To see the other types of publications on this topic, follow the link: High school graduation; High school dropout; Graduation prediction.
Dissertations / Theses on the topic 'High school graduation; High school dropout; Graduation prediction'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 16 dissertations / theses for your research on the topic 'High school graduation; High school dropout; Graduation prediction.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Marshall, David T. "Testing the Ability of Two Series of Models to Predict High School Graduation Status." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4756.
Full textAbstract:
The purpose of this study was to create and test two series of predictive models aimed at projecting high school graduation status. Secondary data were obtained in partnership with an urban school district. All of the predictor variables included in the models tested in this study were academic and nonacademic variables that were found to be significant predictors of high school graduation in previous empirical work. In the first series of models tested, individual academic and nonacademic variables were tested together along with school-level variables. Eighth and ninth grade variables were tested separately to avoid multicollinearity issues. The second series of models tested included similar individual-level academic and nonacademic variables, along with community-level predictors to analyze their ability to predict high school graduation status. Logistic regression and multilevel logistic regression analyses were conducted to analyze the data. The model including community-level predictors yielded a pseudo R-squared value of .40, approximating that 40% of the variance was explained by the predictors in the model. Most of the individual predictors included in the models yielded findings similar to those found in previous literature on high school graduation status projection; however, this was not true for all of the predictor variables included. These differences highlight the tension that can exist between generalizability and local specificity. Significant findings from studies utilizing large nationally-representative longitudinal datasets and other large data sources do not always generalize to settings with samples that differ demographically. This study represents a first step in a line of research aimed at developing a better understanding of high school graduation status, particularly in challenging school contexts.
2
Miller, Anya V. "Graduation Coach Program Effects on High School Attendance and Graduation Rate." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3049.
Full textAbstract:
The rise in the number of students who drop out of high school has gained national attention. High school dropout rates in the state of Louisiana are a primary concern to school administrators in the state. The Graduation Coach Program is an intervention implemented in several high schools across Louisiana to assist students with completing their high school education. Many of the programs' attributes are based on Maslow's hierarchy of needs, students' needs, and the presence of positive adult relationships that might improve student achievement. The purpose of this study was to compare archival attendance and graduation rates among independent groups from years before and after the implementation of the Graduation Coach Program in 4 Louisiana public high schools. Attendance rates included data from 5 years before and 7 years after the program (n = 48), and due to limitations in the archival records, graduation rates included data from 2 years before and 7 years after the program (n = 36). Two independent-samples t tests were conducted, and no significant differences were found between the groups for both measures. Due to power limitations in the group sizes, further research is recommended to include additional campuses that implement the program. Positive social change implications include providing these initial research findings to the study districts' administration to assist with decision making and planning for the Graduation Coach Program used at their campuses. Through continued efforts and research, high school administrators may ultimately improve high school attendance and graduation rates to address the high school dropout problem in Louisiana.
3
Smallwood, Otis L. "An Investigation of the Dropout Rates of Caucasian High School Students in a Rural North Carolina High School." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/103.
Full textAbstract:
This applied dissertation was designed to describe and explain the dropout phenomenon occurring in a rural high school in southeastern North Carolina. Caucasian students were dropping out at a disproportionate rate compared to other ethnic groups in the school. Over the last 4 years, 68 students did not graduate with their prospective class at the southeastern rural North Carolina high school research site; approximately 63% of those students were Caucasian, and 37% were non-Caucasian. Caucasian students were the smallest population at the selected high school (40%); however, they accounted for the highest average percentage of dropouts (63%). In 2011, Caucasian students alone accounted for 81% of the total dropouts. In essence, the largest ethnic group not graduating in this rural school district was Caucasian students. In an effort to investigate the academic, social, and home factors (strains) that may have contributed to the high dropout rate of Caucasian students, a study was conducted at the high school. The study involved investigating perceptions of professional staff at the selected high school. Professional staff completed a survey that measured perceptions as to why Caucasian students dropped out a higher rate than other ethnic groups. The general research design answering the 2 research questions for this study was a explanatory mixed-methods research design utilizing quantitative and qualitative data collected sequentially. After calculating descriptive statistics from survey responses (means and frequency of occurrence), performing a chi-square goodness-of-fit test, and conducting focus-group interviews, the results of the study indicated that professional staff members at the selected high school perceived that academic and home and community setting strains, not social strains, were the greatest influence on why Caucasian students were not graduating at the same rate as non-Caucasian high school students at the selected rural high school.
4
Watson, Judyann. "Factors Associated with Graduation among Latino Male High School Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/528.
Full textAbstract:
High dropout rates for minority students require additional educational research to understand and implement changes that will increase graduation rates. The purpose of this nonexperimental study was to examine factors that may be associated with graduation for Latino male students. Guided by Tinto's work, which holds that students remain in school when they feel academically or socially connected to an institution, this study addressed the impact of social factors, academic factors, and small learning communities (SLCs) on graduation rates. The research study used archival data and bivariate logistic regression to analyze the data for Latino male participants (n = 208) at an urban southern California high school. Results indicated that grade-point average (GPA), the number of suspensions, and Advancement Via Individual Determination (AVID) may be significant factors associated with graduation rates of the Latino male students. Implications for social change include an increase in support for programs such as AVID, a greater number of tutoring and mentoring programs to help students increase their GPA, and school policies that address discipline without increasing the number of suspensions. Students benefit most from obtaining a high school diploma. Graduation can assist students to have more opportunities in their own lives. Increasing student-graduation rates increases self-reliance and the ability for students to contribute to their own communities.
5
Smith, Karen S. 1948. "A Longitudinal Study of Graduation, Retention, and School Dropout for Students in Regular and Special Education." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279003/.
Full textAbstract:
This study examined differences in retention, graduation, and dropout between students in grades 9-12 in special education and regular education in the state of Texas for school years 1992-93 through 1995-96. The purpose was to gather information regarding the possible adverse effects of increased academic standards and mandatory testing on students with disabilities. The results indicate that when compared to students in regular education, students with disabilities are significantly more likely to be retained and are not experiencing the same decline in dropout rates as regular students. There is no indication that students with disabilities have been adversely affected by school reform but the size of the school district may play a significant role in whether or not students with disabilities dropout of school.
6
Griffin, Walter. "Improving on-time graduation for at-risk students: Perceptions of interventions to improve on-time graduation in one Florida school district." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5750.
Full textAbstract:
Students dropping out of high school has resulted in a national, state and local crisis. With the national graduation rate at 77%, there are thousands of students leaving school each year without the skills necessary for post-secondary career or college readiness (Scheel et al., 2009). This study provided fundamental insight into the factors that students perceive as important in keeping them on a positive trajectory towards graduation. The study added value to the knowledge regarding students' perceptions of major mitigating factors in high school as compared to middle school that engaged them in school. The interventions that appear to have importance in assisting promise students in getting on track towards high school graduation were identified for replication in other programs throughout the target district.Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive
7
Adrian, Jennifer J. "An investigation of the impact of high school exit exams on graduation and dropout rates." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001adrianj.pdf.
Full text
8
Fortuin, Kevin M. "American Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiences." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/265553.
Full textAbstract:
One method by which student success or failure is measured is whether or not students graduate or dropout. The current educational policy, No Child Left Behind Act of 2001, aims to close the achievement gap among different ethnic groups. Despite these goals, American Indian students have the highest dropout rate and lowest graduation rate in the country. For well over a century, federal educational policy has failed to meet the educational needs of American Indian students. This research project shows the need for perspectives to change in terms of "dropping out" and "graduating" in order to address and improve the success rates for Native American students in K-12 public schools. This thesis focuses on urban Native American student schooling experiences, calling for a need to avoid labeling students and for schools to place a greater emphasis on building positive interpersonal relationships with students and families.
9
Yang, Fan. "A competing risks survival analysis of high school dropout and graduation: a two-stage model specification approach." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5684.
Full textAbstract:
There has been a wealth of research conducted on the high school dropouts spanning several decades. It is estimated that compared with those who complete high school, the average high school dropout costs the economy approximately $250,000 more over his or her lifetime in terms of lower tax contributions, higher reliance on Medicaid and Medicare, higher rates of criminal activity, and higher reliance on welfare (Levin & Belfield, 2007). The nation suffers not only because of the loss in revenue but also as a result of the education level of the population. Individuals who choose to drop out of high school are less likely to be in the labor force than adults who earned a high school credential, and they fare worse in many aspects of life.
In many studies on high school dropouts, an important challenge is how to determine an appropriate structural form for a statistical model to be used in making inferences and predictions. Many useful statistical modeling for survival analysis have been developed to study the competing risks frame of probability of dropping out and the probability of graduating; however, few methods exist for establishing the actual competing risks structural form of a model when the data contains two educational milestones – drop out and graduation.
In this dissertation, we first utilized the data collected from the National Education Longitudinal Study (NELS: 88/2000) and proposed a discrete time competing risks hazard model and the corresponding model selection process to study the contributions of student’s academic ability, family background, school characteristics and vocational education to the probabilities of students graduating from or dropping out of high school. This model finds a way to overcome the shortcomings of the traditional models existing in the previous research.
Within educational research, missing data is very common occurrence and can easily complicate the model selection problem. Handling missing data inappropriately can lead to bias and inaccurate inferences. This dissertation applies four missing data techniques to the key attributes including listwise deletion, dummy variable adjustment, mean imputation, and multiple imputation. Recommendations were offered for future endeavors and research in finding solutions to handle missing data in educational research.
Finally, we outline the implementation of the proposed methodology. This research has the potential for both theoretical merit and implications for affecting educational policy. My dissertation adds to the limited body of literature of quantitative studies of the high school dropouts. A discrete time competing risks hazard model for predicting the probability of dropping out could become part of a powerful tool to identify students at risk of dropping out.
10
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.
Full textAbstract:
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.
11
Wallace, Maria. "Public Health Nurses’ Perceptions of High School Dropout Rates as a Public Health Issue." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7766.
Full textAbstract:
Education is one of the strongest predictors of health, and well-being. Early termination of education can lead to poorer health, shorter lifespans, and increased stress on the healthcare system. Improving overall high school graduation rates has been debated and discussed by the Toronto District School Board (TDSB) and the Ministry of Education, however, there is a paucity of research on increased graduation rates as they relate to public health in the Canadian context. The purpose of this phenomenological qualitative study was to explore the perceptions of liaison public health nurses (PHNs) who worked directly with the TDSB regarding their roles in terms of influencing students in Toronto, Ontario to complete high school. Bronfenbrenner’s ecological model was the underlying conceptual framework for the study.Purposive sampling was used to select 10 PHNs who were interviewed regarding their role and involvement in high schools. The data was subjected to triangulation and analyzed to identify commonalities, trends and patterns. Findings from this study indicated that liaison PHNs believe that high school dropout rates are a public health issue and collaboration between the Ministry of Education and Public Health is needed to take action. Recommendations include more Canadian research that explores connections between health and school achievements and the expanded role of PHNs in Canadian high schools. Social change implications for this research include highlighting high school dropout rates as a public health concern in Canadian schools, particularly in communities of lower socioeconomic status. With increased research and resources, the Toronto public health system may work toward making improving graduation rates among their core mandate.
12
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.
Full textAbstract:
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.
13
Pangelinan, Yvonne R. "Understanding the Perceptions of High School Dropouts with Disabilities in the Commonwealth of the Northern Mariana Islands." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5399.
Full textAbstract:
Over the last 5 years, high school students with disabilities in the Commonwealth of the Northern Mariana Islands (CNMI) have experienced a higher rate of dropout compared to their peers, adding to an ever-widening gap in learning and graduation rates. The rationale for this study was the growing numbers of dropouts among students with disabilities that contribute to high rates of poor performing schools and create a burden on the local and federal government as the CNMI employment rates decline and reliance on the U.S. government for support increases. The purpose of this study was to understand the experiences of students with disabilities who drop out of high school, their perceptions of the learning environment, and the factors that contributed to their decisions to drop out. The conceptual framework was the constructivist theory. To answer what influenced high school students with disabilities to drop out of school and to what extent their perceptions of the constructivist element of belonging, engagement, or advocacy contributed to their decision to drop out, a qualitative case study design was used. Interviews were conducted with 10 former students who dropped out between 2013 and 2016 school years from high schools in the CNMI. Thematic analysis was used for emergent themes. Findings included that students do not receive their high school diploma because school policies prevented them due to age and lack of credits. Poor learning environments hindered students' engagement. Poor teachers' advocacy also hindered students' graduation. The findings can be used by school district leaders and staff in the implementation of effective interventions for improving graduation outcomes for students with disabilities in order for these students to become contributing members of society through gainful employment and enhanced quality of life.
14
Thomas, Sherlina. "A Phenomenological Exploration of the Experiences of High School Students Enrolled in School-Wide College Readiness Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1830.
Full textAbstract:
In the early 1980s, the United States experienced a high school dropout epidemic, leading school systems to adopt reform efforts. College readiness programs (CRPs) became a tool to address educational disparities in secondary and postsecondary education for over three decades. While decreases occurred in the overall high school dropout rate across racial and ethnic groups, they have been minimal. This study addressed a research gap on the lack of student input and perceptions about their experiences in CRP programs. This phenomenological study used in-depth, semi-structured interviews with criterion-selected former high school students from 3 schools within the ABC County School System in the southern United States. The sample of 12 students provided data about their lived experiences as Project GRAD scholars. The theoretical framework for this study was Bronfenbrenner's ecological systems theory (EST) based on human development and systems of the environment. Based on results of the interview questions and emergence of themes, 95% of the students indicated their motivation for attending college was based on family. While the traditional college readiness program had some positive influence on student's secondary and post-secondary plans, such programs were not the primary contributing factor, but rather parental/family support was. Furthermore, personal student accounts of their involvement with the Project GRAD program reflect a positive experience. However, such accounts did not reflect a consistent and active supporting relationship with the organization. This finding is in opposition to reported data by many college readiness programs. Implications for social change will bring awareness and modification to programs with the intent of alleviating educational dropout epidemics.
15
Reimer, Kenneth Lloyd. "Potential solutions to Manitoba’s high school dropout crisis: insights of a high school classroom teacher think tank." 2014. http://hdl.handle.net/1993/23997.
Full textAbstract:
It is a widespread belief in western society today that every adolescent is capable of attaining a high school diploma (Pharris-Ciureja, Hirschman, & Willhoft, 2012). In reality, a Statistics Canada (2012) “Labour Force Survey” concluded that only 73.9% of all 18 and 19 year olds have received high school diplomas. Richards (2009) stated that Manitoba’s high school dropout rate is the highest in Canada, and is twice as high as that of British Columbia.
Unfortunately, many adolescents have started on the path to dropping out long before they enter high school (Downing & Peckham-Hardin, 2007) due to a combination of sociological, socioeconomic, cultural, developmental, behavioural, and academic factors (Englund, Edgeland, & Collins, 2008; Pharris-Ciureja, Hirschman, & Willhoft, 2012; Richards 2009). To better understand this phenomenon, I used the critical analytical tool of the immanent critique (Skrtic, 1995); and several different critical thinking tools (Levy, 2010). I also reviewed literature concerning sociology and education, Manitoba’s interpretation of inclusion, and the unique nature of high schools and their teachers.
The purpose of this study was to invite Manitoba high school classroom teachers into a think tank and ask them what they believe they do to help adolescents stay in school and graduate. I found that the high school classroom teachers who participated in the study creatively strived to connect with students, worked individually and collaboratively with colleagues, and acknowledged the need for legislation, policies, and administration. They also took the time to examine current educational practices and continuously searched for innovative ways to improve their classrooms, schools, and the system-at-large. I concluded that school systems would greatly benefit from seeking out the voices of high school teachers and asking them what they think.
16
Valdez, Patrick J. "The Impact of the Samantha Academy of Creative Education (SACE) on Students Placed At-Risk at a Suburban High School in Southwest Texas." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-408.
Full textAbstract:
Reducing student dropout is of extreme importance to the United States. The loss
in revenue as well as in human terms is huge. Several problems exist concerning
students placed at-risk for dropping out. These include no agreed upon method of
calculating drop out rates, differing opinions on the causes of school dropout, and a
body of literature that is sparse concerning educational approaches for keeping
students placed at-risk in school. This study examined the impact of the Samantha
Academy of Creative Education (SACE) on the students placed at-risk and the
teacher perceptions of the SACE program by the teachers working in the program at a
suburban high school of Southwest Texas.
The population of this mixed-methods study consisted of secondary general
education students from a large suburban high school in Southwest Texas who had
been placed at-risk. One of these groups consisted of students that participated in the
SACE program while the other group consisted of a similar group of students not
participating in SACE. Statistical tests were conducted to determine if a difference existed between the two groups with regard to graduation rate, attendance rate, and
core grade average. Perceptions of the SACE program by the teachers that worked
within the SACE program were gathered.
Results indicate that student placed at-risk who participated in the SACE program
had higher core grade averages, higher rates of graduation, and higher rates of attendance
compared to students placed at-risk within the same high school who did not
participate in SACE. Teachers perceived that the SACE program was efficacious for
students placed at risk because of three broad themes. This study further demonstrated
that effective programs aimed at helping students placed at-risk can be
developed within the context of a regular high school setting. Recommendations for
further research and implications for practice were provided.