Author: Donna Rebekah Holden Chiasson
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 194

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Author: Amanda Leigh McCarter Powell
Publisher:
ISBN:
Category : College credits
Languages : en
Pages :

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Despite the fact that education plays a vital role in the success of an individual and society as a whole, it is estimated that 1 of every 4 students will not receive a high school diploma four years after starting ninth grade. In an effort to decrease dropout rates and increase graduation rates of high school students, educators are searching for nontraditional methods to increase student achievement. One such method, dual enrollment, involves community colleges in the role as facilitators. While preliminary research indicates a relationship between dually enrolled students and high school graduation, additional data is needed on student demographics and achievement. To build and improve upon the dual enrollment programs of Mississippi's community colleges, it will be important to know the participation levels and their effect on graduation rates. The purpose of this study was two-fold: 1) To examine the proportions of students participating in Mississippi Community College Dual Enrollment Programs based on various demographics. 2) To determine the degree to which Mississippi Community College Dual Enrollment demographics and poverty levels of Mississippi public schools affect high school graduation rates of Mississippi's Community College Districts. Data were obtained from the State Board of Community and Junior Colleges and the Mississippi Department of Education. Demographic variables chosen for the study included gender, race, curriculum and poverty level. Data from each public school was grouped according to the corresponding community college district, allowing the researcher to better establish the proportions of students participating in dual enrollment and the poverty level of public school students within the district. These proportions were then analyzed to find correlation between demographics and graduation rates of the community college district. Results indicate a low overall percentage of students participating in dual enrollment and disproportioned percentages between community college districts. Regression analyses indicate that race, gender and curriculum did not contribute significantly to the prediction of graduation rate. However, high poverty levels did show a significant relationship to lower graduation rates. Additionally, in every district females were dually enrolled at rates higher than males, and students were enrolled in academic courses notably more than technical/vocational courses.

Author: Christian David Pruett
Publisher:
ISBN: 9781109272406
Category : Academic achievement
Languages : en
Pages : 102

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Retention and matriculation are topics of heavy debate and inquiry in higher education as rising tuition costs, coupled with declining state support, have fueled the need for increased accountability. In Mississippi, few studies have been conducted that are unique to the public universities in the state in order to analyze success factors in higher education. The purpose of this study was to analyze these success factors at Mississippi's public universities as measured by successful degree completion within a six-year time period. This study analyzed High School gpa, act Scores, Parental Income Levels, Parental Education Levels, Ethnicity, and Gender. Academic, demographic and socioeconomic data were gathered on two cohorts of resident first-time, full-time students attending a Mississippi Institution of Higher Learning. A total of 5,603 students were included in the study from the fall 2001 and 2002 semesters. Transfer students were not included in the study. A successful completer was defined as completing a bachelor's degree within six-years of enrollment. Students still enrolled in the seventh year were not included. In addition, students seeking an Associate's Degree were also not included. Descriptive statistics revealed that graduation rates fluctuated depending on high school gpa, act scores, income and parental education levels. The most significant differences in graduation rates occurred when analyzing high school gpa and income statistics. These findings were supported when logistic regression analysis was employed. Logistic regression analysis was used to analyze these factors compared to graduation rates for the state, and by type of institution. In Mississippi, there are four regional universities and four research universities. High school gpa and parental income were significant predictors in all three models, while act was significant when analyzing data for the system. For research universities, the education level of the father was significant. For regional universities, ethnicity was a significant predictor. In all, universities should develop a deeper understanding of the socioeconomic background of students in order to ensure that proper scaffolding is in place to ensure successful matriculation. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Author: International Journal of Educational Reform
Publisher: Rowman & Littlefield
ISBN: 1475816391
Category : Reference
Languages : en
Pages : 130

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The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

Author: Ryan M. Cavazos
Publisher:
ISBN:
Category : High school graduates
Languages : en
Pages : 96

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High school graduation is a significant predictor of future success. In most cases, a high school graduate will earn more money and live a healthier lifestyle than those who do not graduate from high school. The graduation rate in the United States is lower than the graduation rate of many other industrialized countries. Three known predictors of graduation rate are the number of exclusionary discipline assignments a student incurs, the race of the student, and the socioeconomic status of the student. The purpose of this study was to determine the relationship between graduation rate, exclusionary discipline, race (nonwhite), and low socioeconomic status. In order to determine the relationship, this study used action research and a quantitative research design. Data were collected from the public education information management system reports and data from the annual Texas academic performance report to determine the graduation rate, the number of exclusionary discipline assignments, the percentage of nonwhite students, and the percentage of low socioeconomic status students of 4A, 5A, and 6A schools in Texas. There were 109 randomly selected schools that were used in this study. The random sample included schools from all over the state of Texas, with enrollment numbers ranging between 508 and 4,283 students. The research determined that, in this study, exclusionary discipline and socioeconomic status were significant predictors of graduation rate. However, in this study, race (nonwhite) was not a significant predictor of graduation rate. Race (nonwhite) being an insignificant predictor of graduation rate was in contrast to the literature reviewed in this study. This study concluded that almost 37% of the variance in graduation rate could be determined by exclusionary discipline, race (nonwhite), and socioeconomic status.

Author: Noha W. Abdou
Publisher:
ISBN:
Category :
Languages : en
Pages : 408

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Author: Elaine Marie Allensworth
Publisher:
ISBN: 9780972603560
Category : High school attendance
Languages : en
Pages : 26

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The First Year Of High School Is A Critical Transition Period For Students, Those Who Succeed In Their First Year Are More Likely To Continue To Do well in The Following Years And Eventually Graduate. Because A Successful Transition Into High School Is So Important, In 1999 The Consortion Developed An Indicator To Gauge Whether Students Make Sufficient Progress In Their Freshman Year Of High School To Be On-Track To Graduate Within Four Years. The Evidence Presented Here Suggests That the On-Track Indicator Can Be A Valuable Tool For Parents, Schools, And The School System As They Work To Improve Students Likelihood Of Graduating.

Author:
Publisher:
ISBN:
Category : Consumer protection
Languages : en
Pages : 872

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Author: William Richard Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 150

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Author:
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 522

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