The purpose of this study was to determine which interventions were deemed to be effective at increasing the four-year graduation rate in Osceola District Schools. This had become a concern due to the fact that this rate had decreased in recent years, and may be utilized as a predictor of the dropout rate. The interventions were then prioritized according to Levin's cost-utility theory, so that the order of implementation could be prioritized. The study was conducted in January and February of 2005, and responses were elicited from 600 people. Students currently in Osceola District Schools high schools comprised 200 of this total, and 400 former Osceola District Schools high school students were also selected. The 600 people were randomly selected from directory information lists supplied by the school district. A questionnaire consisting of thirteen interventions that could be utilized to increase the four-year graduation rate was mailed to them a few days after an introductory letter was mailed. A letter enclosed with the questionnaire requested that they fill out and return the questionnaire in the enclosed return envelope. A postcard was mailed as a reminder to people that may not have responded to the letters, and had not yet filled out the questionnaire. Returned questionnaires were then used to calculate mean effectiveness ratings. Of the 600 questionnaires mailed, 154 were returned, and 123 contained no non-responses, and were therefore usable for this study. The order in which the cost-utility in the study prioritized the implementation of the thirteen interventions was: Offer three-year diploma options. Have mentors available for students, with a mentor for every 100 students. Have ten percent more seats for academy/ magnet/ vocational programs. Offer a diploma option that removes the FCAT graduation requirement. Offer a diploma option that removes the Algebra I graduation requirement. Offer a diploma option that lowers the 2.0 Grade Point Average (GPA) graduation requirement on a four point scale to a 1.9 GPA. Offer a diploma option that removes the FCAT Algebra I and GPA graduation requirements. High school classes should have a maximum of 25 students Grades four to eight classes should have a maximum of 22 students Kindergarten to third grade classes should have a maximum of 18 students. Schools larger than 500 students should be divided into smaller learning units, such as schools-within-a-school. Free quality preschool should be provided. Guidance counselors should be available, with one for every 100 students. Four of the items would require statute changes before they could be implemented. They were the interventions that concerned GPA, Algebra I, and the FCAT graduation requirements. The items were prioritized because fiscal constraints may not permit all of the interventions to be implemented, and the interventions that yielded the greatest improvement in four-year graduation rate per unit cost were to be implemented first.

The purpose of the non-experimental quantitative research study was to identify if there is a significant difference between the types of budget model an institution utilizes, institutional size, and student enrollment, retention, and graduation rates. This study was to identify if there is significant difference between institutional size and the type budget model utilized. Member institutions of the American Association of State Colleges and Universities (AASCU) were selected to participate in this study due to their similarities of mission and admissions policy. AASCU institutions share a common mission that focuses on access, innovation, regional support, and inclusion. AASCU institutions are all public regional institutions. Larger institutions within the study presented significantly higher retention and graduation rates compared to medium size institutions. I used the Carnegie classification of size as institutions that have enrollments less than 3,000 as small, institutions that have enrollments less than 10,000 as medium, and institutions with enrollments greater than 10,000 as large. I study found no significant difference in the types of budget model utilized and the student outcomes related to enrollment, retention, or graduation rates. I did indicate that institutions that utilized a more decentralized budgeting approach had higher enrollment percentages and higher retention and graduation rates than institutions that utilized a centralized budget model. I also did not identify any significant difference in the size of an institution and the type of budget model utilized.

Recruitment efforts are important in a college setting. With only six remaining poultry science departments, they specifically need recruitment to help meet extreme demands for students by the industry. However, little is known about which recruitment efforts are effective or if poultry science majors prefer specific recruitment methods. Chapter II of this dissertation is an assessment of current recruitment practices and enrollment of the six poultry science departments in the U.S. Results revealed that all departments currently have recruitment programs and differences were observed within each. Some were in the budget, time spent recruiting, amount of faculty dedicated to recruitment efforts, and activities utilized in recruitment efforts. Chapter III of the dissertation was a comparison of recruitment programs with student numbers, graduation rates, and student satisfaction. This study was conducted in an attempt to understand which recruitment practices work for a given poultry science department and which department, if any, could benefit from a change. Departments with low enrollment counts had variations in recruitment practices when compared to other departments with higher enrollment counts, such as their perceived effectiveness of FFA national convention, direct mailing and brochures, and hosting 4-H and FFA poultry activities. In Chapter IV, a survey was conducted to determine the influence of factors on student choice among poultry science students. This study determined that conversations with a poultry faculty member or department representative, campus student activities, cost (consist of tuition, room, and board), scholarships, preparation for employment, job opportunities, and high school agriculture teachers were the most influential factors for poultry science students in the decision to major in poultry science. Collectively, these three studies reveal that conversations with prospective students, including campus tours where these conversations can occur, should be utilized. Scholarships, cost, and employment opportunities are also very important to students. Additionally, poultry science department personnel should target FFA events and/or 4-H programs as recruitment opportunities. Other efforts could be used to raise awareness about a poultry science department or poultry science as a major, in general, but might not be effective in recruiting students to a specific department.

This study addressed the broader issue of the negative impact of the community college practice of hiring large numbers of part-time faculty on graduation rates. Prior research has determined that higher ratios of full-time faculty correlate significantly and positively with community college graduation rates. This study extended the research of institutional models affecting community college graduation rates and investigated the nature of regional accreditation for the adequacy of full-time faculty as a determinate of graduation rates. This study included all public 2-year institutions in the United States. A correlational research design was implemented using data available through the National Center for Education Statistics and the nation’s six regional accrediting agencies for community colleges. Among the major findings in the study, graduation rates were found to be significantly correlated among schools belonging to different regional accreditation agencies. The study also determined that ratios of full-time faculty, institution size, instructional spending, and ratios of full-time students correlated significantly with increased graduation rates. When comparing community colleges among regional accreditors that had no standards for regulating the adequacy of full-time faculty with those who do, graduation rates did not correlate significantly. These results contribute to the body of knowledge for institutional effects on graduation rates and also have important implications for regional accreditors. The results suggest that regional accrediting standards for the adequacy of full-time faculty may need to be more prescriptive in nature to provide a direct impact on graduation rates.

The purpose of this study was to analyze high school graduation rates from prior academic achievement, attendance, and behavior in one school system over 4 years. The study addressed three questions, which of the students included in this study dropped out of high school, how exclusionary discipline affected students' attendance at school and their ability to graduate. In addition, for the students who dropped out, what was their exclusionary discipline rate, what was their chronic absenteeism rate, and what was the leading cause of students not graduating on time? By examining specific predictors, we can gain insight into why some students fail to graduate high school on time or drop out early. Keeping track of essential indicators such as attendance, behavior, and academic achievement in the classroom will increase the likelihood of students graduating after 4 years of high school. Using the comparative case study approach, this study compared four cohorts of students who graduated from one urban high school. A correlational, nonexperimental design was used. After the data were analyzed, using descriptive statistics and mean averages of the variables, it was discovered that, across three of the four study cohort clusters, there was a consistent overrepresentation of Hispanic male English language learners (ELLs) who experienced some type of exclusionary discipline, and who failed their Standards of Learning English reading/writing and mathematics assessments leading to them dropping out of school. As a result of tracking students' academics, attendance, and behaviors, schools can design professional development for teachers and school administrators to identify at-risk students early and assist them in preventing failure. In the mid-Atlantic region of the United States, academic warning indicator systems must be more representative of diverse student populations. This research supplements past fieldwork on this topic. / Doctor of Education / The purpose of this study was to analyze high school graduation rates from prior academic achievement, attendance, and behavior in one school system over 4 years. The study addressed three questions, which of the students included in this study dropped out of high school, how exclusionary discipline affected students' attendance at school and their ability to graduate. In addition, for the students who dropped out, what was their exclusionary discipline rate, what was their chronic absenteeism rate, and what was the leading cause of students not graduating on time? Using the comparative case study approach, this study compared four cohorts of students who graduated from one urban high school. A correlational, nonexperimental design was used. After the data were analyzed, using descriptive statistics and mean averages of the variables, it was discovered that, across three of the four study cohort clusters, there was a consistent overrepresentation of Hispanic male English language learners (ELLs) who experienced some type of exclusionary discipline and who failed their Standards of Learning English reading/writing and mathematics assessments leading to them dropping out of school. As a result of tracking students' academics, attendance, and behaviors, schools can design professional development for teachers and school administrators to identify at-risk students early and assist them in preventing failure.

Historically, there are persistent diploma gaps permeating between general education students and students with disabilities. In comparison to their peers, there are fewer youth with disabilities graduating from high school with regular diplomas. Regular diploma attainment is of critical importance because this credential is viable to postsecondary outcomes such as higher education and meaningful employment. An analysis of graduation outcomes in Virginia from 2010-2013 revealed that 19 of 132 school divisions met or exceeded statewide performance expectations for youth with disabilities. In alignment with the Elementary and Secondary Education Act of 2010, the Virginia Department of Education monitors and reports Indicator 1: Percent of youth with Individualized Education Programs graduating from high school with a regular diploma using the adjusted four-year cohort graduation rate. Indicator 1 is among four secondary education and transition data indicators that are federally monitored, collected, and analyzed to determine progress or lack of progress. The purpose of this study was to identify the policies and practices that special education directors perceived as contributing to meeting the state graduation performance measures for youth with disabilities in 10 Virginia school divisions during the 2010-2013 school terms. A three-round Delphi method was employed to seek consensus from a panel of Special Education Directors whose divisions are consistently meeting Indicator 1 performance measures. Investigated were their perceptions of best practices and strategies that are paramount in graduating students with disabilities with a regular diploma or higher. Panelists identified 70% or greater agreement on the importance of six (60%) strategies contributing to regular diploma attainment for this population of students. These statements of practice were determined to be of considerable importance (rated as critically effective or somewhat effective), and in rank order were: 1) providing targeted interventions such as remediation, tutoring, and credit recovery options; 2) conveying high expectations; 3) tracking and monitoring; 4) IEP development with emphasis on Transition, student family participation, exploring continuum options, accommodations and modifications, assessment, and diploma status; 5) promoting learning, attendance, and a positive school environment; and 6) policies that support all students. Further, a theme emerged as it relates to implementation on four of the six statements of practice on which consensus was reached in the final Delphi round. The data provided evidence that student engagement, parental involvement, and building positive relationships with an adult are important factors in support of the identified strategies toward graduating these youth with a regular/standard diploma. Implications for practice were recommended for school and division leaders, and state policymakers. / Ed. D.

由新聞媒體相繼地報導，近年來台灣大學生的延畢現象，漸為社會大眾所知曉。但查閱相關文獻未見嚴謹的實證或理論研究，能夠對延畢現象提出確切的數據，以及對形成原因提供理論分析。本研究期能以敘述統計分析方法提供近年台灣大學生延畢的確切數據，並透過閱讀文獻彙整與嚴謹的應用經濟學理論研究，分析其背後形成原因的經濟邏輯推理，以探討與解釋為何近年來台灣會出現蔚為風尚的可能原因。 敘述統計分析以2000 年至2008年間台灣大專校院日間部男、女學生為限，本文發現近十年來台灣大專校院日間部全體學生延畢率在15-17%之間，男學生延畢率為17-23%且約為女學生的兩倍。全體學生延畢率以一般體系的公立學校最高約近20%，而公立學校女學生的延畢率則是遠高出私立學校3-5%的水準；其中，男學生延畢率以一般體系的私立學校最高，平均每四個應屆畢業生就有一個延畢。而設立經濟模型說明大學生延畢的原因，包括役期縮短、失業率提高、考研究所、雙主修或輔修的好處提高、在校資源增加、家長支持度提升、以及延畢風氣的影響等七個因素對延畢現象推波助瀾的效果。 / Taiwan's colleges and universities over the past decade the Ministry of all students during the day to postpone their graduation rates in the 15-17%, and male students to postpone their graduation rate is more than twice as high as female students. All students are delaying graduation rates to the general system of public school up to about nearly 20%, while the public school female students to postpone their graduation rate is far higher than 3-5% of the level of private schools. Among them, male students to postpone their graduation rates to the general system of private schools, the highest, with an average of every four graduates will have be deferred. The extension of such a high completion rate is also very surprising to be discussed. Head of this paper is to explore and explain why in recent years, and then explain the reasons for delaying graduation, including the length of civilian service to shorten, the unemployment rate increased, a large graduate school, double major or minor in, the benefits of the improvements in increase in resources the school, parents and support for upgrading and extension of completion of the impact of climate factors on the extension of seven complete phenomena results.

One of the challenges facing higher education today is to graduate undergraduate students in a timely manner. Graduation rates are reported to students, parents, and the general public as well as academic and political leaders. The rates are derived using different methodologies. The Integrated Postsecondary Education Data System (IPEDS) collects data annually by law from every institution offering federal financial aid in the United States. The "IPEDS reported" students are considered students who start in the fall semester, full-time, first-time in college, and graduate from the original institution (no transfers). The adult, part-time, returning, and transfer students, or "IPEDS unreported" students, are left out of the numbers. The purpose of this research is to understand how current college graduation data are collected in the United States and to compare that information with post-secondary attendance and transfer patterns. This study proposes to document the data of "IPEDS reported" and "IPEDS unreported" graduated students from one academic year and to propose alternatives for holistic and inclusive methods for counting graduation numbers that reflect current enrollment trends. Furthermore, emphasis of the serious implications of these data for students, parents, policymakers, institutional leaders, and politicians who rely on these data to make informed decisions regarding higher education will be discussed. This research contributes to innovative solutions for calculating graduation rates that adhere to updated methods that count and value all graduated students and their successes.

This phenomenological study explored the reasons and attitudes of people who dropped out of high school and then later returned to complete their high school educations. In order to gather data for this study, interviews were conducted with eleven students who returned to complete their high school education after having earlier dropped out. An analysis was completed regarding the reasons that led those high school students to drop out of high school, and of the motivations and struggles that led them back to school. Individuals who return to high school and earn a high school credential avail themselves of additional opportunities, such as college or vocational training. It is undeniable that increasing the high school graduation rate in the United States would be beneficial to the country. Not only would an increase in the graduation rate be good for society in general, but graduation would also benefit each graduate on a personal level, even if he or she graduated a year or more after their initial cohort. Consequently, given the national dropout problem, the purpose of this study was to describe the experiences, motivations, and struggles of individuals who dropped out of high school and then returned to complete their high school education. Hopefully, this study will result in a better understanding of their paths and ultimately reduce high school dropout rates.

The purpose of this study was to determine if NCAA Division I-A football program success had a relationship to student-athlete graduation rates. Graduation rate data for 2001 were obtained from the NCAA and cumulative five-year records of selected NCAA Division I-A football programs determined winning percentage for the years 1996-2000. The data were examined by correlating the two variables of winning percentage and graduation rate. The findings show no significant correlation at a probability level of .05. The results of this study indicate the success of a football programs do not have any relationship to low football team graduation rates. Therefore, other factors such as athletic department ideals, commercialization of sport, or the preconceived notion that collegiate football athletes are only enrolled to compete in football may play a factor in graduation rates among NCAA Division I-A football players.