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.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.