected from classroom observation s, curriculum review, and interviews with 9 current students, 3 former students, 5 teachers, and the principal were analyzed inductively by sorting and coding to generate emergent themes. The results of the study indicated that instructors followed the regular high school curriculum with little adaptation and lacked training about teaching adult learners and self-directed learning approaches. The adult learners perceived returning to school as getting a second chance. A professional development project for BALC instructors was developed to address some of the needs identified in the study. This training could have an impact on the adult learners by better assisting them to gain access to vocational training and higher education.

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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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D'Hemecourt, Shannon. "The Impact of Accountability on School Dropouts: The Students' Voices." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/259.

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The purpose of this study was to determine the factors that influenced students of one suburban Louisiana school district to leave school prior to obtaining a diploma. Qualitative methods were used to investigate the reasons that students gave for what influenced them in making their decision to leave school. Additionally, it was the intent of the study to determine if the Louisiana school accountability program had any influence on the students' decisions. Interviews were conducted with 11 students who dropped out of school in the 2003-2004 school year. With-in case and cross-case analyses were performed and themes were developed to illustrate the responses given by the participants during their interview. The data suggest students leave school because they face personal obstacles that they cannot overcome. Additionally, participants of this study cited a lack of alternative schooling and disappointment with the systems as other factors that influenced their decision to drop out of school. Furthermore, participants did not feel that school accountability had an influence on their decision to leave school.

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Williamson, David R. "Dropouts from community colleges: path analysis of a national sample." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/77785.

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The purpose of this study was to determine the extent to which Tinto's model of the dropout process applied to a national sample of community college students. Strict definitions of persistence were used in applying a Tinto-based model to both 2- and 4-year student samples from the High School and Beyond (HSB) data set. The primary focus of the study was to determine the relative effects of social and academic integration, in relation to student background characteristics, on two measures of persistence: persistence in the institution, and persistence in higher education. The data were analyzed using path analyses procedures. Results only partially supported Tinto's theory. Major findings revealed that: 1) background variables directly affected persistence, no matter how defined, 2) the ability of Tinto's model to explain persistence may be highly dependent on the criteria used in defining persistence, 3) the model may better explain institutional persistence than persistence in the system of higher education, 4) student background characteristics may be more influential than institutional characteristics in explaining the long term persistence behavior of students, 5) results indicated that the Tinto model's ability to explain persistence was dependent upon the criteria used for defining persistence/dropout.
Ed. D.

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Jones, Merlene Leona. "The Effects of Transitional Challenges on Ninth Grade School Dropouts." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3496.

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The high dropout rate of the United States Virgin Islands school district's ninth-grade students is a major educational problem and the catalyst for a myriad of social problems. Ninth grade academies and extended school day intervention programs have benefited only the academically prepared students. This qualitative case study examined educators' perceptions of the challenges that led to the increased dropout rate of the district's ninth-grade students. Bandura's self-efficacy theory and Atkinson's motivational achievement theory formed the foundational pillars for this study. The research questions were focused on challenges that led to the increased dropout rate of ninth-grade students and the programs implemented to support dropout prevention. The data collection methods consisted of questionnaires from 4 administrators, 4 counselors, and 16 core-subject teachers, and semi-structured group interviews with 2 administrators, 2 counselors, and 8 core subject teachers. Analysis of the data included coding and the identification of common themes. The findings showed that poor school attendance, academic unpreparedness, and disciplinary infractions were some of the challenges that resulted in premature school dropout. Interpretation of the data confirmed that the implementation of proactive and reactive approaches, modified instructional methods, and intervention strategies have proven ineffective. After 10 years, the ninth grade academies of the school district have had no significant effect on promotion or retention rates. The introduction of Ninth Grade Completion via Career Curriculum Academies, a combination of college preparatory and vocational skills classes, may transform education for ninth-graders, increase promotional rates, and benefit the larger community.

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Loncaric, Mladen A. "What is the meaning of disengagement as lived by students who left school without graduating." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27189.pdf.

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Mahoe, Rochelle A. "A multilevel analysis of student persistence in high school." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765033461&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233163560&clientId=23440.

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Leung, Wing-yee James. "An exploratory study of the work attitudes of school dropout clients in an outreaching social work setting /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341708.

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Spadaro, Pat. "Retaining Nevada's high-risk youth in high school." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/PSpadaro2007.pdf.

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