As a form of high school dropout intervention, many Tennessee school systems implement GED Plus Two Programs to provide opportunities for equivalency credentialing. With recent research related to the impact of equivalency credentialing in mind, exploration of the school and student characteristics and conditions that lead to nontraditional school enrollment appeared to be essential to future intervention and prevention program development. The purpose of this phenomenological study was to explore the perception of young people about the reasons they left the traditional secondary school program in a rural school system in East Tennessee to pursue successful completion of the GED Test while enrolled in a school sponsored GED Plus Two Program. Data were collected through a series of interviews with students, teachers, and administrators. Interviews were recorded and tapes of the interviews were transcribed. Using interpretive analysis, data were examined to determine themes and patterns. Descriptive information about participants was collected from the attendance and scholarship records of students and reported as part of the analysis. Findings were presented for each theme within the context of reviewed literature. Each student presented a unique set of problems and issues within the interview process. A strong placement experience, individualized instruction, supportive and nurturing relationships between students/teachers/administrators, and positive interaction between students were viewed by all categories of participants as important to a successful secondary school experience. Academic difficulties, relationship conflicts, teenage parenthood, chronic truancy, a history of discipline problems and juvenile delinquency, and a family background characterized by financial difficulties and divorce were linked to the decision to exit the traditional secondary school program. The value of program alternatives was emphasized. An examination of practices in elementary and secondary schools to ensure that students experiencing a lack of academic success or disciplinary problems be identified in a timely fashion was recommended. Specific recommendations for changes to current practice included the implementation of productive placement processes such as comprehensive student assessment, the provision of program alternatives, and responsiveness to the unique needs of young parents. The need for additional quantitative and qualitative research was also suggested.

The choice to drop out of high school often follows a progression of disengagement from school (Bridgeland, Dilulio, and Morison, 2006). Students often begin this process as a result of attendance challenges, disciplinary consequences, and persistent failure in traditional learning environments (Bridgeland et al., 2006; Fenning et al., 2012; Foley and Pang, 2006). School divisions face federal and state mandates to improve graduation rates and are under pressure to reform educational practices in an effort to lower the dropout rate (Picciano, Seaman, Shea, and Swan, 2012). School districts around the country have sought to diminish dropout rates through a variety of strategies. The collective goal in all of the initiatives is to redefine the high school experience for students who do not fit the traditional model, connecting them with alternative learning opportunities so as to best meet individual needs (Ferdig, 2010; Carver, Lewis, and Tice, 2010). Online credit recovery programs have the potential to re-connect students at risk of dropping out of high school through technological interactivity, personalization, and immediate feedback (Ferdig, 2010; Watson and Gemin, 2008). This study identified 97 Virginia school divisions offering online credit recovery programs to students identified as at-risk. This dissertation examined the relationship between the use of online credit recovery programs and on-time graduation rates in the Virginia and found an increase in the on-time graduation rates in the school divisions that implemented this strategy. The researcher also examined the various models used throughout the Commonwealth and found a variety of implementation strategies used by school divisions. However data indicated no significant difference in the Virginia on-time graduation rates when comparing the different program implementation measures. / Ed. D.

District administrators face concerns over students dropping out of school without a high school diploma. District personnel in a Mississippi urban school district identified specific curricular, instructional, and co-curricular factors that prompted students to leave school. The purpose of this bounded qualitative case study was to explore perceptions of principals, teachers, and counselors regarding factors that influenced students' disengagement and dropping out of school. Battin-Pearson's theory of academic mediation, which attributes poor academic performance and student-centered learning to students dropping out, framed this study. The research questions focused on how district personnel identified and monitored at-risk students and provided interventions to prevent them from disengaging and dropping out. A purposeful sample of 2 principals, 5 teachers, and 2 counselors, who had knowledge of dropout prevention strategies, volunteered and participated in semistructured interviews and classroom observations. Data were analyzed inductively using segment and thematic coding. Results indicated a multi-tiered system of support was used to identify and monitor at-risk students. Participants expressed a need to build cohesive and collaborative learning communities and relationships, provide student guidance and support, engage more with students, and provide targeted professional development (PD) for educators. Based on these findings, a 3-day PD was developed to address student engagement and dropout prevention. These endeavors may contribute to positive social change by providing educators with learner-centered strategies through a collaborative, flexible blended-learning PD aimed at identifying and assisting at-risk students, resulting in an increase in graduation rates and reduce in dropouts.

Nedanstående systematiska litteraturstudie är en studie av forskning rörande hemmasittarproblematik i grundskolans senare skolår. Syftet för studien är att genom en systematisk litteraturstudie undersöka vilka arbetssätt och förhållningssätt som aktuell forskning lyfter fram som framgångsfaktorer för att bryta hemmasittarproblematik och främja närvaro och motivation hos elever i grundskolans senare år i riskzon för permanentad frånvaro och utebliven gymnasiebehörighet. Därtill är syftet att via en syntes av litteraturstudien visa på en möjlig arbetsgång för arbetet, inspirerad av relationell pedagogik och KASAM, med tonvikt på språklig tillgänglighet, samt att klargöra vilken roll specialläraren med inriktning språk-, läs och skrivutveckling kan ha i detta arbete, utifrån frågeställningen: Hur beskriver aktuell forskning beprövade tillvägagångssätt och framgångsfaktorer i arbetet med att bryta och/eller förebygga hemmasittarproblematik i grundskolans senare år? Hur förhåller sig dessa forskningsrön till KASAM? Hur kan en syntes av dessa rön och KASAM användas för att bidra till en helhetsförståelse av studerad problembild? Hur kan en sådan syntes sammanfattas i en möjlig arbetsgång? Hur kan speciallärare med inriktning språk-, skriv- och läsutveckling med utgångspunkt i dessa arbetssätt och framgångsfaktorer arbeta med motiverande, aktiverande och delaktighetsskapande insatser för att bryta och/eller förebygga hemmasittarproblematik, i en språkligt tillgänglig lärmiljö, där eleven uppmuntras att aktivt delta i samtalet kring sin utbildning? I analysen av 9 studier framkom sju olika teman i arbetet med vald elevgrupp. Dessa teman har analyserats utifrån en relationell ansats och infogats i en analysram, i form av KASAM, en teori kring hur tre kritiska faktorer, begriplighet, hanterbarhet och meningsfullhet, samverkar för att betinga individers resurser för att hantera svårigheter och utmaningar. Studiens mål är en analys av hur anpassningsarbete och stödinsatser kan arrangeras för att skapa optimala förutsättningar för skol-återgång och fungerande skolgång för studerad elevgrupp. Framkomna teman i analysen är: tidig kart-läggning, snabba insatser och samarbete med elevhälsan, fysisk lärmiljö, skolan som social mötesplats, språklig tillgänglighet och språklig inkludering, studie- och yrkesvägledarens roll, delaktighet, inflytande och individualisering, schemaläggning. I analysen påvisades en tydlig samverkan mellan olika teman i höjandet av KASAM, på ett sätt som tydliggör vikten av djupgående kunskaper om elevens helhetssituation och behov i skolmiljön, vikten av samarbete med elevhälsan och studie- och yrkesvägledare, vikten av arbetet med språklig tillgänglighet samt vikten av delaktighetsskapande samarbete med elev och vårdnads-havare. Tre teman löpte genom samtliga KASAM- faktorer, och framstod genomgående som centrala för höjandet av KASAM: tidig kartläggning, snabba insatser, samarbete med elevhälsan, delaktighet, inflytande och individualisering samt språklig tillgänglighet och språklig inkludering. Dessa teman, konstaterades det, kan ses som grundläggande vid arbetet med samordnade insatser för studerad elevgrupp. / Focus of current systematic review is on research regarding students with ESL (Early School Leaving) related problems in later years of elementary school. The aim is to, through a systematic review, examine research based working methods to counteract ESL and promote attendance and motivation in later years of elementary school, targeting permanent absence and risk of not achieving secondary competence. A further aim is to, through a synthesis of the results of the systematic review, propose a possible working procedure for this process, inspired by relational pedagogy and KASAM, emphasizing linguistic availability, describing the role of a remedial teacher with the specialized working field linguistic-, reading- and writing development in the process. How are proven methods and success factors in the halting/prevention of ESL in later years of elementary school described in research studied? How are these findings related to KASAM? How can a synthesis of research-based methods and success factors and KASAM contribute to an overall understanding of the problem studied? How can such a synthesis be summarized into a working procedure? How can a remedial teacher, with specialized working field linguistic-, reading- and writing development, work to motivate and activate students, increasing their involvement, identifying measures to halt or/and prevent protracted problematic absence in later years of elementary school, all in a linguistically available learning environment, encouraging the student to participate actively in a dialogue concerning her/his education? In the analysis of 9 studied works of research 7 themes were extracted. The themes were analyzed and merged into a theoretical frame, KASAM, a theory based on three critical factors: comprehensibility, manageability and meaningfulness, interacting in the creation of individual ability to cope with problems and challenges. The aim is an analysis of how the process of creating school adjustments and supportive structures could be outlined to create best possible conditions for return to and consistent attendance at school for the group of students studied. The themes presented are Early investigation of the students ́ needs, early support and cooperation with the student health group, Physical learning environment, Social interactions at school, Linguistic availability and linguistic participation, The role of the careers officer, Participation, influence and individualization, and Timetabling. The analysis concludes an intricate synergy between the themes, in theory raising the level of KASAM, highlighting the importance of thorough knowledge of the students ́ situation and needs, the significance of cooperation with the students ́ health group, the benefits of cooperation with a careers officer, and the importance of linguistic availability and close collaboration with student and legal guardian. Three themes emerged as especially important for all KASAM factors: Early investigation of the students ́ needs, early support and cooperation with the student health group, Linguistic availability and linguistic participation and Participation, influence and individualization. These themes are identified as crucial for support of the group of students studied.

No description available.

Urban high schools that predominantly service at-risk students have not been faring well, with disproportionate numbers of minority children and poor White children are dropping out. The purpose of this mixed methods study was to examine the relationship between leaders' successes and the number of reduced dropout initiatives in 2 urban schools. This research was guided by empirical literature that included a review of various successful leadership practices. Case study interviews were conducted with 2 principals and 3 directors and were analyzed for common themes. Quantitative survey data were collected from a purposeful sample of 195 students and 7 administrative leaders in these schools; these quantitative data were then analyzed via descriptive statistics. Findings from the interviews indicated that multiple styles of leadership (e.g., distributive, transformational) are recommended as critical in these complex environments. Findings from the quantitative surveys indicated that students appreciated the role of management and the need for increased engagement in school. Administrators indicated a need for upper management support. This study contributes to social and organizational change by providing stakeholders with a better understanding of how management indirectly influences reduced dropout of at-risk youth. Future studies should include parent voices as they relate to high school dropout and connectedness to schools.

No description available.