The student retention behavior of stopping-out is widely misunderstood and yet very important in explaining community college student enrollment patterns. Stopping-out remains understudied in higher education literature as it is challenging to collect data from students who discontinued their enrollment. Since these students are not retained, they may be categorized as dropping-out within institutional data. The behavior of students who temporarily discontinue their enrollment and intend to re-enroll in the future is characterized as stopping-out. A clear distinction between stopping-out and dropping-out is vital to understanding the characteristics of students who stop-out and the student-level, institutional, and economic factors that influence their decision to discontinue their enrollment. By identifying the characteristics of these students and the factors that lead them to stopping-out, this study provides a foundation for shifting resources to programs that specifically target students who stop-out. Previous retention studies primarily utilized quantitative designs, lacking a student perspective. This mixed-method study, informed by rational choice and prospect theory, analyzed quantitative and qualitative data collected through a fall 2023 student survey administered in partnership with the community college research site. Quantitative analysis revealed that stop-out students at the community college are disproportionately Black, African-American, or Hispanic, of non-traditional age, and Pell Grant eligible. The students who stopped-out for economic reasons were most likely to be part-time enrolled and full-time employed and were more likely than students who stopped out due to institutional factors to discontinue enrollment due to COVID-19. The qualitative analysis of student responses to open-ended survey questions revealed the following themes, which described the factors influencing students' stop-out decisions. These were academic goal attainment, dual enrollment, institutional policies and academics, economic or life events, and ongoing student identity. The qualitative findings corroborated the quantitative findings that economic factors predominantly drive stopping-out decisions and stop-out students still identify as college students. The qualitative findings also confirmed that a number of students included in the stop-out survey did not stop-out. The students who reached their academic goals and dual enrollment students discontinued their enrollment because they met their academic goals. In order to analyze the students who stopped-out, these students were categorized as not-stopped-out for data analysis. The categorization allowed for the focus to be on students most closely aligned with the definition of stopped-out at the research site. My research contributes to the existing literature by including the experiences of stop-out students through their perspective. The research results provide a foundation for community college administrators and policymakers to advocate for reallocating resources toward programs supporting the retention of this unique group. Since the research revealed that many students who stop-out still self-identify as college students, there is an opportunity to provide a pathway to re-enrollment. College leaders can create an environment that lowers the economic barriers driving these students out of the classroom, thereby increasing the student success initiatives associated with community college missions. / Educational Administration

Public schools in America are experiencing a massive decline in student enrollment, resulting in school consolidations and closures across the nation. (Dee, 2023). This decline has many implications, particularly in rural areas, such as Northeast Tennessee. These implications and the public pressure to maintain high graduation rates and academic outcomes, require school leaders and policymakers to reflect on who is leaving public schools and why. This phenomenological study explored the school experiences and perceptions of individuals who left the traditional high school prior to graduation. In-depth interviews were conducted one-on-one with 13 participants via an online video conferencing platform who were formerly enrolled in traditional public high schools in Northeast Tennessee and either dropped out or enrolled in a nontraditional option prior to graduation. Nontraditional options included brick-and-mortar alternative schools offered by a public school district, separate credit recovery and graduation programs housed within the traditional high school, and online public schools. Dropping out was defined as leaving the traditional high school permanently and without obtaining a high school diploma, regardless of if the participant received a high school equivalency credential, such as a GED. Through the amplification of voices of those who left the traditional public high school, the findings of this study revealed themes of personal and familial barriers, negative associations with the school culture and environment, systemic and procedural barriers, and elements of positive teacher-student relationships.

Bakgrund: Över 80 % av alla barn och ungdomar har någon gång varit aktiva i enidrottsförening men i 20-årsåldern är bara hälften kvar. Flickors drop outinom fotboll tenderar till att vara högre än vad det är för pojkar. I förlängningen lederdet till att ungdomslag får lägga ned då lagidrotter som fotboll kräver ett visst antalspelare för att kunna bedrivas. Organiserad idrott bidrar, specifikt för flickor, till en merpositiv framtidssyn och idrottande ungdomar har också visat sig hantera motgångar påett bättre sätt än de som inte idrottar. Syftet är att undersöka vilka orsaker som ökar risken för drop out från organiseradfotboll för flickor i åldern 10-17 år. Metod: Datainsamlingen bygger på enkätdata och för att besvara frågeställningarnaanalyserades svaren kvantitativt. Det stratifierade urvalet bestod av 275 flickfotbollsspelare från fotbollsklubbar i Sverige deltog. Resultat: Huvudfynden i studien är att det finns en skillnad i drop outs när det gällerålder då det är tydligt att äldre slutar i högre grad än yngre. Av de spelare som harmindre än 10 minuters resa till träning slutar 11,4% att spela, medan de som har 10minuter eller längre slutar 30,9%, alltså att om en spelare behöver resa 10 minuter ellerför att ta sig till träning så ökar risken för att spelaren slutar. Det är en större risk att enspelare slutar med fotboll om denne endast utövar fotboll. Det vill säga att om enspelare utövar minst en annan idrott så är det en mindre risk att individen slutar medfotboll. De spelare som har skattat lägre på skalan support slutar i högre grad att spela,medan de spelare som skattat högre är mer benägna med fortsatt utövande. Slutsats: Sammantaget verkar den här undersökningen visa att då det finns en konflikthos en aktiv så främjar det drop out. Konflikten kan gälla tidsåtgång, svårighet att kunna ta sig till och från träning eller huruvida vems ambition som ska styra antalet träningstimmar i veckan. Bristen på flexibilitet kan med stor sannolikhet vara en bidragande faktor till drop out. Nyckelord: Drop out, drop outs, Flickfotboll, Fotboll. Ungdomsidrott.

In the United States, students must pass Algebra I to graduate from high school. The purpose of this qualitative study was to identify the instructional practices of teachers and leadership supports in rural secondary schools with a high pass rate among African American and Latino students in Algebra I. This study was used to determine the instructional and leadership supports that influenced three high schools with a high pass rate in Algebra I for minority students for 3-years consecutively, based on Virginia Standards of Learning. This study was conducted using semi-structured interviews. The findings indicated that teachers influenced the high academic performances of minority students through relationships, praise, and support while they employed effective teaching practices and consistently utilized teaching resources. Also, teachers provided sufficient time for practice, modeling, scaffolds, guided notes, and remediation using their personal experiences to serve the needs of minority groups. Teachers established relationships, built relatable lesson plans, and set high expectations continually. School leaders, who supported student success by providing autonomy to teachers, created plans and utilized approaches to meet the needs of struggling students. The implications of this study were that school leaders should institute a strong culture promoting strong relationships between teachers and students, provide mathematics teachers with professional development, give teachers time and space for meaningful collaboration, and consider teachers' skills when assigning a mathematics course. / Doctor of Education / Algebra I is a required course that students must pass in the Commonwealth of Virginia to graduate from high school. Teachers influenced the high academic performance of minority students through relationships, personal experiences, effective teaching practices, and resources. Although school leaders provide support, they must also provide professional development and allow teachers time for collaboration. The purpose of this qualitative study was to identify the perceptions of math teachers in rural secondary schools with a high pass rate among African American and Latino students in Algebra I regarding their instructional practices and school leadership supports. This study was conducted in three high schools within three different rural divisions and in two different regions within the Commonwealth of Virginia. This study generated six findings and four implications.

Syfte Syftet med detta arbete var att ur före detta tävlings-fäktares perspektiv undersöka orsakerna bakom de omfattande avhopp som sker i övergången mellan ungdoms- och seniorklass i svensk fäktning, samt vad föreningar och förbund kunnat göra för att motverka dessa avhopp. Studien syftar även till att undersöka vilka åtgärder föreningar och förbund kan göra för att främja återupptagandet av tävlande enligt före detta tävlings-fäktare. Vilka orsaker ser före detta värj-fäktande ungdomar till varför de slutade tävla? Vilka åtgärder kunde föreningar och förbund vidtagit enligt före detta värjfäktare för att förhindra deras avhopp ifrån tävlande som ungdomar? Vilka åtgärder kan enligt före detta värjfäktare föreningar och förbund vidta för att främja återupptagande av tävlande? Metod Studiens teoretiska utgångspunkt är motivationsteorin self-determination theory (SDT) och är genomförd med en kvalitativ ansats. Sex semistrukturerade intervjuer har genomförts med före detta fäktare. Intervjuerna har analyserats med tematisk innehållsanalys. Resultat Respondenterna upplevde ett kompetensbekräftande genom tävlandet samt en stark känsla av tillhörighet och när dessa faktorer försvann eller minskade i omfattning ledde det till avhopp. Vidare framkom att avhoppen hade kunnat förhindrats. Därutöver framkom att fäktarna kan ställa sig positiva till att återuppta tävlandet som motionärer ifall det skulle finnas en attraktiv breddverksamhet vad gäller både tävlingar och träningar. I ett återupptagande av tävlandet hade det sociala sammanhanget varit högt prioriterat men också möjligheten att få mäta sig mot fäktare på liknande nivå som de själva i anpassade tävlingsformer. Slutsats Det fanns ett starkt samband mellan avhoppen och att de psykologiska behoven upphörde att uppfyllas av deltagande i sporten. Svensk fäktning kunde under ungdomsåren starkt uppfylla behoven kopplade till att känna samhörighet och kompetens och även i viss mån autonomi men misslyckades med att tillgodogöra de grundläggande psykologiska behoven när fäktarna blev äldre. Vidare visar detta vikten av att föreningar och förbund arbetar aktivt med att tillgodose de grundläggande psykologiska behoven för motivation ifall avhoppen ska minskas och för att främja till återupptagandet av tävlande. / Aim The aim of this study was to investigate, from the perspective of former competitive fencers, the reasons behind the high level of drop outs that occur in the transition between youth and senior levels in Sweden, as well as what clubs and federations could have done to counteract these drop outs. The study also aimed to investigate what measures clubs and federations can take to promote the resumption of competing according to former competitive fencers. - What reasons do former épée fencing youths give as why they stopped competing? - According to former épée fencers, what measures could clubs and federations have taken to prevent youth drop out? - According to former épée fencers, what measures can clubs and federations take to promote the resumption of competing? Method The study's theoretical framework was the self-determination theory (SDT) and the research body was qualitative. Six semi-structured interviews have been conducted with former fencers. The interviews have been analyzed using thematic content analysis. Results The results showed that the former fencers had experienced a confirmation of competence through competitions, as well as a strong sense of belonging to their teammates and friends in the sport. When these factors disappeared or decreased, it led to drop outs. It also emerged that these drop outs could have been prevented. In addition, it emerged that the fencers are positive about resuming competition recreationally if there is an wide range of activities in terms of both competitions and training targeted at recreational fencers. For the resumption of competing, social context has been identified as a high priority. Another high priority is the opportunity to compete against fencers of a similar level to themselves in adapted forms of competition. Conclusions There was a strong correlation between the drop out of youth fencers and their psychological needs not being fulfilled in the sport. During childhood of the respondents, participation in fencing strongly fulfilled the need for a sense of belonging and feeling of competence, and to a certain extent autonomy. Fencing in Sweden however failed to provide this as the fencers got older. Furthermore, if drop outs are to be reduced and the competing is to be resumed, the study demonstrates the importance of clubs and confederations working actively to meet the psychological needs of the athletes.

I denna uppsats försöker jag att fylla ett tomrum inom forskningen om studenter som väljer att hoppa sina programutbildningar inom samhällsvetenskapliga program riktade mot en kandidatexamen. Syftet med detta arbete är att presentera en bild av avhoppade studenter inom kandidatprogram, och därmed utgöra en beskrivande studie för fortsatt forskning och fördjupning inom området. Jag har samlat in och analyserat statistik om avhoppade studenter från fem samhällsvetenskapliga program vid Luleå tekniska universitet. Med hjälp av statistisk analys ger jag en detaljerad bild av studenterna som väljer att hoppa av sin samhällsvetenskapliga universitetsutbildning. Resultaten visar på en skillnad mellan könen, där männen generellt är underrepresenterade inom de flesta program men har samtidigt högst sannolikhet att lämna programmen. För båda könen är det inte ovanligt att de fortsätter studera ett annat program eller kurser vid samma universitet efter att de har hoppat av. Denna sannolikhet ökar ännu mer ifall de ursprungligen kommer från närliggande orter till universitetet. För avhoppade studenterna som kommer från andra delar av Sverige råder det omvända förhållandet, om dessa individer fortsätter att studera sker det oftast vid ett annat universitet eller högskola. Med de tillgängliga data som använts går det dock ej utläsa ifall de avhoppade studenterna väljer att studera liknande program eller kurser vid nya utbildningsorter. Det finns även en skillnad mellan könen när man gör en åldersindelning, där äldre kvinnor oftare forsätter att studera än män. Jag diskuterar mina resultat med hjälp av etablerad forskning inom utbildningssociologi, där man studerat hur kulturellt kapital, habitus, könsskillnader påverkar engagemang gentemot skolan och hur väl man lyckas prestera inom skolväsendet. Genom att koppla resultaten mot teorier inom utbildningssociologi kan detta arbete vara en utgångspunkt för att utveckla nya frågeställningar och hypoteser om avhoppade kandidatprogram studenter. Och därmed bidra till fortsatt forskning inom området. / In this paper I try to fill a gap in the studies of students who drop out of higher education in Sweden. The gap consists of students who choose to drop out of educational programs aimed towards bachelor degrees in the social sciences. The aim of this study is to present the reader with a picture of students who drops out of bachelor programs and by doing so I hope to provide a stepping stone for further research in this area. I collect and analyze statistical data on drop outs from five programs at the University of Technology in Luleå. With this I provide detailed presentation using statistical analysis of the students who choose to drop out of higher education in the social sciences. The analyzed data shows a discrepancy between the genders, where even though men are typically underrepresented at the programs at a whole, they are still the most likely to leave the programs. But even when they drop out of a program there is a high probability that they continue to study at the same university, this is true for both gender but slightly more so for women. This also increases greatly if you are from the surrounding area of the university to begin with. For students who drop out and originated from other parts of the country, they are more likely to continue their studies at a different university. With the current data available in this study, there is no way to know what type of programs or courses they choose to study at their new choice of university. There is also a difference between the genders when accounting for age, where older women have a slightly higher tendency to continue to study after they drop out.  I discuss my results with established research in the field of sociology of education, on how culture capital, habitus, and differences in gender effect how students engage and perform in education. By using theories of sociology of education, this study can be used to further develop research questions and explore new premises within the subject area.

Questa tesi è una raccolta di due capitoli che indagano due temi distinti di ricerca in economia del lavoro e dell'istruzione. Nel primo capitolo, si studiano gli effetti causali di una nuova politica di ammissione selettiva introdotta presso il Dipartimento di Economia di una importante università private situata nel nord d'Italia. Si trovano significativi miglioramenti nei risultati accademici degli studenti del primo anno che sono esposti alla nuova politica di ammissione in termini di una riduzione del tasso di abbandono scolastico e di un aumento dei crediti compiuti. Nel secondo capitolo di questa tesi, da un'altra parte, si fornisce un'evidenza recente sulla struttura dinamica e di autocovarianza del reddito di lavoro maschile italiano e si caratterizzano gli shock sul reddito del lavoro per tutto il ciclo di vita sfruttando dei dati amministrativa di grande scala provenienti dagli archivi dell'INPS. Osserviamo un aumento sostanziale della varianza del reddito degli individui di età compresa tra 50 e 60 anni. Tali risultati suggeriscono che questo aumento della varianza è guidato dall'aumento della varianza sia del componente transitorio che permanente della disuguaglianza di reddito. Tuttavia, l'accelerazione per gli individui sopra i 50 anni è causato dalla fluttuazione della varianza dei shock transitori. / This thesis is a collection of two chapters that investigate two different research topics in labor and education economics. In the first chapter, we study the causal effects of a new selective admission policy introduced in the Department of Economics at a leading private university located in the North of Italy. We find significant improvements in the academic outcomes of first year students who are exposed to this new admission policy in terms of reduction in the drop-out rate and increase in the average credits. In the second chapter of this thesis, on the other hand, we provide up-to-date evidence on the dynamic and autocovariance structures of Italian males' labor income and characterize labor income shocks over the life-cycle by exploiting a large-scale administrative data from the archives of Italian Social Security Administration (INPS). We observe a substantial increase in the variance of log-incomes of individuals between the ages of 50 and 60. Our results suggest that the latter increase in the variance is driven by the increases in the variances of both transitory and permanent components of income inequality. However, the accelerating pattern after age 50 is caused by the fluctuations in the variance of transitory shocks.

本研究旨在探討國中補校學生中輟的原因及其有關之變項；並對中輟原因的因應策略進行相關之研究。研究的方法採用文獻探討及問卷調查。研究的範圍為100至102學年度間，曾就讀補校且仍未復學之中輟生，由新北市境內辦理國中補習教育的30所國中，擇17所國中補效實施問卷。將實際收集的有效資料與以分析，得到下列幾項重要的發現及結論； 一、影響國中補校學生中輟的原因多元且複雜，以工作、家庭、自我能力認同、生理、心理及學校等因素居多。 二、國中補校學生中輟最主要原因，乃是工作及家庭因素。 三、學校因素在國中補校學生中輟原因中，在各因素之後。 四、不同個人背景變項之國中補校中輟生，其中輟原因與性別、年齡、婚姻及居住地區有關。 五、因應國中補校學生中輟生的策略，改善教師教學應被視為最重要且須立即進行之因應策略，並輔以加強學生輔導，改善環境與設備，調整課程與內容等策略。 六、在國中補校學生中輟的因應策略上，教師及學生的看法頗為一致。 / The purpose of this study is to explore the cause of dropouts among junior high school extention school (JHSES) students, their related variables and the coping strategies to such dropouts. Methology of research document analysis and questionnaires were performed in the 100-102 school year. Among 30 JHSES in New Taipei City, 17 enrolled in the questionnaire. Following important conclusions were obtained from data collected: 1. Factors influencing JHSES student dropout are diverse and complex, involving work, family, self-identity, physical, psychological and school, among others. 2. Most important factor of JHSES dropout is work and family. 3. School is least influential in the JHSES dropout. 4. JHSES dropout with different personal background is most effected by gender, age, marital status and residential areas. 5. Improvement of teacher instruction should be regarded as most important and immediate strategy, supplemented by strengthening student counseling, improving environment and equipment, adjusting curriculum content, etc. 6. Teacher and student views are consistent in the strategies to improve dropout in JHSES.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Drop out for clients with addiction has an adverse effect on their abstinence - the probability of relapse is very high (Kalina, 2003). By contrast, treatment completion is associated with abstinence, lower criminal activity, fewer relapses and a higher employment rate (Brorson et al., 2013). For effective addiction treatment is crucial to minimize the number of drop outs. Risk factors appear not only on the client side, but also on the side of the service. The study focused on clients who planned to drop out, but at last they decided to stay. Anamnestic data and interviews with clients helped to identify common client traits and answer the questions about the client thinking process during the crisis, what they emphasize, how they evaluate their decision not to drop out and what motivational influences they identify. Frequent common traits of clients who overcame drop out tendencies were a higher age (90 %), criminal record (74 %), contact with psychiatry (84 %) and repeated addiction treatment (74 %). Interpersonal conflicts with staff and clients (50 %) and craving (22 %) were the most frequent reasons to drop out. Nearly 2/3 of clients appreciated the improved mental and physical health. The support from the others was the main reason for retention in treatment (31 % from relatives, 26 % from...