The purpose of this study was to determine if any relationship exists among the factors of:(1) strictness of a secondary school's attendance policy,(2) its attendance percentages, and(3) its withdrawal/expulsion/push out percentages with respect to the school's:(4) student enrollment totals of grades seven through twelve;(5) proximity to an urban or metropolitan area; and(6) socio-economic status of the students.This quantitative study involved four (4) independent variables [policy strictness, enrollment size, urban location, and SES] and two (2) dependent variables [attendance percentages and withdrawal percentages]. Six (6) null hypotheses were tested.A questionnaire was sent to the principal of each of the 668 secondary schools which housed any combination of grades 7 through 12. The primary focus of the survey instrument was to have the schools self-determine the strictness of their attendance policies which were in effect for the 1989-90 school year.The attendance, withdrawal, SES, urban type, and enrollment size data were obtained from the Indiana Department of Education office in Indianapolis. The 1989-90 school year data was used. Each school's DOE-AG (Attendance & Graduates) and DOE-WD (Withdrawal) statistics reported in June of 1990 was compared to the questionnaire answers.Three (3) two-way analysis of variance tests (ANOVA) and F-tests for mean differences were used in the treatment of the data. Post hoc tests using the LSD procedure were also used on all groups showing significant differences at the 0.05 level.Eight of the twelve F-tests showed significant differences at the .05 level and in fact were found to be below a .001 level of probability that the differences were by chance. Also, significant interaction was found between two of the groups (policy group and urban type) when compared to attendance percentage.The findings were:(1) Attendance was most influenced by school size and urban type location than the other factors of policy strictness or socio-economic status of the students. Attendance rates were the poorest in large schools and in schools located closer to urban areas.(2) Withdrawal rates were to be highest in large schools and in schools located in metropolitan areas.(3) Strictness of a school's attendance policy did not seem to have a predictable impact upon the attendance rates of the student body with respect to the school's size, urban location, or the socio-economic status of the students. / Department of Educational Leadership

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 PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M. Ed.)--Oregon State College, 1953. / Typescript. Includes bibliographical references (leaves 108-109). Also available via the World Wide Web.

Thesis (M.A.)--Eastern Illinois University, 1991. / Includes bibliographical references (leaves 32-35).

Thesis (A.M.L.S.)--University of Michigan, 1949. Cf. Library literature, 1949-1951, p. 50. / Includes bibliographical references (leaves [1]-3 (last group)).

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 33-38).

Thesis (M. Ed.)--University of Hong Kong, 2007. / Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2007. / Also available in print.