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Littérature scientifique sur le sujet « College dropouts – Kenya – Prevention »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 16 février 2022

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Articles de revues sur le sujet "College dropouts – Kenya – Prevention"

Barawa, Winnie, Dr Marsellah Ogendo, Rhoda Nchogu, Rachael Mwende, Caroline Mramba, Dominic Mutonga, Dorcas Ngechu et al. « COLLEGE CONVERSION INTO QUARANTINE CENTER : STUDENTS’ PERCEPTION ON COVID-19 MITIGATION MEASURES AT KENYA MEDICAL TRAINING COLLEGE MOMBASA ». International Journal of Health, Medicine and Nursing Practice 2, n^o 2 (20 janvier 2021) : 21–29. http://dx.doi.org/10.47941/ijhmnp.441.

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Purpose: The aim of the study was to determine the perception of students towards COVID- 19 mitigation measures that were to be implemented by the institution before and after resumption of studies.Methodology: The study was done at KMTC-Mombasa using descriptive cross-sectional design. Participants (Students) were selected using multi stage sampling and sample size determination was done using Fischers statistical formula at a confidence level of (p=95%), n=253. Data was obtained using a structured questionnaire through online surveys and focused group discussions via online platform. Data analysis was done using SPSS and excel then results were presented using tables and narrations.Results: 60.5% (153) of respondents recommended fumigation of campus facilities especially hostels and classrooms while 11.5% (29) recommended physical distancing measures before reopening. 41.5% (105) of respondents suggested the college should provide masks, sanitization points and adequate hand washing facilities after reopening while 19.4% (49) suggested there should be physical distance indicators in classrooms. The respondents preferred the implementation of preventive measures before resumption (p=0.047). Unique contribution to theory, practice and policy: During pandemic, students are keen on infection prevention and strategies put in place by institution management. Fumigation of college facilities, provision of masks, sanitizers and hand washing points were identified as key measures to be implemented for the safety of the students. After students have resumed they should be enlightened on COVID-19 through multiple communication channels. COVID-19 Response Committee comprising of college staff and student representatives should be established.

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Mukonzo, Jacinta, Marsellah Ogendo, Kelly Oluoch, Egglah Kiplagat et Claris Ambale. « Assessment of the Adherence to Covid19 Prevention Protocols By Auxiliary Health Personnel In The Kenya Medical Training College Quarantine Centres ». International Journal of Scientific and Research Publications (IJSRP) 11, n^o 1 (12 décembre 2020) : 286–96. http://dx.doi.org/10.29322/ijsrp.11.01.2021.p10930.

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Ayumba, Zainabu Kadesa. « Knowledge, Attitude and Practice among the Moi University College of Health Sciences Finalists Undergraduate Students at Moi Teaching and Referral Hospital on Environmental Carcinogens in Eldoret, Uasin Gishu County, Kenya ». TEXILA INTERNATIONAL JOURNAL OF PUBLIC HEALTH 9, n^o 2 (30 juin 2021) : 255–69. http://dx.doi.org/10.21522/tijph.2013.09.02.art023.

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This Study Aimed To Bridge The Gap Between Cancer And Environmental Causes, Push For Improved Prevention, Early Screening, And Better Surveillance On Indicators Of Poor Health Linked To Cancer. The Objective Assessed Knowledge, Attitude, And Practice Among Moi University College Of Health Sciences Finalist Undergraduate Students On Environmental Carcinogens In Eldoret, Kenya. The Study Site Was MTRH, With A Cross-Sectional Study Design. The Study Population Was The Adult Finalist Undergraduate Students In The College Of Health Sciences At MTRH. Inclusion Criteria: Adult Finalist Undergraduate Students In The College Of Health Sciences Willing To Share Information And Consenting To Participate. Sample Size Was Determined After The Census Of All The Participants And Meeting Inclusion Criteria. Mixed Sampling Was Used. Data Collection Tools Were A Pre-Validated Structured Questionnaire, Observation Checklist, And Secondary Data. Data Collection Was Done Using Google Forms. Data Were Cleaned And Checked For Completeness. Statistical Analysis And Cross-Tabulation For Variables Were Done Using SPSS Version 26. Data Presentation Was Through Tables, Graphs, And Prose Formats. The Results Of The Study Were As Follows: There Were 40 Males And 22 Females, Ratio-1.82:1. Modal Age Was 22years (19.67%). Prior To Joining The University, 61.29% Had Encountered Cancer Cases. 36% Agreed That They Were Not Aware Of Predisposing Factors, While 32% And 12% Agreed That Tobacco Users And Factory Workers Were Predisposed, Respectively. 28 Respondents Used Plastic Containers, 1.61% Used Tobacco, And 21 Took Alcohol. 92% Were Never Screened For Cancer, Though 17 Females And 26 Males Did Self-Examination At Least Once A Month.

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Agarwal, Rahul, Ashok Goel, Jaswant Rai et Nirmal Chand Kajal. « Pharmacovigilance of first line anti-tubercular therapy in category I patients of pulmonary tuberculosis ». International Journal of Basic & ; Clinical Pharmacology 6, n^o 3 (24 février 2017) : 643. http://dx.doi.org/10.18203/2319-2003.ijbcp20170829.

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Background: Study was done to determine incidence of ADR’s in sputum positive, pulmonary TB patients, on DOTS category I and to determine the effect of ADR’s on sputum conversion.Methods: Open, prospective, observational, non-comparative study conducted in the Department of Pharmacology in collaboration with Department of Tuberculosis and Chest Diseases, Government Medical College, Amritsar for the duration of 18 months (March 2015 to September 2016). One hundred sputum positive patients of pulmonary tuberculosis on DOTS category I, of either sex, in age group of 14 years to 65 years, were recruited and followed up during intensive phase of therapy at end of 1st and 2nd month. Causality and Severity assessment were done by using WHO-UMC causality scale and Hartwig’s severity scale respectively.Results: Out of 100 patients 84 (84%) developed one or more ADR’s and a total of 118 ADR’s occurred in our study. The most common ADR was GI upset 45(38.13%), followed by hepatitis 42 (35.59%), rash 12 (10.16%), CNS 8 (6.77%), arthritic symptoms 5 (4.23%), visual disturbance 2 (1.69%), bleeding problems 2 (1.69%), hyperuricemia 1 (0.84%) and peripheral neuropathy 1 (0.84%). Causality assessment revealed that most of ADR’s(60) were in probable category and severity assessment revealed that most of ADR’s(55) belonged to level 4 (Moderate severity). Most of the ADR’s occurred within 30 days of the start of treatment (84.74%).Conclusions: With such a high incidence of ADR’s there is a need of incorporating pharmacovigilance programme into this vital health programme for more comprehensive monitoring of tuberculosis patients on DOTS for timely prevention, detection, and management of ADR’s. This will decrease non-adherence and dropouts, and thus result in better treatment outcomes.

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Edwards, Katie M., Emily A. Waterman, Julia Kagunda et Catherine Bikeri. « Popular Opinion Leaders’ Perspectives on Preventing Gender-Based Violence and Problem Drinking Among Kenyan College Students : A Brief Report ». Journal of Interpersonal Violence, 22 juillet 2019, 088626051986165. http://dx.doi.org/10.1177/0886260519861654.

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Gender-based violence (GBV) occurs at alarmingly high rates among college students in a number of countries, including Kenya. To comprehensively address GBV and co-occurring public health issues (e.g., problem drinking), the nonprofit organization Elim Trust has begun to develop a student-led university outreach program (i.e., Vunja Kalabash Campus Project [VKCP]) in Kenya. The purpose of the current study was to examine the perspectives of popular opinion leaders (POLs) on GBV and related public health issues, and on the perceived effectiveness of the VKCP. We conducted a focus group with 16 POLs who lead prevention efforts on their campuses (62.5% women). Content analyses of the focus group suggested that GBV is a serious problem among Kenyan college students; GBV intersects with other problematic health behaviors like problem drinking, and despite some challenges (e.g., resources, time), VKCP is perceived to be effective at preventing GBV and supporting survivors of GBV. These data suggest that peer-led programming holds promise in preventing and responding to GBV.

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Oguya, Francis O., Patrick R. Kenya, Francisca Ongecha, Patrick Mureithi, Helgar Musyoka, Nicholas Muraguri, Ben Mundia et al. « Rapid situational assessment of people who inject drugs (PWID) in Nairobi and coastal regions of Kenya : a respondent driven sampling survey ». BMC Public Health 21, n^o 1 (14 août 2021). http://dx.doi.org/10.1186/s12889-021-11373-9.

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Abstract Background A Cross-sectional Rapid Situational Assessment of People Who Inject Drug (PWIDs) applying Respondent Driven sampling techniques (RDS) was used to recruit subjects/participants in a study aimed at assessing HIV prevalence and risk behaviors among injecting drug users in Nairobi and Coastal regions of Kenya. There is paucity of data and information on injecting drug use in sub-Saharan Africa and there is sufficient evidence of existence of the environment for development and growth of injecting drug use. Past studies on PWID and its association to HIV and AIDS that have been conducted in Kenya do not provide sufficient information to support effective planning and comprehensive national response to the HIV and AIDS epidemic. Methods A cross-sectional study design was adopted in which a set of initial subjects referred to as ‘seeds’ were first identified from which an expanding chain of referrals were obtained, with subjects from each wave referring subjects of subsequent waves. The seeds were drawn randomly from the population and interviewed to pick the one with the largest network and other unique characteristics. A maximum of twelve seeds were recruited. The second stage involved conducting assessment visits to the sites to identify potential collaborators that included non-governmental organizations (NGOs), drug treatment centres, health facilities, community based organizations (CBO’s) among others. Three NGOs located in the coast region and one in Nairobi region were identified to assist in identifying drug injection locations and potential participants. Key informant interviews (KIIs) and Focus Group Discussions (FGDs) were also conducted using interview guides. Results A total of 646 individuals (344 in Nairobi and 302 at the coast) were recruited for the study between January and March 2010. Of these 590 (91%) were male and 56 (9%) were female. Findings showed that most PWIDs initiated injecting drug use between the ages of 20–29 years, with the youngest age of initiation being 11 years and oldest age being 53 years. Most commonly injected drug was heroin (98%), with a small (2%) percentage injecting cocaine. Other non-injecting methods such as smoking or combining these two drugs with other drugs such as cannabis or Rohypnol were also common. Most PWIDs used other substances (cigarettes, alcohol, and cannabis) before initiating injecting drug use. The adjusted national HIV prevalence of PWIDs was 18.3% (19.62% unadjusted) with PWIDs in Nairobi region registering 18.33% (20.58% unadjusted) compared PWIDs for Coastal region indicating 18.27% (18.59% - unadjusted). The gender based HIV prevalence showed that women were more at risk of acquiring HIV (44.51%-adjusted) compared to men (15.97%-adjusted). The age specific HIV prevalence showed that PWIDs who initiated injecting at 11–19 years (44.7% adjusted) were most at risk in Nairobi compared to those who initiated injecting at age 20–24 years (23.2% - adjusted) in the coastal region. While all PWIDs continue to be at risk in the two regions, those from the Western parts of Nairobi, Kenya were at a relatively higher risk given their increased propensity for sharing injecting equipment and solutions. Conclusions Compared to the national HIV prevalence of (4.9%), the results show that People Who Inject Drugs (PWIDs) are at particularly high risk of infection in Kenya and there is urgent need for intervention (KenPHIA, 2018). This study also showed clear evidence that 70% of PWIDs are primary school educated, engage in high risk injecting and sexual behaviors comprising sharing of injecting equipment, unprotected heterosexual and homosexual sex. Given that initiation of injecting drug use begins early and peaks after formal school years (20–29 years), prevention programmes should be targeted at primary and secondary school students, college and out of school youth. Further, to protect People who inject drugs (PWIDs) from HIV infection, the country should introduce free Needle Syringe Programs (NSP) with provision of condoms and Methadone Assisted Therapy (MAT) as a substitute for drug use.

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Thèses sur le sujet "College dropouts – Kenya – Prevention"

Swift, Jennifer K. « To stay or not to stay : predicting student retention in higher education ». Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/28799.

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Muhuro, Patricia. « Implementation of student retention programmes by two South African universities : towards a comprehensive student retention model ». Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016085.

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Using Tinto‟s (1993) interactionalist theory of student retention and Beatty Guenter‟s (1994) students retention strategy as guiding lenses, this study investigated the implementation of five student retention programmes in two universities in South Africa. Specifically the study sought to interrogate a) the mechanisms used to select students and peer facilitators who participate in each of the programmes, b) the delivery strategies that are in place and c) the programme monitoring and/or evaluation mechanisms in place to ensure that programme goals are achieved. The study adopted a concurrent mixed design embedded in the post positivist paradigm. The study revealed minimal student participation in all programmes, including those that were compulsory, owing to inconsistent enforcement of policies, stigmatisation, and poor perceptions about these programmes. In addition, the study found challenges in selection, support and monitoring of peer facilitators in almost all the programmes. This was linked to limited qualified staff, high dependence on borrowed delivery models and poor co-ordination among stakeholders. The study through a proposed Comprehensive Model for Student Retention, suggested collaborated and intensive and ongoing training of all facilitators in functional literacies, basic counselling and handling diversity, as well as co-ordinated selection and monitoring of the five programmes.

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Woodley, Michael. « A Study on Retention : Positive Steps for a Small Liberal Arts College ». Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26543.

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Retention is a concern for colleges and universities nationwide. The focus of this study is what a small private liberal arts college does well in terms of retaining students by examining the students who left the college for a minimum of one semester and then returned to finish their degree. A survey instrument was used to examine the positive impact the faculty, academic advising, academic program, student services, technology, and the living environment had on the return of reactivated students to Jamestown College (JC). The survey instrument was also used to find out the reasons students attended JC initially, why they left, why they came back, what they like the most, and what they like the least about JC. The faculty and staff of JC had the most positive impact on reactivated students returning to JC. Other factors that positively impacted the students included academic advising and programs of study.

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Ihekwaba, Remigus Herbert. « A comparative analysis of African American male and female students' perception of factors related to their persistence at a Texas community college ». Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035954.

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Sahoo, Chintamani. « Student retention and expert system design for effective intervention in four-year colleges ». Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185900.

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The Problem of educational attainment and student retention have received increasing attention by social researchers for many years. The focus of analysis has shifted from describing status mobility to the causal sequence of status transmission and attainment. The present study examines the process of formal educational attainment through student retention in American four-year colleges by applying objective and subjective variables in a sequence of causal relationships. The results of the study show student retention in higher education may depend on institutional resources such as, parent and sibling's educational attainments in addition to strong individual commitment to educational goals and positive feelings about the institution that the student attends. Though the sample in the study are relatively disadvantaged in academic ability, the findings suggest that high schools and colleges as primary socializing agents provide powerful influences in developing educational aspirations and commitments that help in the process of educational attainment among young adults. Taking relevant factors of retention, the knowledge-base is created for the design of expert system. User interface is developed with the help of object-oriented language to access the knowledge-base. The expert system will provide useful services to the users in terms of prescribing, monitoring and evaluating individualized intervention program(s) for the high risk students. This service will facilitate the process of educational attainment among the high risk students and perhaps, will help retain them in the given institution.

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Akins, Cassie L. « Experiences and motivational factors that influenced Ball State University students to stay enrolled ». Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318607.

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Though much research is available on student persistence and attrition, few studies asked students to describe their experiences and motivational factors that influenced them to stay enrolled. This study at Ball State University helped researchers to understand these factors so that they could better work with matriculating freshmen and reduce freshmen drop-out. Qualitative research methodology resulted in data being gathered via personal interviews with students who were identified as matriculating freshmen living in the university residence halls during fall and spring of the 2004-2005 academic year. A semi-structured interview guide was created and modified. Data were collected in March, April, and May of 2005. The researcher analyzed the data by identifying thematic connections among the data according to guidelines presented by Seidman (1998).The researcher concluded that the goal of a powerful job and the recognition by parents and families motivated students to attend college and graduate. Students believed their motivations were internal, but based on their responses, the motivations were external to them. A better career and parental recognition were forms of external motivations. The factors at Ball State University that encouraged students to stay enrolled varied from individual involvement to characteristics of the institution. Programs like Orientation and Freshman Connections did not seem to have much of an impact on students' adjustment.
Department of Educational Leadership

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Al-Dossary, Saeed. « A study of the factors affecting student retention at King Saud University, Saudi Arabia : structural equation modelling and qualitative methods ». Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/691.

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The purpose of the study was to identify factors affecting student retention at King Saud University in Saudi Arabia. It has been estimated that 35% of university students leave higher education before completing their studies (Al-Saud, 2006). This study was guided by Tinto’s (1975) Student Integration Theory. Berger and Braxton (1998, p. 104) have stated that Tinto’s integration model ‘has been the focus of much empirical research and has near-paradigmatic status in the study of the college student departure.’ This theory is longitudinal and dynamic and views student retention decisions largely as the results of interactions between the student and the academic and social systems of the institution (Tinto, 1975, 1993). This study used a mixed methods approach. Using the terminology of Creswell (2003), the appropriate description of the overall design of this study is a mixed methods concurrent triangulation strategy. This means that ‘qualitative and quantitative data are collected and analyzed at the same time. Priority is usually equal and given to both forms of data. Data analysis is usually separate, and integration usually occurs at the data interpretation stage’ (Hanson et al., 2005, p. 229). This strategy was selected because it allows the findings to be confirmed, cross-validated, and corroborated within a single study (Creswell, 2003). This strategy consisted of two phases. The first phase was the quantitative approach. Quantitative data were collected from 414 freshman students using two questionnaires administered on two occasions and from the university admission office. The quantitative data were analysed using a structural equation modelling (SEM) technique using the AMOS software package. The results of the SEM indicated that Tinto’s model were not useful in predicting the Saudi freshman student retention process. The variables in the model explained only 30 percent of the variance in student retention. The results of the SEM indicated that four of the nine hypotheses proposed in Tinto’s model were supported by statistically significant results. Moreover, only three variables had direct effects on retention. The largest direct effect on retention was accounted for by initial goal and institutional commitment (0.49), followed by later goal and institutional commitment and pre-college schooling as measured by high school scores (0.10). The second phase of this study utilised a qualitative approach. Qualitative data were obtained from three sources: non-persister students, persister students, and staff members. Seventeen non-persister students were interviewed over the phone; 15 persister students were interviewed using a focus group technique; while staff members were asked to complete a survey. Of the 200 surveys distributed, 37 were returned including responses from 16 lecturers, 12 administrators, 5 librarians and 4 academic advisors. A comparison was made between those students who persisted and those who dropped out using constructs from Tinto’s theory. In relation to students’ levels of goal and institutional commitment, it was found that persister students appeared to be more motivated and to have higher levels of goal commitment than non-persister students. Similarly, persister students appeared to have higher levels of institutional commitment than non-persister students, in part it is suggested, due to the fact that the majority of persister students had been able to select their desired majors whereas the majority of non-persister students had not. In relation to the students’ levels of academic integration, there was no significant difference between both groups of students. Persister and non-persister students both exhibited low levels of academic integration into the university system. In addition, there was no significant difference between both groups of students in terms of social integration. Both groups of students indicated low levels of social integration into the university system. In addition, the participants (persister students, non-persister students, and staff members) were all asked to indicate what they perceived to be the major factors affecting student retention at King Saud University. The findings from the qualitative data not only help to explain and confirm the quantitative findings but also identify why Saudi freshman students leave the university before completing their studies. The most important factors were: difficulties of selecting majors, difficulties of transferring between subjects, lack of academic advice and irregularity of monthly reward.

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Cole, Diane Lyn. « Staying Within the Margins : The Educational Stories of First-Generation, Low-Income College Students ». PDXScholar, 2008. https://pdxscholar.library.pdx.edu/open_access_etds/3492.

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his research addressed educational persistence among first-generation, low-income college students. The educational paths of 22 first-generation, low-income undergraduate students attending a large, urban university in the Northwest region of the United States were examined through a narrative framework. Half of the participants had persisted from year one to year two, and the other half left the university after their first year. Analytic procedures consisted of thematic qualitative coding, an analysis of student trajectories over educational histories, and the reconstruction of narrative stories. Data were used to examine: (1) How first-generation, low-income students understood and described their journey through their first year, (2) Reasons some students gave for leaving the university, (3) Meanings students gave to their experiences in college and how those meanings influenced future decisions, and (4) Differences between the stories of students who persisted versus those who left. The first-generation, low-income students who participated in this study were individually diverse and took various paths through college. After prolonged contact, evidence of interrupted enrollment and transfer among colleges was shown for approximately half of the participants. The descriptive codes most frequently discussed were financial issues, aspects of self, and family. Students described motivations for college in terms of themes related to family, gaining practical skills, existential discovery, desire for the college adventure, and affirmation of personal attributes. Students left the institution as a result of academic challenges, external life events, financial difficulties, dissatisfaction with the college process, unclear goals or reasons for continuation, and a need to stay near family. Students who persisted in college indicated adequate pre-college academic preparation, social connection to the university, family support for continuation, adequate financial resources, and support from social and cultural brokers that helped them navigate college. Findings from this study suggest social class, financial, individual and family contextual variables be added to Tinto's (1975, 1993) classic model of student departure. Higher education policies suggested by data include partnering with families, reducing social class barriers and providing better information to students about the hidden costs of transfer and interrupted enrollment.

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Black, Jodie Lynn Gallais, et University of Lethbridge Faculty of Education. « Retention in a small liberal arts institution : the commuter student experience ». Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009, 2009. http://hdl.handle.net/10133/2468.

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Research indicates that students who reside on campus are more likely than commuter students to persist in their studies until graduation. The purpose of this study is to explore factors that may influence retention for commuter students. Data were collected from 20 commuter students at a primarily undergraduate four-year institution, in three stages: administration of a brief questionnaire, individual in-depth interviews, and a focus group. The qualitative data gained was coded and analyzed, and a grounded theory entitled “the commuter student experience” was developed. The theory contains three main categories, various subcategories, and a mediating variable. The results and findings of this study provide validation for existing areas of research on commuter students; however, they also suggest areas for further exploration.
ix, 107 leaves ; 29 cm

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Darabi, Rachelle L. « Basic writers and learning communities ». Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285086.

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Livres sur le sujet "College dropouts – Kenya – Prevention"

L, Bloom Jennifer, et Robbins Steven B, dir. Increasing persistence : Research-based strategies for college student success. San Francisco : Jossey-Bass, 2012.

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Completing college : Rethinking institutional action. Chicago : The University of Chicago Press, 2012.

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Student retention in online, open, and distance learning. London : Kogan Page, 2003.

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Muraskin, Lana D. A structured freshman year for at-risk students. [Washington, DC : National Council of Educational Opportunity Associations], 1998.

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Accountability, Florida Office of Program Policy Analysis and Government. Florida's postsecondary institutions employ a variety of support services for students. [Tallahassee, Fla.] : Office of Program Policy Analysis & Government Accountability, 2006.

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Office, General Accounting. College completion : Additional efforts could help education with its completion goals : report to Congressional requesters. Washington, D.C. (441 G St. NW, Rm. LM, Washington 20548) : United States General Accounting Office, 2003.

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Rivière, Bernard. Le décrochage au collégial : Le comprendre et le prévenir. Laval, Québec : Beauchemin, 1996.

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Seminário Nacional dos Serviços de Atendimento Estudantil Universitário (1st 2006 Universidade Federal de Santa Maria). Apoio estudantil : Reflexões sobre o ingresso e permanência no ensino superior. Santa Maria : Editora UFSM, 2008.

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Western Washington University. Provost's Task Force on Improving the Freshman Year Experience. Report from the Provost's Task Force on Improving the Freshman Year Experience, May 1998. [Bellingham, Wash : The Task Force], 1998.

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South Dakota Board of Regents. System Retention Task Force. Report of the South Dakota Board of Regents System Retention Task Force. Pierre, S.D : Board of Regents, 2003.

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Chapitres de livres sur le sujet "College dropouts – Kenya – Prevention"

Balch, Tonya. « Dropout Prevention ». Dans Encyclopedia of E-Leadership, Counseling and Training, 468–78. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch034.

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The high incidence and prevalence of high school dropouts is not a new problem and may be viewed as an issue that has been researched time and time again with no clear next-step solutions. Indeed there does not seem to be a single key to solve the problem of students dropping out but, there are ways to help mitigate the factors that lead students to drop out of school. This chapter will provide research based indicators for identifying students at-risk for dropping out and present a myriad of approaches to reduce the dropout rate. While no one approach will likely yield large improvements, multiple approaches thought of in systemic terms can have a positive impact. Mentoring has been proven as an effective tool if implemented appropriately. Key indicators from highly effective mentoring programs are closeness of the mentor-mentee relationship, mentor characteristics, consistency of interaction, duration of mentoring, and contextual variables relative to the mentee’s social world. The ultimate goal is to improve the high school graduation rate and ensure students are college and career ready.

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Dryfoos, Joy G. « Prevention of School Failure and Dropping Out ». Dans Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.003.0016.

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At least three different kinds of interventions are suggested in discussions of schools and high-risk children: preventing school failure, preventing school dropouts, and finding and reinstating students who have already dropped out. The first set is touched on in the effective schools literature, assuming that improving the quality of education will result in higher achievement for all children. Thus, the interventions are primarily aimed at school reform and organization. The second set is described in the dropout prevention literature, with much more attention to individual needs and support services, along with alternative school structures. Because official dropout statistics are generally calculated only for high schools, most of the interventions are directed toward older students, although there is increasing recognition of the need for early intervention. Reinstating students in school is approached largely through employment and “recovery” programs for young people over the age of 18. Because this book is focused on 10- to 17-yearolds, the third set of interventions relating to job placement and programs for older youth will not be included. That subject has been thoroughly addressed by the Grant Foundation Commission on Work, Family, and Citizenship and other sources. The public has been deluged with studies focusing on the crisis in American education. The rationale for intensified concern is that unless the quality of education is improved we as a nation will not be able to compete with foreign countries (the Japanese educational system is most often cited as a model). One source reported that more than 275 education task forces had been organized in the mid- 1980s and “reform literature [has become] a cottage industry among scholars.” States enacted more than 700 pieces of legislation between 1983 and 1985, mostly stressing a return to basics. Most recommendations directed toward raising quality call for higher standards for graduation from high school, higher college admission standards, teacher competency tests, and changes in teacher certification requirements.

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