M.Phil. (Education) / Please refer to full text to view abstract

The purpose of this study was to investigate the problem of dropouts or withdrawals among the pupils of the secondary schools of Port Arthur, Texas. It was hoped that some significant information could be compiled as to the reasons why such students in this particular city leave school before high-school graduation, and that academic, environmental, and personal factors might be identified in their relationship to the causation of dropouts or withdrawals.

This study investigates the relationship between peer group facilitation and the changes in self-concept, interpersonal relations and school interest of secondary students in an alternative school. To carry out the study, a peer group facilitation program was incorporated into the curriculum of an alternative high school.

No description available.

A study to determine why students withdrew from high wchools in Freestone county.

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.

No description available.

Dropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status, ELL status, SES, type of promotion and dropping out of school. In addition, the researcher reviewed Student Exit Survey data and face-to-face interview data to determine why students dropped out and identified strategies students felt would have kept them in school. Finally, individual interview data were analyzed to understand the circumstances that encouraged participants to return to earn their diplomas. The researcher recommended use of data management and tracking systems for early identification of potential dropouts so intervention could be delivered at the onset of failure, assignment of trained adult leaders to monitor and intervene for students; enforcement of compulsory school attendance; creation of mechanisms to reduce absenteeism that do not lead to school failure; required intervention for students who are truant; identification and assignment of highly effective teachers to at-risk youth; intervention in classrooms that have high rates of student failure; use of relevant curriculum and employment of instructional practices proven to increase engagement; alignment of intervention strategies with researched practices; gathering of input and feedback from students to determine program effectiveness; iv creation of meaningful exit interview processes; utilization of survey data to identify and remove school-related barriers and collaboration with community agencies to find meaningful and genuine solutions for students in crisis.

No description available.

The traditional high school program is not appropriate for all students. Some students cannot cope with the pressures from social! family background, personal problems (independent of social/family) and school factors, and thus look to relieve these pressures outside of the educational system. The combination of these pressures, or risk factors, can cause a student to become a high school dropout, resulting in negative educational, social, and financial consequences to self and the nation. No single alternative will solve the dropout problem; however, studies have found that alternative programs can play a major role in the reduction of the dropout rate by enabling students to complete their secondary education. In order to better address the dropout issue, there is a need to document the history of an alternative education program, to gain understanding of a special population, and to obtain current information that can contribute to the improvement of services to dropouts. This study focused on the establishment and development of an alternative-adult high school program, located in suburban Virginia, from 1955 to 1993. The research questions were: 1. What were the social, political, and educational conditions which contributed to the establishment of this alternative-adult high school program? 2. What program characteristics were operable during the existence of this program? 3. In what ways did the program evolve over time, and how did evaluation feedback contribute to this evolution? Data were compiled and analyzed from student survey results, in-depth interviews with faculty, and archival documents. Findings indicated that the adult education movement, integration, and financial commitment from local school board contributed to the establishment of the program. Furthermore, the major program characteristics that were operable included dedicated and caring staff, a supportive learning environment, and flexible scheduling. Evaluation was based on enrollment, graduation, and dropout figures as well as informal assessment. / Ed. D.