Journal articles: 'School Dropout and Failure'

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Erktin, Emine, Rifat Okcabol, and Ozana Ural. "Examining School Related Factors Leading to Dropout Through Children's Conceptions and Experiences: Development of a Scale for Attitudes Towards Elementary School." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 109–18. http://dx.doi.org/10.1375/ajgc.20.1.109.

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AbstractDespite state support for mass education in Turkey, there are many primary school children who do not attend school or who drop out before finishing school. This study is part of a project investigating the problem of school dropout in a district of Istanbul. Factors related to school, such as failure, non-acceptance by teachers and peers, poor attendance, and low levels of involvement, have been associated with increased likelihood of dropout. Modifying the instructional environment, strengthening school membership, and creating alternative schools have been suggested as means to prevent dropout. A questionnaire assessing attitudes toward school was administered to 480 students from 13 elementary schools for the purpose of identifying the characteristics of schools that lead to dropout. Factor analysis results indicated five factors of school-related attitudes, including attitudes toward learning; toward teachers; toward school and school facilities; and students' perceptions of parent-school relationships.

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Narváez, María del Carmen, and Rafael Arredondo. "Expulsions, a risk factor for school dropout and failure." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 16 (July 5, 2021): 81–102. http://dx.doi.org/10.15257/ehquidad.2021.0015.

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The present study tries to analyze the variables influencing school dropout and failure, focusing on a specific population with the highest risk, minors expelled from schools. For this, the data collected during five school years (2014-15 to 2018-19) has been taken, through an initial questionnaire carried out in the Civic Association for Prevention (ACP), within the Project for Attention to Minors in Expulsion (PAMEX), to a total of 523 minors. It can be observed in the results obtained the determination of a profile that characterizes these students, mostly boys of the first cycle of secondary education, with similar hobbies and enjoyment of free time, as well as the consumption of addictive substances, highlighting the importance of abuse of energy drinks. This longitudinal study has made it possible to compare these variables over time and how they have been maintained. Future lines of research and intervention are also proposed after the confinement suffered by minors due to COVID-19, focused on mitigating variables such as resilience and engagement.

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Zengin, Mevsim. "Investigation of High School Students’ Dropout Risk Level." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 59–68. http://dx.doi.org/10.34293/education.v9is1-may.4000.

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The aim of this study is to determine the risk level of high school students for dropout. The sample of the research in the descriptive survey model consisted of 578 students studying in public high schools in the central districts of Mersin. The “School Dropout Risk Scale” was used as a data collection tool in the study. According to the findings obtained as a result of the research, male students are more likely to drop out of school and behave antisocial than female students. It has been observed that there are silent types who have a perception of failure, do not show that they will drop out of school, are in the risk group, and that the students expressed a “low” level of opinion regarding the total score at the risk of dropping out of school. In line with these findings, suggestions were made to prevent school dropout.

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Marquez-Vera, Carlos, Cristobal Romero Morales, and Sebastian Ventura Soto. "Predicting School Failure and Dropout by Using Data Mining Techniques." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 8, no. 1 (February 2013): 7–14. http://dx.doi.org/10.1109/rita.2013.2244695.

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Vitaro, Frank, Mara Brendgen, and Richard E. Tremblay. "Prevention of School Dropout Through the Reduction of Disruptive Behaviors and School Failure in Elementary School." Journal of School Psychology 37, no. 2 (June 1999): 205–26. http://dx.doi.org/10.1016/s0022-4405(99)00006-0.

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Vázquez Recio, Rosa, Mónica López-Gil, and Guadalupe Calvo-García. "El currículum oculto del fracaso escolar y del abandono educativo temprano. Razones interseccionadas." Revista Investigación en la Escuela, no. 98 (2019): 16–30. http://dx.doi.org/10.12795/ie.2019.i98.02.

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Anderson, Douglas K., and Sherman Dorn. "Creating the Dropout: An Institutional and Social History of School Failure." Social Forces 75, no. 4 (June 1997): 1505. http://dx.doi.org/10.2307/2580704.

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Preskill, Stephen, and Sherman Dorn. "Creating the Dropout: An Institutional and Social History of School Failure." History of Education Quarterly 37, no. 3 (1997): 331. http://dx.doi.org/10.2307/369461.

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Roderick, Melissa. "Creating the dropout: An institutional and social history of school failure." Journal of Policy Analysis and Management 16, no. 1 (1997): 188–92. http://dx.doi.org/10.1002/(sici)1520-6688(199724)16:1<188::aid-pam16>3.0.co;2-i.

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Cutler, William, and Sherman Dorn. "Creating the Dropout: An Institutional and Social History of School Failure." Journal of American History 85, no. 3 (December 1998): 1150. http://dx.doi.org/10.2307/2567349.

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Ndjouma Wedjou, Maurice. "The Consequences of School Dropout in the Kadey Division of Batouri; East Region of Cameroon." International Journal of Scientific Research and Management 9, no. 07 (July 27, 2021): 1806–13. http://dx.doi.org/10.18535/ijsrm/v9i07.el03.

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The agenda for sustainable development 2030 has been established and approved by the general assembly of the United Nations in 2015. This agenda includes 17 goals adopted by several countries to promote the development of local communities by tackling and reducing the consequences of school dropout. The continent of Africa through the agenda 2063 endorses different aspirations that have to be met by the year 2063 to minimize the consequences of school dropout, which would lead to a peaceful and protected Africa. The Cameroon Vision 2035 also defined a practical vision of long-term development in the country of Cameroon founded on the eradication of the consequences of school dropout. However, school dropout remains a reality worldwide and generates several consequences which drastically impact the lives of people. It is on this evidence that this research work aimed at exploring the consequences of school dropout in the Kadey Division, East Region of Cameroon. This study refers to the qualitative research method using the subjectivism ontology and the inductive approach. The epistemology is interpretivism and the axiology is value-bias. The research also employs interviews as the sampling strategy, and 20 respondents gathered in 4 focus groups representing the educational stakeholders of the Kadey Division have volunteered to participate in these interviews. Data were analyzed through the various coding of the grounded theory including open coding, axial coding, and selective coding. The social, education, and economic consequences of school dropout were identified as well. Parents and educators must acknowledge that school failure has this particularity that it penalizes a child for the rest of his life. Any student who stops his studies before having completed his secondary school or vocational training has fewer opportunities to grow within the society. This study recommends that the community stakeholders in the Kadey Division, East region of Cameroon must work collaboratively on minimizing the consequences of school dropout to contribute to the sustainable development of this locality

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Dell'Anna, Silvia, and Dario Ianes. "Preventing school disaffection, failure and dropout. The ESF projects “Last Round” and “Energy Start”." Form@re - Open Journal per la formazione in rete 21, no. 2 (July 31, 2021): 93–105. http://dx.doi.org/10.36253/form-11318.

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Early school leaving is a very important issue in our country, both for its individual consequences and for the social and economic repercussions. The Covid-19 pandemic has exacerbated some existing trends, increasing risk factors and putting at greater risk of dropout some portions of the school population. The article reflects on the phenomenon of early school leaving and on intervention options, with particular reference to the period of COVID-19 emergency. Starting from the results of two project experiences conducted in 2020 in some secondary schools of the Autonomous Province of Bolzano, the contribution examines the protective and risk factors, the needs of students at risk, the contents and teaching strategies of interventions. Finally, it reflects on the different options for implementation, on monitoring and research. Prevenire la disaffezione scolastica, l’insuccesso e l’abbandono. I progetti FSE “Last Round” ed “Energy Start” La dispersione scolastica rappresenta una questione di grande rilevanza nel nostro Paese, sia per le sue conseguenze individuali sia per le ricadute sociali ed economiche. La pandemia da Covid-19 ha acuito alcune tendenze già esistenti, ampliando i fattori di rischio e colpendo con maggiore intensità alcune porzioni di popolazione scolastica. L’articolo riflette sul fenomeno dell’abbandono scolastico precoce e sulle opzioni di intervento, con particolare riferimento al periodo di emergenza sanitaria. A partire dai risultati di due esperienze progettuali condotte nell’anno 2020 in alcune scuole secondarie delle Provincia Autonoma di Bolzano, il contributo prende in esame i fattori protettivi e di rischio, i bisogni dell’utenza a rischio di dispersione, i contenuti e le strategie didattiche degli interventi formativi. Infine, si riflette sulle differenti modalità di implementazione, sul monitoraggio e sulla ricerca.

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McCluskey, Cynthia Perez, Timothy S. Bynum, and Justin W. Patchin. "Reducing Chronic Absenteeism: an Assessment of an Early Truancy Initiative." Crime & Delinquency 50, no. 2 (April 2004): 214–34. http://dx.doi.org/10.1177/0011128703258942.

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Chronic school absenteeism has been identified as a precursor to undesirable outcomes in adolescence, including academic failure, school dropout, and juvenile delinquency. In spite of its effect on adolescent functioning, little research has been conducted to identify effective methods of truancy reduction, particularly among elementary-aged students. This article presents the assessment of an initiative developed to reduce truancy in three elementary schools. Findings suggest that the program was successful in substantially reducing absenteeism among those with chronic attendance problems. Implications for future programs targeting at-risk youth are discussed.

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Salman, Aashti. "‘I Failed to Work Hard’: Reasons for Secondary School Dropout among Muslim Men in Delhi." Contemporary Education Dialogue 17, no. 1 (January 2020): 45–69. http://dx.doi.org/10.1177/0973184919882795.

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This article aims to understand the reasons and experiences which contribute to dropout among Muslims in India at the secondary school level (grades IX–XII). The focus of this article is low-income Muslim men, who have left school at the secondary level, in a predominantly Muslim neighbourhood of Jamia Nagar, Delhi. The context of this article is set by the seminal Sachar Committee Report which highlights the educational disadvantages of Muslims, categorising their school dropout rates as ‘worrisome’. The findings of this article are partially consistent with previous research. In the final instance, the Muslim men in Jamia Nagar linked their school leaving to their personal failure: in terms of their inability to maintain interest in studies/failing to clear a grade. There was a strong value attached to hard work, which men felt they lacked, and this was cited as the reason for their personal failure in school. In the process of constructing this narrative, family experiences were downplayed. School experiences were singled out by men as not affecting their decision to drop out. Another striking finding of this study is the relationship between self-employment and the decision to drop out.

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Elias, Maurice J. "Resolving Conflict and Preventing Violence, School Failure and Dropout, And Related Problem Behaviors." NASSP Bulletin 82, no. 596 (March 1998): 1–6. http://dx.doi.org/10.1177/019263659808259602.

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Varga, Erika B., and Ádám Sátán. "Detecting at-risk students on Computer Science bachelor programs based on pre-enrollment characteristics." Hungarian Educational Research Journal 11, no. 3 (September 6, 2021): 297–310. http://dx.doi.org/10.1556/063.2021.00017.

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AbstractThe purpose of this paper is to investigate the pre-enrollment attributes of first-year students at Computer Science BSc programs of the University of Miskolc, Hungary in order to find those that mostly contribute to failure on the Programming Basics first-semester course and, consequently to dropout. Our aim is to detect at-risk students early, so that we can offer appropriate mentorship program to them. The study is based on secondary school performance and first-semester Programming Basics course results from the last decade of over 500 students. Secondary school performance is characterized by the rank of the school, admission point score, and foreign language knowledge. The correlation of these data with the Programming Basics course result is measured. We have tested three hypotheses, and found that admission point score and school rank together have significant impact on the first-semester Programming Basics course results. The findings also support our assumption that students having weaknesses in all examined pre-enrollment attributes are subject to dropout. This paper presents our analysis on students' data and the method we used to determine the attributes that mostly affect dropout.

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Guio, Juan, Álvaro Choi, and Josep-Oriol Escardíbul. "Labor markets, academic performance and school dropout risk: evidence for Spain." International Journal of Manpower 39, no. 2 (May 8, 2018): 301–18. http://dx.doi.org/10.1108/ijm-08-2016-0158.

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Purpose The purpose of this paper is to provide a better understanding of the links between labor market conditions and academic performance by disentangling the effects of unemployment. The contribution of this study is, therefore, threefold: first, it provides new evidence on the link between labor market conditions and educational decisions; second, it quantifies separately the two separate effects of unemployment on academic performance at age 15; and third, it analyses heterogeneous effects of the “family” and “local labor market” – proxied through the unemployment rate of the school community – effects. Design/methodology/approach The analysis of the impact of unemployment on academic performance is performed through hierarchical linear regressions. Findings The results show that academic performance at age 15 is affected by labor market conditions, and, at the same time, previous performance determines future educational decisions. Thus, these results highlight the sensitivity of students’ educational decisions and academic performance to shifts in the labor market. Practical implications This suggests that strategies aimed at reducing early school dropout rates should not be restricted solely to the education system. In other words, school failure is not only dependent on schools and, hence, on education policies. Originality/value This paper contributes to the existing literature by providing new evidence on the relationship between short-term labor market dynamics and academic performance. More specifically, this paper represents a significant step forward in comparison to the previous literature as it has provided responses to three key questions faced by countries with high unemployment and high early school dropout.

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Higuchi, Agnaldo Keiti, Nathalia Stockler Fialho Soares, Fernanda Aparecida Guedes Honorato da Silva, Naldeir dos Santos Vieira, and Jemima Esteves Jardim. "Analysis of the performance rate variations of schools contemplated with the School Cistern Program in the valleys of Jequitinhonha and Mucuri." Research, Society and Development 10, no. 8 (July 14, 2021): e37910817496. http://dx.doi.org/10.33448/rsd-v10i8.17496.

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The aim of the study was to analyze the variations in students’ performance rates in schools int the Jequitinhonha and Mucuri Valleys, in the Brazilian state of Minas Gerais, contemplated by the School Cistern Program. The survey of the schools contemplated by the Program was carried out with documental research of spreadsheets provided by the Brazilian Semi-arid Articulation. The data about school failure and dropout rates were collected from the Instituto Anísio Teixeira (INEP), and made available on the Qedu website. The non-parametric Wilcoxon test was used for testing averages. As means of school performance rates in the periods before and after the installation of the cistern in schools, they were not different. Thus, the expectation of an improvement in school performance rates through the Program was not evident. Thus, the present study shows that there are factors that still need to be studied and treated for the School Cistern Program to reach its objective of improving school performance rates in the region of the Jequitinhonha and Mucuri valleys.

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T. Trueha, Heruy. "Creating success in a border school: Culture and literacy in the empowerment of hispanic high school students." Estudios Fronterizos, no. 18-19 (January 1, 1989): 68–82. http://dx.doi.org/10.21670/ref.1989.18-19.a03.

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In this qualitative study the author provides a thorough review of culture and its implications with failure and successful leaming. Additionally, his discussion focus on the cognitive dimensions of culture and the relationship of academic achievement and literacy. This first part provides as theoretical frame of reference to describe the ethnographic South San Diego Writing Project where High School Chicano students isolated in the cornmunity and minimally exposed to English speaking peers improve the quantity and quality of English compositions while also increasing participation and cooperation writing activities. The author finishes exposing the implications of action research and the empowerment of minority students while recommending interdisciplinary research on dropout to implement educational reform.

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Griffin, Bryan W., and Mark H. Heidorn. "An Examination of the Relationship Between Minimum Competency Test Performance and Dropping Out of High School." Educational Evaluation and Policy Analysis 18, no. 3 (September 1996): 243–52. http://dx.doi.org/10.3102/01623737018003243.

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Many states now require students to demonstrate basic skills as a requisite for high school graduation, and this often means students must achieve passing scores on a minimum competency test (MCT). Educational researchers have speculated that increased academic standards for graduation, as manifested in MCTs, will have adverse effects on students, particularly at-risk, disadvantaged students. The purpose of this study was to examine the relationship between MCT performance and high school dropout behavior. The results indicated that failure on an MCT provided a statistically significant increase in the likelihood of leaving school, but only for students who were doing well academically. Students with poorer academic records did not appear to be affected by MCT failure; similarly, minority students did not demonstrate an increased likelihood of leaving school as a result of failing an MCT.

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Antunes, Fátima, and Joana Lúcio. "Overcoming Barriers: The Local and the Innovative Dimensions of Inclusive Socio-Educational Practices." Multidisciplinary Journal of Educational Research 9, no. 2 (June 16, 2019): 120. http://dx.doi.org/10.17583/remie.2019.4200.

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This paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success.

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Katsiyannis, Antonis, and Brenda Williams. "A National Survey of State Initiatives on Alternative Education." Remedial and Special Education 19, no. 5 (September 1998): 276–84. http://dx.doi.org/10.1177/074193259801900503.

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Concerns over violence, vandalism, disruption, substance abuse, school failure, and dropout rates in the schools have resulted in an increased emphasis on alternative education. The purpose of this study was to examine the availability and nature of state legislative and policy mandates regarding alternative education. Among respondents, there was variability in state policy/legislative mandates and funding mechanisms, acceleration in alternative education activity, a commitment to providing technical assistance, limited state compliance-monitoring and program evaluation, and an emphasis on interagency collaboration and partnerships with the private sector. Implications for practice and further research are provided.

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Silva, Byanca Eugênia Duarte, Emilia De Rodat Ribeiro Marques, Abraão Vitoriano Sousa, Maria Aparecida Ferreira Menezes, Symara Abrantes Albuquerque de Oliveira Cabral, and Henry Witchael Dantas Moreira. "Considerações acerca do fracasso escolar em uma escola pública no Alto Sertão da Paraíba." Revista Brasileira de Educação e Saúde 6, no. 3 (October 30, 2016): 01. http://dx.doi.org/10.18378/rebes.v6i3.4401.

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O estudo realizado a luz das pesquisas dos autores Pio, Dias, Matos e Silva (2009), destaca o fenômeno do fracasso escolar e suas prováveis causas: evasão escolar, repetência e distorção idade-série. Para que a educação seja um direito de todos, como atesta a Constituição Federal (1988), faz-se necessário condições de acesso igualitário e permanência no espaço educacional. Este trabalho tem como objetivo apresentar as causas e consequências a respeito da evasão, repetência e distorção idade-série na escola Maria Guimarães Coêlho, situada no município de Cajazeiras no alto sertão Paraibano. A escolha desta escola se deu em função de ser uma das instituições de ensino com maior índice de distorção idade-série na cidade, segundo informações do Instituto Nacional de Ensino e Pesquisa (INEP). Este estudo trata-se de uma pesquisa descritiva de caráter qualitativo, de modo que para o desenvolvimento da mesma foi utilizado como instrumento para coleta de dados uma entrevista semiestruturada composta por 06 questões subjetivas. Através da análise dos dados, percebe-se que as causas dos fatores que caracterizam o fracasso escolar, voltam-se, principalmente ao fator socioeconômico, levando os alunos a evadirem em busca de trabalho para auxiliar na renda familiar. Conclui-se que há a necessidade de intervenção do governo competente, não apenas em criar estratégias compensatórias, amenizadoras, paliativas, pois para a problemática da evasão e da distorção idade/série, faz-se necessária a implantação de políticas públicas que previnam e reduzam ao máximo este fenômeno que assola parte da atual educação pública do país.Considerations About The School Failure In A Public High School Of Sertão ParaíbaAbstract: The study performed from Pio, Dias, Matos and Silva (2009) researches’ stresses the school failure phenomena and its possible causes: school dropout, retention and age-grade distortion. In order to assure education as a right of everyone, as stated in the Federal Constitution of 1988, it is necessary to offer conditions of equal access and permanence in educational space. This article aims to present the sources and results regarding school dropout, retention and age-grade distortion in Maria Guimaraes Coelho School, located in Cajazeiras, inner city of Paraiba’s state. This choice was due to the fact this school has one of the highest rates of age-grade distortion of the city, as reported by the Instituto Nacional de Ensino e Pesquisa (INEP). This analysis is descriptive research of qualitative aspect, so it was used as an instrument of data gathering a semi-structured interview, which was composed by six subjective questions. Through analyzing the data, it is possible to realize that the causes of those factors that describe school failure are mostly related to socioeconomic aspect, compelling students to dropout school seeking for work to support their family income. Finally, there is a need for appropriate government intervention, not only creating compensatory, corrective and short-term strategies, because for school dropout and age-grade distortion issues is necessary to implement public policies capable to prevent and to reduce these phenomena that devastates the current public education in the country.

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Sandoval-Palis, Iván, David Naranjo, Jack Vidal, and Raquel Gilar-Corbi. "Early Dropout Prediction Model: A Case Study of University Leveling Course Students." Sustainability 12, no. 22 (November 10, 2020): 9314. http://dx.doi.org/10.3390/su12229314.

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The school-dropout problem is a serious issue that affects both a country’s education system and its economy, given the substantial investment in education made by national governments. One strategy for counteracting the problem at an early stage is to identify students at risk of dropping out. The present study introduces a model to predict student dropout rates in the Escuela Politécnica Nacional leveling course. Data related to 2097 higher education students were analyzed; a logistic regression model and an artificial neural network model were trained using four variables, which incorporated student academic and socio-economic information. After comparing the two models, the neural network, with an experimentally defined architecture of 4–7–1 architecture and a logistic activation function, was selected as the model that should be applied to early predict dropout in the leveling course. The study findings show that students with the highest risk of dropping out are those in vulnerable situations, with low application grades, from the Costa regime, who are enrolled in the leveling course for technical degrees. This model can be used by the university authorities to identify possible dropout cases, as well as to establish policies to reduce university dropout and failure rates.

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Araujo, Luis Gustavo De Jesus, Roberto Almeida Bittencourt, and Davi Mosés Santos. "A Contextualized Spiral Approach for Teaching Programming in IT Vocational Secondary Education." Journal on Computational Thinking (JCThink) 2, no. 1 (November 21, 2018): 81. http://dx.doi.org/10.14210/jcthink.v2.n1.p81.

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INTRODUCTION: Brazilian vocational high school education in Computing faces problems such as course failure and dropout, plus dropout from the programs, factors that directly contribute to the deficit of such professionals. OBJECTIVE: This paper reports an experience of a contextualized and spiral approach carried out with students of the technical program in Informatics. METHOD: The approach aims to facilitate learning and motivate students through the tools JES and PPlay, and the Python language. RESULTS: Learned lessons suggest the adequacy of Python as first language, and of contextualized activities, context reuse and challenges as factors contributing to motivation and learning. CONCLUSION: The use of contexts, languages and environments in sequential and spiral blocks fosters a more active posture of students regarding learning activities.

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McCluskey, Cynthia Perez, Marvin D. Krohn, Alan J. Lizotte, and Monica L. Rodriguez. "Early Substance Use and School Achievement: An Examination of Latino, White, and African American Youth." Journal of Drug Issues 32, no. 3 (July 2002): 921–43. http://dx.doi.org/10.1177/002204260203200313.

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This study examines the impact of early substance use on school completion. From a life-course perspective, early deviance can interrupt adolescent development, including education. Studies have cited substance use in early adolescence as a risk factor for school dropout; however, few studies examine the relationship with diverse samples. Using longitudinal data from the Rochester Youth Development Study, we examine the impact of early alcohol and drug use on high school completion relative to other risk factors for Latino, White, and African American males. Once family, school, and life events are considered, early alcohol and drug use exerts an independent influence on the failure to complete high school for White and African American males. Among Latino males, the relationship between early use and school completion appears to be mediated by impregnating a partner

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Gallego, María Gómez, Alfonso Palazón Perez de los Cobos, and Juan Cándido Gómez Gallego. "Identifying Students at Risk to Academic Dropout in Higher Education." Education Sciences 11, no. 8 (August 12, 2021): 427. http://dx.doi.org/10.3390/educsci11080427.

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A main goal of the university institution should be to reduce the desertion of its students, in fact, the dropout rate constitutes a basic indicator in the accreditation processes of university centers. Thus, evaluating the cognitive functions and learning skills of students with an increased risk of academic failure can be useful for the adoption of strategies for preventing and reducing school dropout. In this research, cognitive functions and learning skills in 284 university students were evaluated. Academic performance predictors were identified, and conglomerates analysis was carried out to establish groups according to those variables. The stability and validity of the conglomerates were tested with discriminant analyzes and comparison tests. The variables associated significantly to academic performance were: attention, intelligence, motivation, metacognition and affective components. The conglomerate analysis suggested a three-group solution: (1) students with cognitive skills of moderate to high, but deficient learning strategies; (2) students with cognitive and learning capabilities of moderate to high; (3) students with cognitive functions low and moderate learning capacity. Students from groups 1 and 3 showed worse academic performance; 83.3% of students at risk of desertion belonged to such groups. Two groups of students have been identified with the highest risk of academic failure: those with poor cognitive capacity and those with bad learning skills.

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Cracsner, Constantin-Edmond, and Erika Botejaru. "Some of the Psycho-sociological Implications of Failure and School Dropout in a Community of Rome Ethnicity." Procedia - Social and Behavioral Sciences 78 (May 2013): 431–35. http://dx.doi.org/10.1016/j.sbspro.2013.04.325.

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Seykhou, Diallo. "Help for Personal Work: Who are the Real Actors?" Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 187. http://dx.doi.org/10.18662/rrem/105.

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On a recent thesis supported analyzes the real actors in charge of personal work assistance in seven colleges in priority education. A questionnaire distributed to 1638 middle school students focuses on the different support systems and the actors who fight against failure, school dropout, and inequalities. How much does personal work help to different stakeholders? Is the discourse on externalised aid as a means of reducing inequalities and social justice justified? The theoretical framework is the work of Houssaye (2011), Maubant (1999), Meirieu (1998) and Zakharchouk (2011). The results of the statistical processing software Spad 7 show the various actors involved in helping school work, of which a very significant proportion of families from working-class background deconstruct prejudice on the alleged resignation of these categories of population.

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Strand, Paul S., Chad M. Gotch, Brian F. French, and Jessica L. Beaver. "Factor Structure and Invariance of an Adolescent Risks and Needs Assessment." Assessment 26, no. 6 (April 22, 2017): 1105–16. http://dx.doi.org/10.1177/1073191117706021.

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The Washington Assessment of Risks and Needs of Students is a youth self-report screening instrument developed for use by high school and juvenile court personnel faced with the legal and practical challenges of high truancy and dropout rates. It purports to measure six facets of risks and needs of youth relevant to improving school outcomes. In this study, a bifactor model measuring a general factor and six specific factors was examined for fit and invariance across different groups defined by sex and race/ethnicity, with a sample of court-petitioned high school students ( N = 937; ages 13-17 years). The results of multigroup confirmatory factor analysis revealed an essentially invariant bifactor structure across the groups. Further analysis of reliability support the use of the general factor to guide decision making for youth at risk for truancy and school failure, and scores deriving from the six specific factors as providing insight on specific areas of risk and need.

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Ottosen, Karl Ottar, Charlotte Bjørnskov Goll, and Tore Sørlie. "‘From a sense of failure to a proactive life orientation’: First year high school dropout experiences and future life expectations in Norwegian youth." International Social Work 62, no. 2 (December 7, 2017): 684–98. http://dx.doi.org/10.1177/0020872817746225.

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Employing a salutogenic perspective, we designed a qualitative study to explore experiences related to Norwegian students’ decision to leave school and their future life expectations. We identified a range of attitudes: pessimistic, discouraged participants found school to be equally lacking in care and support as their home background, whereas optimistic, proactive participants emphasized that supportive interactions with important others had made them believe in themselves and in alternative career tracks. The implications of our findings are discussed, focusing on social work that can empower marginalized young people to find new opportunities to succeed in school and employment.

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Kemda, Lionel Establet, and Micheal Murray. "Statistical Modeling of Students’ Academic Performances: A Longitudinal Study." International Journal of Higher Education 10, no. 6 (June 22, 2021): 153. http://dx.doi.org/10.5430/ijhe.v10n6p153.

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Within students’ attrition studies, it is necessary to assess the longitudinal evolution of students within a given course of study, from enrolment to exit from the university through degree completion and academic dropout. Here, the student's academic progress is monitored through the number of courses failed each semester enrolled. The students’ failure rate and academic behavior typically provide significant insight into students’ exit outcomes from University programs. These programs usually have a maximum time frame required to complete the course. A likelihood-based approach is discussed that conditions on the exit outcome and random effects in adjusting within-subject correlation of longitudinal measurements. Ignoring the number of courses enrolled by a student may produce inadequate results on the actual failure rates. Conditioned on the exit outcomes of the student, we find out that factors such as financial aid, matriculation points, students’ race and course type registered, and gender are distinguishing factors that affect students’ academic performances, for completers and dropouts. Also, being in university-type accommodation (that often have added services such as transportation and internet connections) does not seem to significantly affect the failure rate within both groups of students. In addition, an increase in matriculation points significantly reduces the failure rate independent of the Quintile school of the student. Several count models such as mixed Poisson, mixed Zero Inflation Poisson, mixed Negative Binomial, and mixed Hurdle Poisson models are fitted and compared. In particular, the mixed Poisson model provides a better fit based on the Bayesian Information Criterion and residues analysis.

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Brice, Alejandro, and Judy Montgomery. "Adolescent Pragmatic Skills." Language, Speech, and Hearing Services in Schools 27, no. 1 (January 1996): 68–81. http://dx.doi.org/10.1044/0161-1461.2701.68.

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The purpose of this study was to compare the pragmatic performance of students from two adolescent groups—students receiving. English as a second language (ESL) instruction versus bilingual students receiving speech-language (BSL) therapy. A pragmatics screening scale (i.e., the Adolescent Pragmatics Screening Scale, Brice, 1992a) was used to measure pragmatic performance. The findings of this study indicated that the BSL students different from the ESL students in expressing thereselves, establishing greetings, initiating and maintaining conversations, listening to a speaker, and cueing the listener regarding topic changes. Both groups of students had difficulties regulating others through language. Thus, even language-infact students may have some difficulty acquiring the Euro-American pragmatic feature of language. Academic failure and possible school dropout may result for the BSL students as a result of their difficulties. Implications of this study for the speech-language pathologist and other school professionals are given.

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Anderson, D. K. "Creating the Dropout: An Institutional and Social History of School Failure. By Sherman Dorn. Praeger Publishers, 1996. 184 pp. $55.00." Social Forces 75, no. 4 (June 1, 1997): 1505–6. http://dx.doi.org/10.1093/sf/75.4.1505.

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Gadoh, Golden. "School identification and school burnout among high school students in faith-based schools in Malaysia." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 1582–98. http://dx.doi.org/10.35974/isc.v7i1.1699.

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School identification is defined as the sense of belongingness in a school, which means valuing school and school-related outcomes. Failure to identify with school relates to school withdrawal. Therefore, studies suggest that school makes the effort of increasing student identification. On the other hand, school burnout refers to students fatigue due to excessive academic demands. School burnout relates to absenteeism, low motivation, low achievement, and school dropouts. Schools should, therefore, address school burnout for the benefit of the students. This descriptive quantitative study aimed at analyzing and describing the school identification and school burnout among students of three faith-based high schools in eastern states of Malaysia—Sabah, and Sarawak. Correlation between school identification and school burnout was also investigated along with their effect size. The subjects were 230 students of Form Four and Five, who were studying in the academic year of 2019. This study employed two research instruments. School identification was measured using Identification with School Questionnaire (ISQ) which was developed by K. Voelkl. School burnout was measured using School Burnout Inventory (SBI) developed by K. Salmero-Aro, N. Kiuru, E. Leskinen, and J. Nurmi. The instruments consisted of 7 demographics and 25 Likert scale items. Questionnaires were translated into Bahasa Melayu. For the correlation, data analysis was conducted using Pearson Product Moment Correlation Coefficient (Pearson’s r). Both statistical analysis, descriptive and inferential, were processed using SPSS. The result also supports previous findings on gender differences in school burnout and school identification. Pearson r test on the data for student burnout and student identification suggest a correlation. Findings suggested a couple of pointers at the disposal of school administration to increase student’s school identification. Keywords: school burnout; school identification; faith-based, high school

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Ferrão, Maria Eugénia, and Leandro S. Almeida. "Multilevel modeling of persistence in higher education." Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 100 (July 2018): 664–83. http://dx.doi.org/10.1590/s0104-40362018002601610.

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Abstract The dropout or evasion rates in higher education are now a social and institutional concern, justifying the implementation of public policies to prevent this phenomenon. These policies need studies on the most determinant variables of the risk of dropout. The main objective of this study is to analyze the student’s persistence in undergraduate courses, and the relationship with the student’s previous school trajectory and with the conditions of entrance into higher education, controlling for students’ sociodemographic characteristics, such as gender and age. We applied multilevel logistic regression models to data of 2.697 freshmen enrolled in a Portuguese public university in the academic year 2015/16. The results suggest that failure in basic education (ISCED 2) has a long-term effect. According to the estimates obtained, students who declare not having failed in basic education have odds ratio of persistence 2.7 times higher than students who declare having failed in basic education. The conditions of student’s admission to the course he/she attends are relevant variables to persistence in Higher Education, for example, whether s/he was admitted to her/his first option course and the student’s university entrance score. The results also show that older and male students have lower probability of persistence.

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González Machado, Emilia Cristina, Rebeca Michell Ramírez Peralta, Ernesto Israel Santillán Anguiano, and Erika Paola Reyes Piñuelas. "Condiciones sociales y riesgo escolar de jóvenes de educación media superior en Mexicali, Baja California." Revista Relep - Educación y Pedagogía en Latinoamérica 2, no. 3 (June 17, 2021): 25–46. http://dx.doi.org/10.46990/relep.2020.2.3.218.

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El trabajo describe las condiciones socioeconómicas familiares y aspectos educativos de jóvenes estudiantes de educación media superior. Desde un estudio cuantitativo, se aplicó un cuestionario de 52 reactivos, con el propósito de explorar aspectos de equipamiento y canasta básica; condiciones familiares, reprobación, rendimiento académico y la motivación hacia la escuela. Se caracteriza un plantel con una muestra aleatoria de 43 estudiantes de sexto semestre. Entre los resultados, se reportan los niveles de escolaridad del padre y de la madre; el 56% cuenta con computadora y el 86% con internet; el 42% trabaja y obtiene un ingreso menor al salario mínimo. Entre las conclusiones, se observó que la reprobación representa el riesgo de abandono escolar. Abstract This paper describes socioeconomic conditions in families and educational aspects of young people in high school. From a quantitative study, a questionnaire consisting of 52 test items was applied with the aim of exploring aspects of equipment and the basic food basket, family situations, grade failure, academic performance, and motivation towards school. A high school was characterized with a sample where 43 students in sixth semester were randomly sampled. Among the results obtained, 56% of students have a computer and 86% have internet; 42% work and perceive an income inferior to the established minimum wage; and a report of their mother's or father's educational level was required. Among the findings, we observed that failure to achieve a passing grade represented a risk of dropout.

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Allensworth, Elaine, Takako Nomi, Nicholas Montgomery, and Valerie E. Lee. "College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago." Educational Evaluation and Policy Analysis 31, no. 4 (December 2009): 367–91. http://dx.doi.org/10.3102/0162373709343471.

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There is a national movement to universalize the high school curriculum so that all students graduate prepared for college. The present work evaluates a policy in Chicago that ended remedial classes and mandated college preparatory course work for all students. Based on an interrupted time-series cohort design with multiple comparisons, this study found that the policy reduced inequities in ninth grade course work by entering ability, race/ethnicity, and special education status. Although more students completed ninth grade with credits in algebra and English I, failure rates increased, grades slightly declined, test scores did not improve, and students were no more likely to enter college. In sum, few benefits resulted from universalizing college preparatory course work among freshmen, but dropout rates did not increase. Possible explanations are discussed.

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Thompson, Elaine A., Michael Horn, Jerald R. Herting, and Leona L. Eggert. "Enhancing Outcomes in an Indicated Drug Prevention Program for High-Risk Youth." Journal of Drug Education 27, no. 1 (March 1997): 19–41. http://dx.doi.org/10.2190/g6xy-u2cq-gfqf-pnev.

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This study examined the net effects of refining a high school-based indicated drug prevention program. The Personal Growth Class ( PGC), tailored to meet the needs of high-risk youth, was designed to increase control of drug use, school performance, and emotional well-being. The program integrates social support and life-skills training. Process evaluation revealed the need for program enhancements to address underestimated levels of depression, anger, and suicidal behaviors prevalent among high-risk youth and to ensure that core content was being emphasized consistently. Youth participating in Late cohorts received the refined PGC with enhanced skills training. Study participants ( N = 280) were youth, primarily ages fifteen to seventeen, at high-risk for school failure or dropout. Indicators of emotional well-being (e.g., depression, stress, anger, self-esteem, personal control), drug involvement, and school performance were compared for Late versus Early cohorts. Regression analyses revealed the Late versus Early cohorts showed significantly greater decreases in hard drug use, depression, perceived stress, and anger; and greater increases in self-esteem. The results support arguments that effective indicated prevention programs should target specific high-risk youth employing strategies to counteract the multifaceted risk factors they experience and enhance needed protective factors.

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Seykhou, Diallo. "What Practices for a Better Democratization of School Aids?" Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 195. http://dx.doi.org/10.18662/rrem/106.

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A recent strong thesis questioned actors in the field (teachers, college principals, teaching assistants, students, senior education advisors) on the question of aid as a means of democratization of the school, success of more destitute. Four positions emerged with institutional, pedagogical and family recommendations. They all express practices whose aims are the fight against failure, school dropout and inequalities. The theoretical framework is part of the work of Bautier and Rochex, (1997), and Broccholichi (1995), Meirieu (2001). The methodology consists of thirty-nine semi-structured interviews and the treatment is a thematic analysis of content. The originality of the study is the reflection at better conditions for useful aids outside the classroom.Thus, through a deductive approach, we have drawn some conditions for the help to be useful to students outside the classroom: to improve the diagnosis of school difficulty; target aid; put coherence in the actions; promote student volunteering with complementary modules based on a skills framework; reform the tasks. The success of aids also depends on changes to be made outside the classroom; reorganize the personalized help; focus on fundamental learning and diversify teaching methods: set up complementary modules with a reference system of skills; avoid the multiplication of aids; change the structure of the aid; integrate help into the teaching profession; train the actors of the helpers; change school rhythms, really involve families; evaluate the aid Strengthen the partnership between the aid and external actors.

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Antúnez, Ángela, María del Henar Pérez-Herrero, Pedro Rosário, Guillermo Vallejo, and José Carlos Núñez. "Engagement SPIRALS in Elementary Students: A School-Based Self-Regulated Learning Approach." Sustainability 12, no. 9 (May 10, 2020): 3894. http://dx.doi.org/10.3390/su12093894.

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SPIRALS program was designed in accordance with the inclusive Universal Design for Learning approach and the social cognitive model of self-regulated learning. This project aims to promote cognitive, emotional, and behavioral engagement among elementary students, and especially those at high risk of dropping out (such as Roma students). To test the efficacy of the program, an intervention study was performed for four months within a truly inclusive learning environment, involving the whole classes. A quasi-experimental pre-test/post-test design with a control group (n = 63) and an experimental group (n = 57) was used. The dependent variables were student engagement (cognitive, emotional, and behavioral), academic self-concept, perceived climate of support, reading comprehension, and academic performance. Students in the experimental group exhibited statistically significant improvements compared to the control group in six of the seven dependent variables analyzed (behavioral and emotional engagement, academic self-concept, perceived climate of support, reading comprehension, and academic performance). Further, the magnitude of differences tended to be larger in student engagement, perceived climate of support, and reading comprehension than in academic self-concept or academic performance. These results provide evidence supporting the usefulness of intervention programs aimed at promoting student engagement, specifically among students at higher risk of failure or dropout.

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THORNBERRY, TERENCE P., TIMOTHY O. IRELAND, and CAROLYN A. SMITH. "The importance of timing: The varying impact of childhood and adolescent maltreatment on multiple problem outcomes." Development and Psychopathology 13, no. 4 (December 2001): 957–79. http://dx.doi.org/10.1017/s0954579401004114.

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A substantial body of literature suggests that childhood maltreatment is related to negative outcomes during adolescence, including delinquency, drug use, teenage pregnancy, and school failure. There has been relatively little research examining the impact that variation in the developmental stage during which the maltreatment occurs has on these relationships, however. In this paper, we reassess the impact of maltreatment on a number of adverse outcomes when developmentally specific measures of maltreatment—maltreatment that occurs only in childhood, only in adolescence, or in both childhood and adolescence—are considered. Data are drawn from the Rochester Youth Development Study, a broad-based longitudinal study of adolescent development. The analysis examines how maltreatment affects delinquency, drug use, alcohol-related problems, depressive symptoms, teen pregnancy, school dropout, and internalizing and externalizing problems during adolescence. We also examine whether the type of maltreatment experienced at various developmental stages influences the outcomes. Overall, our results suggest that adolescent and persistent maltreatment have stronger and more consistent negative consequences during adolescence than does maltreatment experienced only in childhood.

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Hervás Torres, Mirian, Francisco D. Fernández Martín, José Luis Arco Tirado, and María Isabel Miñaca Laprida. "La mejora del rendimiento escolar y el clima social mediante un programa de intervención basado en el aprendizaje-servicio y mentoría entre iguales." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 1 (December 27, 2018): 91. http://dx.doi.org/10.5944/reop.vol.29.num.1.2018.23296.

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RESUMEN Los datos actuales, sobre fracaso escolar en educación son alarmantes, con índices por encima de la media europea Por ello, las universidades han de reaccionar con propuestas de mejora, fiables, válidas y adaptadas, tales como, el establecimiento de metodologías alternativas docentes, que ayudan al incremento de la adquisición de aprendizajes y competencias, las cuales reducen conductas de riesgo, promocionando un entorno y clima escolar adecuado. Atendiendo a esta situación, el objetivo de este estudio fue determinar la eficacia del Programa Huelva Educa, experiencia basada en el aprendizaje-servicio y la mentoría entre iguales, para incrementar el rendimiento escolar y mejorar el clima social de alumnado de educación obligatoria. La muestra estuvo compuesta por 69 alumnos de educación obligatoria y 14 docentes-tutores. En esta investigación, se empleó un diseño cuasiexperimental pretest-postest con un solo grupo, donde la intervención consistió en una serie de sesiones de mentoría entre alumnado universitario, previamente entrenado, y el alumnado de educación obligatoria, en horario extraescolar durante el curso escolar. Los resultados arrojan mejoras en el rendimiento escolar del alumnado de educación obligatoria, y mejoras en la cantidad y calidad de las interacciones en el aula, tanto desde la perspectiva del alumnado como de sus docentes-tutores, contribuyendo a la prevención del fracaso y abandono temprano.ABSTRACT The current data about academic failure and dropout in education are alarming, with scores above average the European average. In this sense, the universities are to react with proposals, reliable, valid and adapted, such as, the establishment of teaching alternative methodologies, to increase the acquisition of learning and skills, reduces risk behaviors, and it promotes an environment and suitable school climate. Considering that situation, the aim of this study is to determine the efficacy of the Huelva Educa Program, an experience based on service-learning and peer mentoring, in order to increase school performance and improve the social climate in compulsory education students. The sample was composed of 69 students of compulsory education and 14 educational tutors. Likewise, in this investigation a quasi-experimental pretest-posttest design with a single group was used, where the intervention, which consisted of different sessions of mentoring among university students, previously trained, and the pupils in compulsory education, in out of school hours during the scholastic year. The results show improvements in school performance of the pupils in compulsory education, and improvements in the quantity and quality of interactions in the classroom, both from the perspective of students and of the educational-tutors, contributing to the failure and early dropout prevention.

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P.M, Rejimon, and Smitha R. "HUMAN RESOURCE THROUGH EDUCATION OF SCHEDULED CASTE IN KERALA." International Journal of Advanced Research 8, no. 12 (December 31, 2020): 116–21. http://dx.doi.org/10.21474/ijar01/12131.

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This paper analyses the policy of reservation for Scheduled castes in Kerala. The paper provides a brief overview of the caste system and discusses the types of groups that are eligible for reservation, based on data from government reports. The stance of this paper is that affirmative action has not benefited the lower castes due to contextual factors like low school enrolment and completion rates, and high dropout and failure rates. Also, continuous addition of more and more castes to the fold of reserved categories has diluted the positive impact of the reservation policy. This paper suggests that under-representation of any social group in educational institutions should be assessed with reference to sub-populations of secondary school completers and argues that, unlike Scheduled Castes and Tribes, Other Backward Castes are not markedly under-represented. Hence, the 27% quota declared by the government recently is not justified. The paper also highlights the human resources through the education social, pedagogic, psychological and political issues involved in the policy of reservation, and suggests that quotas should be based on economic criteria rather than on caste considerations.

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Gill, B. "Creating the Dropout: An Institutional and Social History of School Failure. By Sherman Dorn (Westport, CT: Greenwood Publishing Group, 1996. x plus 167pp.)." Journal of Social History 31, no. 4 (June 1, 1998): 999–1001. http://dx.doi.org/10.1353/jsh/31.4.999.

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Haggerty, Kevin P., Richard F. Catalano, Tracy Harachi, and Bob Abbott. "Description de l’implantation d’un programme de prévention des problèmes de comportement à l’adolescence." Criminologie 31, no. 1 (September 1, 2005): 25–47. http://dx.doi.org/10.7202/017410ar.

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This paper describes a comprehensive approach to preventing a variety of adolescent problem behaviors, including drug use, delinquency, violence, school dropout and teenage pregnancy. The experimental intervention is designed to enhance protection and reduce risk for these adolescent problem behaviors. The project, Raising Healthy Children (RHC), extends earlier work conducted in the Seattle Social Development Project (Hawkins, Catalano, Morrison, O'Donnell, Abbott & Day, 1992; O'Donnell, Hawkins, Catalano, Abbott & Day, 1995). The interventions are guided by the Social Development Model (Catalano & Hawkins, 1996), a theory that explains the development of both prosocial and antisocial behavior. Because risk and protective factors for these problems are found in multiple social domains, the interventions address these factors through developmentally appropriate strategies in the three major socializing institutions, the family, school, and peer groups. The "school intervention strategy " provides a series of instructional improvement workshops and classroom coaching designed to increase student's commitment and attachment to school while reducing academic failure. The "family intervention strategy " provides parenting workshops and home-based services to increase parents' skills in child rearing, to increase attachment and commitment to the family while decreasing family management problems. The "peer intervention strategy" provides children the opportunity to learn and practice social and emotional skills in the classroom and in social situations. These combined strategies are described in detail. Preliminary analyses reveal significant effects of these strategies on reducing early risk and increasing protection.

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Estrada de Madariaga, Mª del Mar, and D. Juan Manuel Trujillo Torres. "Estudio Descriptivo Sobre La Influencia De Las Variables Personales Y El Fracaso Escolar En La Ciudad Autónoma De Melilla." European Scientific Journal, ESJ 12, no. 16 (June 28, 2016): 37. http://dx.doi.org/10.19044/esj.2016.v12n16p37.

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The analysis of this study has been approached through a questionnaire. The questionnaire consists of two parts. The first is personal and academic data. The second part of the questionnaire contains 46 items. It is a Likert scale of four alternatives. For the statistical treatment of the data it was used SPSS v.21 for Windows. For the two-dimensional descriptive statistical analysis it was used the Mann-Whitney and Kruskal-Wallis programs. The most relevant contributions, in which the theoretical framework of this research is based, have been the Diagnostic and Statistical Manual of Mental Disorders, 2014 (DSM-5); Educational Law, especially that related to diversity, as well as the different contributions of studies and doctoral theses related to the investigation. From this study, intervention proposals and new lines of research will be carried out in order to reduce the high rate of failure and early school dropout in this city.

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Papadakis, Stamatios. "Is Pair Programming More Effective than Solo Programming for Secondary Education Novice Programmers?" International Journal of Web-Based Learning and Teaching Technologies 13, no. 1 (January 2018): 1–16. http://dx.doi.org/10.4018/ijwltt.2018010101.

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The teaching and learning of programming are often considered a difficult topic for both teachers and students, due to its complexity and abstract nature. The traditional teaching approaches are unable to contribute substantially to the development of the necessary cognitive models by the students, producing high rates of failure and dropout in introductory programming courses. In the last 30 years, the scientific community has not stopped looking for new pedagogical approaches and teaching techniques in introductory computer programming courses. Various studies have shown that pair programming under appropriate conditions may create an environment conducive to learning, leading to an increase student interest in programming. In this paper, the author presents the results of a pilot teaching intervention. The sample was collected among first-grade students of a high school in Greece. The results showed that the pair programming is more efficient than the solo programming, both on facilitating and supporting students' learning and understanding of basic programming concepts, as well as on improving students' attitudes toward programming.

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Reis, Mateus, Teresa Duarte, Eduardo Marques, Catarina Borges, Fernando Sousa, Ricardo Carbas, and Lucas Da Silva. "The Increase of Brazilian Students in a Portuguese Engineering School." U.Porto Journal of Engineering 7, no. 1 (February 19, 2021): 63–75. http://dx.doi.org/10.24840/2183-6493_007.001_0008.

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In the last fifteen years, the number of Brazilian students in Portugal has shown an increase of more than 600%. This trend was firstly driven by Portuguese economic recovery, which included investments in university education and incentives for receiving foreign students, through the international student statute, established in 2014. In the same year, Portugal started to accept the Brazilian national exams (ENEM) for the university admission, increasing the educational migratory flux once a directly access was stablished. Moreover, other secondary reasons led to this increase, such as the opportunity to study and live in a safer country and the possibility of obtaining a prestigious foreign degree. Currently, Brazilian students represent more than 33% of the foreign students in Portugal. However, the Brazilian students are highly concentrated in the top 3 Portuguese universities, Coimbra, Lisbon and Porto. In the specific case of the University of Porto, 73% of the foreign students are of Brazilian origin, with the Faculty of Engineering (FEUP) representing the largest contingent. This sharp growth in a specific group of foreign students on the engineering courses has created several important educational challenges, as the Brazilian students often exhibit higher failure rates in exams and curricular units as well as increased dropout rates when compared with Portuguese students. This is due to several factors, such as differences on the educational methodology, the quality of the high-school education, cultural differences, difficulty of adaptation and other socioeconomics aspects. The present work evaluates the causes behind the limited academic success of Brazilian students and introduces the measures and methodologies applied to the Brazilian students on the Faculty of Engineering of University of Porto, and on the Integrated Master’s in Mechanical Engineering (MIEM) in particular, in the pursuit of maintaining educational equality and ensuring success for all enrolled students, independently of their origin.

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Hughes, Linda M., and John Clarke. "Identifying Predictors of Pressurized Submarine Escape Training (PSET) Attrition." Military Medicine 184, Supplement_1 (March 1, 2019): 476–87. http://dx.doi.org/10.1093/milmed/usy377.

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Abstract Pressurized Submarine Escape Training (PSET) physically prepares submariners to safely escape a submarine at depth. Failure to complete PSET is not a submarine service disqualification. Serious medical incidents are rare, but the safety record tradeoff has been low throughput. From 2009 to 2015, only 34% of students screened completed PSET. Students may be medically screened out of the training altogether (disqualified), or dropout during the physical training (attrite). Training records from 12,122 U.S. Navy students were used to identify factors contributing to training disqualification and attrition. Multivariate logistic regression model predictors included demographic and screening items. Association to PSET disqualification included cold/congestion/cough (ORadj 12.34), limited duty status (ORadj 4.29), Physical Readiness Test failure (ORadj 3.37), pneumonia or bronchitis in last 2 years (ORadj 3.17) and nervousness or anxiety in tight spaces (ORadj 2.37). Basic Enlisted Submarine School students were more likely to be disqualified and attrite than other submariner groups, and black/African American (ORadj 1.53) students were more likely to attrite than white students. Only cold/congestion/cough (ORadj 1.52), trouble swimming (ORadj 1.53), and screening during cold/flu season (ORadj 1.28), were associated with training attrition. Recommendations to modify screening requirements are listed in conclusions.

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Journal articles on the topic 'School Dropout and Failure'

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