Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Feb. 20, 2007). Includes bibliographical references.

Should we be concerned about the more than 30 percent national dropout rate? Can anything be done to intervene successfully? Many students who drop out of school have the intellectual ability to complete college (Howard and Anderson, 1978). If this is so, then our educational institutions are failing them and doing them a tremendous disservice (Committee of Canadian Council for Exceptional Children, 1992). / This research investigates the high school dropout phenomenon in Quebec through the "eyes" of potential dropouts. The project examines the high school dropout phenomenon from the perspective of students who are at risk of leaving school prematurely. The objectives of the research are to investigate how potential high school dropouts perceive success, and to find out what program reforms these students believe are necessary to keep them in school. In the data analysis the students' schooling experiences are critically examined, and factors such as students' perception of public high schools, social affairs schools, teachers and their view of success are considered. These considerations are made within the conceptual framework of a variety of sociological theories in education. Social Affairs schools are special schools reserved for youths who are wards of the court, and those who are in the care of Youth Protection because they cannot live at home. / This study provides richly descriptive narrative accounts of the students' experiences, thoughts and feelings. The study gives voice to high school students who are at risk of dropping out, and of their views of what their needs are to be successful in school. Data collected from this study can be used to develop suitable programs for students. The study concludes by signaling a call to parents, teachers, governments, policy-makers, and caregivers to listen to children and to involve them in matters that are important to them---such as their views of how they can achieve school success.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1979. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 328-338).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 397-405).

No description available.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 140-146). Also available by subscription via World Wide Web.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 140-146).

The purpose of this study was to determine the similarities and differences between pregnant/parenting teens and other young women who drop out of high school. It also sought to determine the characteristics which discriminate between pregnant or parenting teens who continue with school and those who drop out. A comparison of 33 female high school dropouts with 47 dropouts from an alternative program for pregnant/parenting teens produced a discriminant function which accounted for 99% of the variance between the groups and correctly classified 74% of the subjects by group. Examination of the discriminating variables did not produce the expected variables such as school performance, educational aspirations, and value of education to friends. The results indicated that the two groups of dropouts did not differ in educational background variables and that pregnancy alone did not cause otherwise capable students to drop out of school. It was found that pregnant/parenting dropouts were more likely to be Hispanic, from families who valued education less, and have lower career and college aspirations than other dropouts. The second comparison of 47 pregnant/parenting students who dropped from the alternative program with 67 who maintained enrollment, produced a discriminant function which accounted for 86% of the variance between groups and correctly predicted group membership for 93% of the subjects. Among the variables which defined this function were grade point average, attendance, importance of education to family and friends, educational aspirations, past drop out, sports activities, more than one child, self-esteem, SES, and being minority. These are typical of the differences between any dropouts and enrolled students regardless of the pregnancy.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 150-155). Available also in a digital version from Dissertation Abstracts.