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A study of the holding power of Greenwood SchoolUnknown Date (has links)
The holding power of the school is one of the many problems confronting the public schools of the United States. People associated with education are endeavoring to determine ways by which the youth of America may be encouraged to complete a full high school program. This will require continuous and vigorous study and adaptation to develop in the schools a program that will be attractive to youth and will help them in their adjustments. / "August, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 64).
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To stay or not to stay : predicting student retention in higher educationSwift, Jennifer K. 08 1900 (has links)
No description available.
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A study of the drop-outs in the Pelham Public School, grades six through 12, from 1947-1952Unknown Date (has links)
"A study of the drop-outs in the Pelham, Georgia schools was planned, therefore, to answer the question: "What are the principal factors which account for drop-outs in the Pelham schools?" Furthermore, it was felt that these reasons might reveal faults in the school program which could be remedied. Perhaps something could be done to adjust the school program to the needs of youngsters whose names, otherwise, might be in our withdrawal files. If the school is to succeed in its purpose of training for democracy, it must plan a curriculum which will have holding power"--Introduction. / "August, 1955." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Dwight L. Burton, Professor Directing Paper. / Includes bibliographical references (leaves 45-46).
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Student retention and expert system design for effective intervention in four-year colleges.Sahoo, Chintamani. January 1992 (has links)
The Problem of educational attainment and student retention have received increasing attention by social researchers for many years. The focus of analysis has shifted from describing status mobility to the causal sequence of status transmission and attainment. The present study examines the process of formal educational attainment through student retention in American four-year colleges by applying objective and subjective variables in a sequence of causal relationships. The results of the study show student retention in higher education may depend on institutional resources such as, parent and sibling's educational attainments in addition to strong individual commitment to educational goals and positive feelings about the institution that the student attends. Though the sample in the study are relatively disadvantaged in academic ability, the findings suggest that high schools and colleges as primary socializing agents provide powerful influences in developing educational aspirations and commitments that help in the process of educational attainment among young adults. Taking relevant factors of retention, the knowledge-base is created for the design of expert system. User interface is developed with the help of object-oriented language to access the knowledge-base. The expert system will provide useful services to the users in terms of prescribing, monitoring and evaluating individualized intervention program(s) for the high risk students. This service will facilitate the process of educational attainment among the high risk students and perhaps, will help retain them in the given institution.
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Toward a greater understanding of student persistence through learning communitiesReynolds-Sundet, Rosemary 29 August 2008 (has links)
This qualitative study focused on which features of a linked courses model learning community may foster student persistence throughout a semester long course at a two-year institution. The mainstream course, comprised of 17 mainstream and eight non-mainstream students, provided for a natural experimental setting. Strong features of learning communities were explored through various indicators (i.e., student-faculty and peer interactions, shared inquiry and collaborative learning, satisfaction and dissatisfaction in the classroom environments, and how features of this particular linked courses model were reflected in the learning community model adopted by the institution). End-of- year marks plus persistence into fall were compared. Findings failed to support any direct links to persistence. Results indicated, however, both mainstream and non-mainstream students who passed with a "C" or higher possessed what the researcher identified as an "economy of ambition," characterized by an ability to merge personal and academic lives and schedules successfully. Positive student traits included being goal-oriented, self-motivated, flexible and adaptive to their academic and campus environment. Social integration and inclusion (e.g., social events or participation in campus-wide groups) were not priorities for both groups. Non-mainstream students expressed more positive perceptions toward social acceptance in the non-mainstream classroom due to its smaller size. Thus, heightened peer interaction, a main feature of learning communities, influenced positively students' socialization experience that led to study partnerships, which may have fostered student persistence. Non-mainstream students were motivated, in large part, because of their shared academic goals, and these partnerships would not have developed or been possible in the larger mainstream environment. Both mainstream and non-mainstream students represented a wide range of ages and ethnic backgrounds. The majority felt reluctant to speak up as participants in the mainstream classroom of 25 peers. Academic involvement (i.e., clear expectations from the teachers, detailed syllabus, handouts, and in-class exercises) was a priority for both groups. Overall, both groups appreciated contact with their instructors and expressed a strong commitment to second semester persistence. In addition to analysis of the interview data and strong participant observation throughout the semester, institutional data were analyzed. Findings failed to support any institutional outcomesbased measures dealing with behavioral outcomes except for support for pursuit and attainment of a degree, in particular for part- and full-time developmental (remedial) and first-time-in-college students (FTIC).
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A Study on Retention: Positive Steps for a Small Liberal Arts CollegeWoodley, Michael January 2012 (has links)
Retention is a concern for colleges and universities nationwide. The focus of this study is
what a small private liberal arts college does well in terms of retaining students by examining the
students who left the college for a minimum of one semester and then returned to finish their
degree. A survey instrument was used to examine the positive impact the faculty, academic
advising, academic program, student services, technology, and the living environment had on the
return of reactivated students to Jamestown College (JC). The survey instrument was also used to
find out the reasons students attended JC initially, why they left, why they came back, what they
like the most, and what they like the least about JC. The faculty and staff of JC had the most
positive impact on reactivated students returning to JC. Other factors that positively impacted the
students included academic advising and programs of study.
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A study of pupil population and some factors concerning the reasons for failure and withdrawal of the junior high pupils of the McIntyre Park Junior High School, Thomasville, GeorgiaUnknown Date (has links)
"The desire to live, to love, to be with people, to excel or achieve, and to believe in something lasting leads to problems, each of which requires a struggle of some type, either slight or great. It is during the period of life called adolescence that many human beings either successfully or unsuccessfully solve some of these problems. A teacher or parent will be more capable of helping the adolescent through this phrase of life if he understands the mental, motor, social, and emotional development of the adolescent. Therefore, the teacher and parents must not only be interested in the adolescent during school time, but must also have a knowledge of the activities in which the adolescent participates and of the facilities offered by the community which affect his out-of-school life"--Introduction. / "July, 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 104-105).
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Some additional ways of retaining potential early school leavers in Leon High SchoolUnknown Date (has links)
The 1950 Census of Florida shows that only 24.3 per cent of all white residents of the state twenty-five years of age and over had completed high school. A study made by Marshall of the 1952 class at Leon County High School, Tallahassee, Florida, disclosed that 77.1 per cent of the students who entered the seventh grade in 1946 for the first time continued to graduation or one year after class had graduated. This is a higher percentage of graduating students than in many other high schools of the state. It is assumed desirable to have these young people stay in school the allotted time and to provide for them an educational program appropriate to their needs and to the needs of the society in which they live. Drop-outs, for one reason or another, are being thrust into an adult world to face adult problems before they have successfully coped with the problems of teenagers. / Typescript. / "May, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Edward K. Hankin, Professor Directing Paper. / Includes bibliographical references (leaves 39-40).
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Examining Student Level Variables as Predictors for On- Time High School Cohort GraduationUnknown Date (has links)
Recent literature on high school graduation and drop out have shifted the focus
from identifying causes of drop out to identifying students who are at risk of dropping
out. The Early Warning Systems (EWS) used to identify students seek to use existing
data to predict which students have a greater risk of dropping out of school so that
schools can intervene early enough to reengage students. Despite widespread attention to
individual indicators, there is no defined system of indicators proven to be generalizable
across grade levels, specifically at the elementary grade levels. Drawing on the tenets of
Bronfenbrenner’s (1979) Ecological Systems Theory, the purpose of this quantitative
research study was to determine to what extent the State of Florida’s EWS model can
predict on-time cohort graduation in grades 3-8.
Using a retrospective longitudinal sample, this study first established that
Allensworth and Easton’s (2005) grade 9 on-track indicator was predictive of dropout,
finding that 92.2% of students who were on-track in grade 9 graduated on time. Using
this grade 9 indicator as a proxy for graduation, this study then examined the effectiveness of the Florida EWS at predicting on-track status. Through this a priori link
to graduation, this study was able to shed light on predictive indicators in the elementary
and middle school years without the temporal distance between the predictor grade levels
and graduation typically associated with longitudinal studies of this nature. The findings
that the Florida EWS successfully predicted 71.6% of future on- and off-track status
confirms its use as a predictive indicator of students at risk of not graduating. The
academic, behavioral, and engagement indicators found in both Allensworth & Easton’s
(2005) grade 9 on-track indicator and the Florida EWS were found to successfully
capture the molar activities of students within the school ecological system and were
successful at providing an indication of a student’s development in terms of being on
track to graduate on time from high school. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection
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The re-discovery of soul and reclamation of spirit anew : the influence of spirituality on the persistence of Mexican American Chicana (o) community college transfer students at a small liberal arts universityRasca-Hidalgo, Leo 29 June 2001 (has links)
Low completion rates have created serious "leakage points" (Astin, 1988) and
"severe hemorrhaging" (Lango, 1996) in higher education to a large number of Hispanics.
Traditional research on college persistence, which has blamed the students' culture for low
performance, is inaccurate.
Little research has specifically investigated academic persistence from a cultural
perspective. Spirituality is a dynamic dimension among this cultural group. It is an
untapped richness that Hispanic students bring with them to higher education.
The study focused on six participants' understandings of spirituality from a
cultural perspective. The purpose of the study helped participants voice the influence of
their cultural spirituality and critically reflect the university's role regarding this cultural
dimension.
The research question was: What does spirituality, from a cultural aspect, mean in
the context of persistence by Mexican American Chicana (o) students who transfer from a
community college to a small liberal arts university?
Critical theory, emphasizing phenomenology and critical consciousness, was the
epistemological perspective. An indigenous methodology was used. Such a critical
perspective and indigenous methodology embraced the participants border knowledge.
Three data collection methods were used. A 43-Item Likert Survey, twenty-four
diaolgos (individual conversations), and three circulos de cultura (group discussions).
Data was interpreted with the following findings. The majority of the participants'
survey responses indicated that matters of the spirit are important and significant to them.
Through the di��logos the participants expressed interpretations and critiques by indigenous
modes of language that spirituality did influenced their persistence. In the circulos the
participants developed insights interconnecting spirituality and persistence. Spirituality
was expressed through various images: "a push," "passion," "a driving force and desire,"
"an inner force," "La Virgen," and a "quiet inner strength." Most importantly, their
persistence was influenced by a family-centered spirituality grounded in their cultural
heritage.
This qualitative study highlighted the six voices. Each case consisted of an
interpretation of the participant's phenomenological understanding and growth in critical
consciousness.
The co-investigators' enriched the analysis by their cultural intuition and bicultural
understanding. The following themes emerged from participants' visual and written
summaries:
1) Family.
2) Quien Soy Yo? (Who Am I?)
3) Quiet Inner Strength
4) Recognizing My Background.
5) Encouraging Me to Persist.
6) Critical Consciousness of the Interrelationships of One's Culture.
Study concluded with testimonies from the co-investigators. Researcher
proclaimed: it is important to listen to students voice why they persisted from strengths
within their culture. / Graduation date: 2002
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