To those familiar with schools, it is quite obvious that there is a definite problem of dropouts, and that this is particularly acute with those whose ability and interest do not fit them for the average school curriculum. Slow learners that constitute a large part of the dropout group are forced at least up to the point of compulsory attendance age to come to school. Realizing that our whole economic system is geared to competition, schools sometime assume they are justified in adopting the squeeze-out system also. But this very squeeze-out system, under the present form, is one of the basic reasons for dropout. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: W. Edwards, Professor Directing Paper.

The purpose of this study was to contribute to the research on school dropout by exploring the manner in which school policies and practices affect students' behavior. Four groups, each composed of 12 (6 male, 6 female) secondary students were interviewed. These involved an engaged group, an at-risk group, a group enrolled in alternative programs, and a group who had dropped out of school. The study had two goals. The first was to determine how these participants differed in their perceptions of their scholastic experiences. The second was to compare how males and females perceived their experiences. Significant differences were found by group and gender in perceptions of scholastic abilities. Clear distinctions were also found by group and gender in how the participants made sense of their academic experiences. Suggestions for preventative and remedial programming are offered. Implications for counselling psychology, in general, and school counselling, in particular, are discussed.

No description available.

Qualitative research was used to get the perspectives of high school dropouts about their lives as nonparticipants in adult education. The research problem addressed in the study was the lack of information from high school dropouts themselves about their life experiences. The purpose was to have high school dropout nonparticipants express their views. The particular research method used was case study.Interviews were held with 15 high school dropouts who had been out of school at least five years. Three one-hour interviews were held with each respondent. Each interview had a particular focus. The first focused on the respondent's family and school experiences until the time of dropout. The second focused on present life experiences. The third focused on plans for the future, including possible participation in adult education.The respondents were selected from the dropout population with members being multi-age, multi-ethnic, of both genders, and from various localities within a community of approximately 200,000. The respondents were selected through the researcher's personal knowledge of dropouts who had not participated in further education; names provided by a relative and two acquaintances of the researcher; and names given by other respondents.The three interviews resulted in 13 categories of information. Categories included the following data: demographic, family, support people, education, employment, and future plans.Five of the 15 respondents saw no reason to become involved in adult education. One would become involved only if current employment ceased. Seven planned to enroll in adult education classes in the near future. Two planned to enroll when current obstacles were overcome.Reasons given for future enrollment in adult education resulted in three categories, with five respondents naming more than one reason. The reason self-satisfaction was given by six respondents. Job change was named by eight. Returning as an example for their children was the reason given by four respondents.Respondents seemed content with their lives. They enjoyed sharing their thoughts.The results of the study represent only this study. The reported protocol for data collection, the narrative, and the analysis of data enable replication of the methods used in the research. / Department of Educational Leadership