It is important to identify students at-risk for school non-completion as early as possible. Research has demonstrated that data sources such as teacher nomination and individual demographic characteristics are less accurate identification methods of students who are at-risk for not graduating on-time. Instead, the use of early warning systems (EWS) based upon research validated indicators that reliably identify students who are Off-track, or at-risk for not graduating on-time, has been a promising approach. Questions remain though about the relationship of Off-track Status at an earlier time point to Off-track Status at a later time point as well as the relationship between a variety of individual and school-level predictors and Off-track Status. The purpose of this study was to examine student patterns of Off-track (for graduation) Status at two time points each year from sixth grade through the end of 10th grade as determined by a district-implemented EWS. In addition, this study examined factors that were hypothesized to contribute to students becoming off-track for high school graduation and the earliest time that those factors demonstrated influence on an Off-track Status. Individual (e.g., SES Level, Third-Grade Reading scores, etc.) and school-level predictors (e.g., School Rates of Discipline, School Promoting Power, etc.) of Off-track Status were collected through archival data on a cohort of 4,268 sixth-grade students across 15 middle schools and 13 high schools from the 2007/2008 school-year through the 2011/2012 school-year. Significant relationships between individual-level variables (SES Level, Hispanic racial/ethnic designation, Grade Point Average, Office Discipline Referrals and Previous Off-track Status) were found. Implications for research to practice include a focus on early intervention of Off-track Status students and the inclusion of additional variables in a middle and high school EWS. An additional implication for practice is the local customization of EWS through further analyses of predictor sensitivity and specificity as well as examination of specific school-level contributions to increased numbers of Off-track Status students which would allow for refinement of EWS specific to a given population and provide information on schools that may need additional resources to support students.

It is a widespread belief in western society today that every adolescent is capable of attaining a high school diploma (Pharris-Ciureja, Hirschman, & Willhoft, 2012). In reality, a Statistics Canada (2012) “Labour Force Survey” concluded that only 73.9% of all 18 and 19 year olds have received high school diplomas. Richards (2009) stated that Manitoba’s high school dropout rate is the highest in Canada, and is twice as high as that of British Columbia. Unfortunately, many adolescents have started on the path to dropping out long before they enter high school (Downing & Peckham-Hardin, 2007) due to a combination of sociological, socioeconomic, cultural, developmental, behavioural, and academic factors (Englund, Edgeland, & Collins, 2008; Pharris-Ciureja, Hirschman, & Willhoft, 2012; Richards 2009). To better understand this phenomenon, I used the critical analytical tool of the immanent critique (Skrtic, 1995); and several different critical thinking tools (Levy, 2010). I also reviewed literature concerning sociology and education, Manitoba’s interpretation of inclusion, and the unique nature of high schools and their teachers. The purpose of this study was to invite Manitoba high school classroom teachers into a think tank and ask them what they believe they do to help adolescents stay in school and graduate. I found that the high school classroom teachers who participated in the study creatively strived to connect with students, worked individually and collaboratively with colleagues, and acknowledged the need for legislation, policies, and administration. They also took the time to examine current educational practices and continuously searched for innovative ways to improve their classrooms, schools, and the system-at-large. I concluded that school systems would greatly benefit from seeking out the voices of high school teachers and asking them what they think.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 84-89). Also available online in ProQuest, free to University of Oregon users.

Thesis (M.S.)--Auburn University, 2008. / Abstract. Includes bibliographical references (p. [33]-41).

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiii, 126 p.; also includes graphics Includes bibliographical references (p. 119-124). Available online via OhioLINK's ETD Center

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 108-116). Also available via the Internet.

Thesis (Ed. D.)--University of California, Los Angeles, 1989. / Vita. Includes bibliographical references (leaves 98-103).

Thesis (M.A.)--Boise State University, 2009. / Title from t.p. of PDF file (viewed May 4, 2010). Includes abstract. Includes bibliographical references (leaves 32-34).

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 21, 2006. Dissertation Committee: Ronald S. Halinski (chair), Kenneth H. Strand, James C. Palmer, George Padavil. Includes bibliographical references (leaves 109-116) and abstract. Also available in print.

Thesis (M.A.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 101-109). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11910