A evasão estudantil afeta as universidades, privadas e públicas, no Brasil, trazendo-lhes prejuízos financeiros proporcionais à incidência, respectivamente, de 12% e de 26% no âmbito nacional e de 23% na Universidade de São Paulo (USP), razão pela qual se deve compreender as variáveis que governam o comportamento. Neste contexto, a pesquisa apresenta os prejuízos causados pela evasão e a importância de pesquisá-la na Escola Politécnica da USP (EPUSP): seção 1, desenvolve revisão bibliográfica sobre as causas da evasão (seção 2) e propõe métodos para obter as taxas de evasão a partir dos bancos de dados do Governo Federal e da USP (seção 3). Os resultados estão na seção 4. Para inferir sobre as causas da evasão na EPUSP, analisaram-se bancos de dados que, descritos e tratados na seção 5.1, contêm informações (P. Ex.: tipo de ingresso e egresso, tempo de permanência e histórico escolar) de 16.664 alunos ingressantes entre 1.970 e 2.000, bem como se propuseram modelos estatísticos e se detalharam os conceitos dos testes de hipóteses 2 e t-student (seção 5.2) utilizados na pesquisa. As estatísticas descritivas mostram que a EPUSP sofre 15% de evasão (com maior incidência no 2º ano: 24,65%), que os evadidos permanecem matriculados por 3,8 anos, que a probabilidade de evadir cresce após 6º ano e que as álgebras e os cálculos são disciplinas reprovadoras no 1º ano (seção 5.3). As estatísticas inferenciais demonstraram relação entre a evasão - modo de ingresso na EPUSP e evasão - reprovação nas disciplinas do 1º ano da EPUSP, resultados que, combinados com as estatísticas descritivas, permitiram apontar o déficit vocacional, a falta de persistência, a falta de ambientação à EPUSP e as deficiências na formação predecessora como variáveis responsáveis pela evasão (seção 5.4). / The student dropout affects private and public universities in Brazil, bringing it financial losses in the proportion of its incidence: 12% (public) and 26% (private). In the University of São Paulo (USP), the withdraw rates is 23%, which shows the importance to understand the general rules (variables) that govern the dropout process. In this context, the research shows the damages caused by the student dropout and the importance of investigate it at the Polytechnic School of USP (EPUSP): section 1, develops a literature review on the causes of dropout (section 2) and proposes methods of calculating the dropout rates from the databases of the Federal Government and the USP (section 3). The results are shown in section 4. In order to study the causes of dropout in EPUSP, described and treated (section 5.1) databases, which contain information (way of ingress and egress, length of stay and academic record) of 16,664 students that entering in the university between 1970 and 2000, were analyzed. Having done this, it were proposed statistical models and shown the hypothesis testing (2 and t-student) concepts used in the research (section 5.2). The descriptive statistical analysis show that dropout rate of EPUSP is 15% (with the highest incidence in the 2nd year: 24.65%), that the escaped students remains in their courses about 3,8 years, that the dropout probability grows after the 6th year and that the students, more often, are not able to be approved (fail) on the mathematical basic disciplines (algebra and calculus) on the 1st year of engineering course (section 5.3). The results of the inferential statistical analysis demonstrate a relationship between the dropout rates and the way of ingress into EPUSP and the dropout rates and failures in the 1st year of EPUSP (seção 5.4). These results allow pointing the vocational lacks, the absence of persistence in the course, the inflexibility and lack of adaptability to EPUSP ambience and the knowledge gaps purchased at high school as the variables that lead the students to withdraw from the institution.

The purpose of this study was to examine the variables that are associated with the percentage of students who pass Tennessee's Gateway exams in high school. Associations were examined between the Gateway exams and variables such as: socioeconomic status, ethnicity, dropout rate, graduation rate, attendance, average daily membership, per-pupil expenditure, teachers' salary, and elementary-school reading scores. Pearson correlations between school characteristics and pass rates of three Gateway exams were calculated. Schools were divided into quartiles based upon socioeconomic status and ethnicity in order to examine pass rates of the Gateway exams among different quartiles. Independent samples t tests were performed to determine if differences were statistically significant. Variables that exhibited strong association with pass rates of Gateway exams were used as predictor variables and pass rates of Gateway exams were used as dependent variables in multivariable linear regressions. The findings indicated that the graduation rate and percentage of Caucasian students were most positively associated with Gateway pass rates. Dropout rates and percentage of students who qualified for free/reduced-priced meals were most negatively associated with Gateway pass rates. It was discovered that the Algebra I Gateway exam was by far the most difficult for students to pass. Almost half of the students in high schools serving poor, minority students failed the Algebra I Gateway exam in 2004.

Since 1993 when the first lottery ticket was sold in Georgia, over 1.4 million students have received over $5.4 billion in grants and scholarships (more than any other merit-based program in the country) to attend colleges in Georgia through the Helping Outstanding Pupils Educationally (HOPE) Scholarship program. Students who graduate from high school with a B average in a college preparatory curriculum can receive tuition, HOPE approved fees, and a book allowance of up to $300 per year at public colleges in Georgia. The purpose of this study was to determine if there was an identifiable profile of the academically successful associate degree seeking HOPE Scholarship recipient at a 2-year college within the university system of Georgia. For the purposes of this study, academic success was defined as persistence towards graduation and retention of the HOPE Scholarship. Variables analyzed include high school grade point average, high school attended, composite SAT score, major, ethnicity, gender, other grant aid received, student loans received, and credit hours earned at credit hour checkpoints. Using the variables listed above, 2 research questions were posed. Is there a predictive model of a HOPE Scholarship recipient who is likely to retain the HOPE Scholarship, and is there a predictive model of a HOPE Scholarship recipient who is likely to earn a degree? These questions were analyzed using the population of first-time, associate degree seeking students at a 2-year college in 1998. The results of the analysis showed that while composite SAT scores, high school grade point averages, and GPAs at 60 attempted hours partially explained the success of HOPE Scholars, a clear model was not established that would identify students upon entry to college, or even partially through their academic careers, who were going to retain the HOPE Scholarship and earn a degree. The findings of this limited study support the theories that there are other factors such as student engagement that are less easily quantified that play a significant role in student persistence.

The purpose of this quantitative study was to examine the relationship between participation in CTE programs and students’ graduation rates and rates of CTE students’ entrance into postsecondary education or employment after graduation. Possible differences between students’ enrollment in urban and rural school districts and their graduation, participation, and secondary placement rates were also considered. Publicly available data on high school students in the state of Tennessee were analyzed to compare the graduation rates of CTE participants with the graduation rates of non-CTE participants in the state as a whole and in nine selected urban school districts and nine selected rural school districts for the school years 2009-2010, 2010- 2011, and 2011-2012. Research cited in this study indicated that CTE participation could increase students' graduation rates. Some research also indicated that rural students were more likely to complete CTE concentrations than urban students and that other differences might exist in the CTE experiences of urban and rural students. Six research questions were created and their null hypotheses tested with a series of z-tests. Analysis of publicly available data for the selected school systems and for the state as a whole found slightly higher rates of graduation among CTE concentrators than among non-concentrators and higher rates of CTE participation among rural than urban high school students, but these differences were not statistically significant. Differences between urban and rural schools systems' graduation rates and their rates of postsecondary placement of CTE concentrators in education, the military, or employment were also found to be statistically insignificant.

Identifying at-risk students and precursors to high school dropout has been an ongoing concern for schools and communities. Dropouts are at a high risk for a lifetime of challenges such as low income, unemployment, lack of healthcare, and incarceration. Motivation and self-esteem have been shown to be influential on a student's decision to drop out of high school. The purpose of this quantitative study was to evaluate the connection between self-esteem, motivation, and on track for high school graduation and identify areas of need in order to improve academic and social success for students. The research was based on social learning theory, attribution theory, and self-determination theory, which provided a foundation to understand the role of motivation and self-esteem. The research questions addressed self-esteem, motivation, and other demographic variables as predictors of being on track for high school graduation. A secondary data analysis was used to evaluate anonymous student responses to the Academic Motivation Scale and Student Self-Esteem Scale as well as demographic information for 165 students in 12th grade to determine possible predictors of being on track for high school graduation. A significant correlation was indicated between self-esteem and motivation, and self-esteem was shown to be a significant predictor of being on track for graduation using a multiple regression analysis. A logistic binary regression was used to examine additional possible predictors and grade point average was shown to be a significant predictor of being on track for graduation. This research helped identify academic barriers and influences on graduation rates, and can be used for identification of at-risk students and improving high school graduation rates.

In 2008, the excitement to teach the class, Introduction to College to new students who are beginning college, was greatly accepted with much reservation. Numerous memories reflected back to that special period when the writer was faced with those daunting decisions of where to attend college. Those memories of excitement and fear of being away from home the very first time, starting college life, meeting new friends, and what career path to choose, were difficult decisions during that transitional time. Orientation class back then consisted mainly of a half day spent touring the college campus and listening to various speakers; if you could stay awake. The scope of this study will be to assess the effectiveness of Introduction to College (GE-100), on student GPAs and “persistence-to-graduation” rates as measures of success. In the course, the student will learn about the variety of support services available at the college, the behaviors necessary to be successful in college, and issues that relate to choice of major and/or careers. This study used a quantitative approach utilizing an ex-post facto longitudinal design that measures student grade point averages (GPA) and persistence-to-graduation rates for the five- year period from the Fall Semester of 2003 through the Spring Semester of 2008. Overall, at the conclusion, the results indicated that GE-100 students had significantly higher GPAs and significantly greater persistence- to-graduation rates over a five year period when compared with student who did not take or complete (GE- 100).

Industry data suggests that the U.S. educational system is being challenged to produce more STEM (Science, Technology, Engineering and Math) graduates and, in particular, engineering baccalaureate degreed students. However, this is not a simple issue of increasing engineering program applicants because academic preparation begins early in the student's academic career, with significant math and science requirements. Even though half of today's undergraduate students are taking classes at community colleges, and 20 percent of baccalaureate degreed engineers started in the community college system, community college students in pre-engineering studies do not transfer to university engineering programs in numbers necessary to decrease the engineering deficit. This dissertation was based on the assumption that, if pathways between two- and four-year institutions were improved through systematic approaches like articulation, the supply of engineers in the U.S. might be positively affected. This dissertation used a case study approach to analyze an articulation process used by a community college and a university to forge a partnership designed to enhance this engineering pipeline. Using systems theory as a conceptual backdrop, the study looked at significant inputs, throughputs, outputs, and outcomes to the articulation negotiation process and analyzed roadblocks to that process. In the summary chapter, the paper addressed practical ways to bridge this gap and provide support mechanisms needed for STEM students to smoothly move from one higher education sector to the next.

The purpose of this research was to ascertain the characteristics of dropouts, their rationale for reentry, and what constituted effective practices within a Texas alternative education program (AEP). While, a number of studies have been conducted to explain why students drop out of school, more research was needed in the area of students that reenter to complete their studies (Fernandez, Paulsen & Hiranko-Nakanishi, 1996; Krashen, 1998; NCES, 1981; Pirog & Magee, 1997; Ramsey, 1988; Rumberger, 1995; Warren, 1996; White & Kaufman, 1997). The study utilized qualitative methodology with a case-study approach by utilizing small groups within the context of an organization (Miles and Huberman, 1994). The study site was purposely selected (Kuzel, 1992; Morse, 1989) using low-socio-economic criteria, ethnic representation, an AEIS rating of Commended, and a high graduation rate. Site participant selection included comprehensive sampling (Goetz and LeCompte, 1984) of the AEP personnel and random sampling of the student participants and their respective parents. The primary data was collected using a modified three-interview method (Dolbeare and Schuman, 1982) with corroborating document review and focus groups. Findings indicated that research participants could identify seventeen different characteristics for returning high school students. Some of the characteristics describing these students also reflect their motivation or rationale for returning back to complete their high school studies. The study revealed four major practices within the AEP that supported the program and its students towards their mission of graduating. These were: hiring the right personnel, monitoring academic progress, providing student support services, and maintaining a safe school climate. A resultant theme indicated that there was a need to promote a positive image of the value of the AEP. Since only ten participants and five students were included in the study, the findings can only be tentatively generalized. Finally, suggestions are made for AEP programs to be designed to entice students not only to return back to school, but to remain until their goal to graduate is realized. / text

Black males continue to struggle when faced with the challenge of seeking a college education (Cuyjet, 1997, 2006; Mincy, et al 2006; Schott, 2006). Currently, they lag behind in college and university participation as compared to other gendered groups as well as their White and Asian counterparts (Cuyjet, 2006; Bush & Bush, 2010). As with every promising Black male community college student, there are barriers to enrollment and completion, e.g., first-generation and first-time-in-college, previous high school academic and disciplinary experiences, peer pressure, family dynamics, financial considerations and social environments serving as barriers to enrollment and completion. Despite these barriers, many Black males students make it to college. However, they often have difficulty remaining in the educational system long enough to complete their certificates and/or degrees. Although, there are many quality community college and university programs designed to increase the overall success of students “prior to” and “during” enrollment, regrettably, many colleges that facilitate outreach and retention efforts do little by way of accountability. Statistical monitoring for evaluation purpose is mixed. Adequate records of how Black males are performing in and apart from college are important for educational institutions as they consider developing specialized programs for minority sub-group participation, engagement, and success. Furthermore, unengaged Black males, and those attempting to aid them, have varying viewpoints as to the type and priority of programs designed to include Black male participation in postsecondary education. This study will examine Black males’ perspectives versus institutional engagement strategies relative to participation, engagement, and successes that influence Black males Men on the Move program at St. Philip’s College. Moreover, the study will furthermore investigate outreach and retention efforts for Black males that were developed by the St. Philip’s College. / text

Le trouble déficitaire de l'attention/hyperactivité (TDA/H) est une problématique qui touche un nombre important de jeunes Québécois. Un lien entre le TDA/H, plus particulièrement la composante inattention, et l’apparition de difficultés scolaires a été démontré à maintes reprises. Quelques études suggèrent que la pratique d'activités sportives pourrait influencer le lien entre l'inattention et les difficultés scolaires et augmenter ainsi la probabilité de perséverer dans les études et, conséquemment, d’obtenir un diplôme scolaire. La présente étude vise à examiner le lien entre l’inattention durant l’enfance et l’obtention du diplôme d’études secondaires, puis à vérifier si la pratique d'activités sportives durant l’adolescence influence ce lien. À cette fin, 1043 jeunes ont été suivis de 6 à 23 ans. Une analyse de régression logistique binaire de type hiérarchique a été utilisée pour tester les hypothèses proposées. D’une part, et tel que prévu, une forte association négative entre l’inattention et la diplomation est observée. Cette association demeure satistiquement significative après contrôle de différentes variables (hyperactivité, symptômes intériorisés, Q.I. et l’adversité familiale). La relation inattention-diplomation n’est toutefois pas modérée par la pratique d’activités sportives. Cette étude souligne l’importance de mettre en place des mesures efficaces pour permettre aux jeunes souffrant d’inattention d’avoir de meilleures chances de diplômer. / Attention deficit/hyperactivity disorder (ADHD) is a mental health issue that many youths have to deal with. It is of great concern as many authors report a link between ADHD and academic problems. It has been shown that inattention levels contribute more to academic problems than hyperactivity levels per se. On the other hand, the results of few studies suggest that sport activities could influence the link between inattention and academic problems. The aims of this study was to investigate the link between inattention at the end of childhood and high school graduation and to examine the hypothesis that sport activities during adolescence could moderate that relation. To this end, 1043 youths were followed from 6 to 23 years old, as part of the Montreal longitudinal and experimental stud. Binary logistic regression analysis was conduct to test the proposed hypotheses. The results indicate a strong association between inattention and high school graduation. This relation remained statistically significant after controlling for associated problems (hyperactivity, internalized symptoms), I.Q., and familial adversity. The relation inattention-high school graduation was not moderated by sport activities, however. This study emphasizes the importance of implementing measures that could help youths with inattention problems achieving academic success.