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Author: National Academy of Education
Publisher: National Academies Press
ISBN: 0309163072
Category : Education
Languages : en
Pages : 154
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Book Description
High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Author: National Academy of Education
Publisher: National Academies Press
ISBN: 0309163072
Category : Education
Languages : en
Pages : 154
Get Book Here
Book Description
High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Author: E Marcel Jones
Publisher: Independently Published
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
One of the most critical issues prevalent in America's educational system is the high school dropout rate (Barton, 2005). The problem of school dropouts is widespread among most of the nation's school districts (Christenson & Thurlow, 2004). Over 50 years ago, Conant (1961) wrote that America was allowing "social dynamite" to accumulate in its most populated areas of the nation. In these areas of our nation, the dropout rates are alarming and are partially the result of several predictor variables! DROPPED was designed to research the relationship between these dropout variables and the race and gender of high school students. Although educators cannot change many of these variables, they can use the research contained in DROPPED to implement changes. Perhaps, there is an opportunity to create effective prevention and intervention initiatives in order to decrease dropout rates in the years to come.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309170583
Category : Education
Languages : en
Pages : 66
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Book Description
The role played by testing in the nation's public school system has been increasing steadily-and growing more complicated-for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.
Author: Tracey Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The dropout phenomena has remained consistent for decades, causing it to be labeled a 'crisis' and 'America's silent epidemic'. Therefore, the purposes of this research study were to add to the body of research on school dropouts and to determine if a relationship existed between internal motivation, dropping out of school, and the student's unalterable social background against alterable school-related practices. The content from five research studies were analyzed to answer the research questions that guided this study. The findings of this study concluded that students with low internal motivation were at an increased risk for dropping out; however, it was determined that student motivation was regulated through the student's background and the school's climate. All students from lower income households were placed at a greater risk for school dropout. However, all students with low internal motivation, negative peer associations, from lower income households, that had to change schools more than once (forced mobility), were incarcerated, with parent(s) that had less than a high school diploma, and/or parents that did not have quality parent-child discussions about class assignments with their children were at the greatest risk for dropping out. ELL, Black, Latino, Native American, Alaskan Native, Cambodian, Laotian, Hmong, and Vietnamese students were at an increased risk for dropping out; with males being placed at a greater risk than females. Family structure was not found to be a risk factor over and beyond parental involvement. This study concluded that after controlling for the student's social and academic background negative student/teacher relationships, low teacher expectations, negative classroom interactions, and the school's climate predicted dropping out. The additional school-related risk factors found to be related to school dropout were: low academic and social support, eighth grade course failure, a lack of credit accumulation in eighth and ninth grade, being bullied, prolonged (five or more years) special education placement for non-White and all students, being over age in ninth grade, poor performance on 8th grade standardized testing, the anticipation of senior exit exams, and being retained before or during the ninth grade. Yet, students at the greatest risk were those who received the ABC's prior to dropping out which includes: excessive absences (A), excessive disciplinary infractions or behavioral problems (B), and prolonged academic/course (C) failure; which in the ninth grade was also found to culminate and be a major independent predictor variable to dropping out. Additionally, students who were socially promoted between the sixth and ninth grades were also at the greatest risk for the ABC's and dropping out compared to retained students. It was also concluded that there is a severe shortage of both males and non-White Pre-K to 20 faculty, teachers, and administrators and that any interruptions and disruptions (e.g., excessive absences, forced mobility, incarceration) in schooling without interventions to achieve and sustain proficiency, significantly increases school dropout. Therefore, this study concluded that dropping out is a long-term consequence and a culmination of five or more years of: unmonitored student achievement and/or social and behavioral problems, a lack of quality teaching and preparation in Pre-K through 8th grades, a lack of ongoing strategic school and political leadership that incorporates interventions to improve, support, and sustain academic success, in addition to a lack of quality parental involvement. Lastly, political leadership and higher education have supported the school's failure to provide an equitable and safe learning environment for all students to succeed and contributed to the school dropout problem in the United States school system for decades. #
Author: Mario Antonio Owens
Publisher:
ISBN:
Category : Dropout behavior, Prediction of
Languages : en
Pages :
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Book Description
The purpose of this study was to determine which variables contribute to high school dropout in a north central Mississippi school district's only high school. The study population consisted of 301 students who enrolled as freshman in a north central Mississippi school district's only high school during the 2002-2003 academic year and could have graduated from high school in 2006. Student data were obtained from the Mississippi Student Information System (MSIS) database, which contained all relevant information to this study. Data were collected on the following variables: gender, ethnicity, age, disciplinary infractions, whether or not a student was socially promoted, number of grades retained, number of absences, subject area testing scores, ninth grade retention, and special education enrollment. The findings of this study indicated there were relationships between the criterion variable, high school dropout, and the following predictor variables: age, ethnicity, whether or not a student was socially promoted, number of absences, number of grades retained, ninth grade. retention, and disciplinary infractions. The findings from this investigation also suggested that both socially promoted and students with high numbers of absences were more likely to drop out of high school than those who were not socially promoted, or had fewer absences.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309084350
Category : Education
Languages : en
Pages : 303
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Book Description
When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
Author: Russell W. Rumberger
Publisher: Harvard University Press
ISBN: 0674266897
Category : Education
Languages : en
Pages : 321
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Book Description
The vast majority of kids in the developed world finish high school—but not in the United States. More than a million kids drop out every year, around 7,000 a day, and the numbers are rising. Dropping Out offers a comprehensive overview by one of the country’s leading experts, and provides answers to fundamental questions: Who drops out, and why? What happens to them when they do? How can we prevent at-risk kids from short-circuiting their futures? Students start disengaging long before they get to high school, and the consequences are severe—not just for individuals but for the larger society and economy. Dropouts never catch up with high school graduates on any measure. They are less likely to find work at all, and more likely to live in poverty, commit crimes, and suffer health problems. Even life expectancy for dropouts is shorter by seven years than for those who earn a diploma. Rumberger advocates targeting the most vulnerable students as far back as the early elementary grades. And he levels sharp criticism at the conventional definition of success as readiness for college. He argues that high schools must offer all students what they need to succeed in the workplace and independent adult life. A more flexible and practical definition of achievement—one in which a high school education does not simply qualify you for more school—can make school make sense to young people. And maybe keep them there.
Author:
Publisher: DIANE Publishing
ISBN: 1428962158
Category :
Languages : en
Pages : 55
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Book Description
Author: Stephen Lamb
Publisher: Springer Science & Business Media
ISBN: 9048197635
Category : Education
Languages : en
Pages : 419
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Book Description
School dropout remains a persistent and critical issue in many school systems, so much so that it is sometimes referred to as a crisis. Populations across the globe have come to depend on success at school for establishing careers and gaining access to post-school qualifications. Yet large numbers of young people are excluded from the advantages that successful completion of school brings and as a result are subjected to consequences such as higher likelihood of unemployment, lower earnings, greater dependence on welfare and poorer physical health and well-being. Over recent decades, most western nations have stepped up their efforts to reduce drop out and raise school completion rates while maintaining high standards. How school systems have approached this, and how successful they are, varies. This book compares the various approaches by evaluating their impact on rates of dropout and completion. Case studies of national systems are used to highlight the different approaches including institutional arrangements and the various alternative secondary school programs and their outcomes. The evaluation is based on several key questions: What are the main approaches? How do they work? For whom do they work? And, how successful are they in promoting high rates of completion and equivalent outcomes for all? This book examines the nature of the dropout problem in advanced industrialized countries with the goal of developing a broader, international understanding that can feed into public policy to help improve completion rates worldwide.
