This research sought to investigate into factors contributing to high dropout rate amongst grade 9 learners in Mqanduli district. Though access to basic education in South Africa has increased substantially over the last few years, dropout rate in the schools continues to rise up in many rural schools especially Mqanduli district schools. The consequence of dropout as a matter of fact has a profound effect on the individual, family, community and economy. It is common knowledge that high dropout rate reduces the pool of qualified people from diverse backgrounds. In our rural schools most specially Mqanduli district, the concern of the researcher was to find out in Mqanduli schools the factors that contribute to high drop-out rate amongst Grade 9 learners and how they can be minimized if not eradicated. The study approach was qualitative, using the case study technique. The case study technique was used for the in-depth investigation of the factors contributing to high learner dropout. In this study, the target population was two school management team (SMT) per school and one head of department (HoD) and a principal in each of the selected schools in the Mqanduli district junior schools. Samples of the two schools were conveniently selected from the population of schools in the Mqanduli district research data gathering. The main research instrument was face to face semi-structured interview schedule. The face to face semi-structured individual interview was used with the participants due to its flexibility, this was done with the help of a voice recorder and field notes. The data analysis procedure for this study took two forms: first, transcribing the interviews, reviewing and identifying and coding the recurring themes within the data for each of the participants. The second part was to identify common themes and areas of variations among the participants. For ethical consideration, permission was sought from the Walter Sisulu University ethical clearance committee, the district office and principals of the selected schools and all participants. Finding1 Learner dropout rate: The research findings show that learners‟ dropout rate was due to poor socio-economic background, poor school nfrastructure, personal reasons, and teacher/learner relationship. The average percentage of learner dropout within five years is 13% in both schools. With in five year period, thus from 2006 to 2010 in school A total of 254 learners were admitted. At the end of year period, 222 learners were promoted to the next grade, The total number of dropouts in school A was 32. In school B 279 learners were admitted. At the end of the year period, 243 learners were promoted to the next grade. In school B the total number of dropouts was 36.

High school dropout continues to be an issue of national concern, and the inability of educators and researchers to find means of effectively reducing the dropout rate may be grounded in their approach to understanding this issue. Because there is limited prior research in addressing wellness, perceived stress, and mattering in relationship to at-risk status for dropping out of high school, this study concentrates on the gap in the educational and counseling literature documenting the extent to which these variables can contribute to the prediction of students who are at risk of dropping out of high school. Specifically, wellness, perceived stress, mattering, and at-risk status for dropping out of high school were assessed across 175 students attending a medium-sized high school located in the southeastern part of the United States. Parental informed consent documents and adult student consent documents were obtained primary to gathering data. Packets were administered to each participating student containing a minor assent document to be completed by minor students and removed by adult students, a demographic questionnaire, the Five Factor Wellness Inventory-Teenage Version, the Student At-Risk Identification Scale-Student Questionnaire, the General Mattering Scale, and the Perceived Stress Scale. There were 2 hypotheses considered in this study. First, a significant relationship was posited between the 5 second-order variables of wellness, perceived stress, mattering, and at-risk status for dropping out of high school. This hypothesis was supported with all variables correlating significantly. Second, an overall regression model with 7 predictors (the 5 second-order factors of wellness: creative self, coping self, social self, essential self, and physical self; perceived stress; and mattering) was expected to significantly predict at-risk status for dropping out of high school. Regression analysis revealed that the complete model including all seven predictor variables significantly predicted at-risk status for dropping out of high school, F(7, 167) = 12.89, p < .05. This model accounts for 35.1% of the variance in at-risk status for dropping out of high school. Thus, this hypothesis also was supported. These findings indicate that counselors should utilize skills and interventions that help students stay engaged in the academic process.

The purpose of this study was to determine which variables contribute to high school dropout in a north central Mississippi school district’s only high school. The study population consisted of 301 students who enrolled as freshman in a north central Mississippi school district’s only high school during the 2002-2003 academic year and could have graduated from high school in 2006. Student data were obtained from the Mississippi Student Information System (MSIS) database, which contained all relevant information to this study. Data were collected on the following variables: gender, ethnicity, age, disciplinary infractions, whether or not a student was socially promoted, number of grades retained, number of absences, subject area testing scores, ninth grade retention, and special education enrollment. The findings of this study indicated there were relationships between the criterion variable, high school dropout, and the following predictor variables: age, ethnicity, whether or not a student was socially promoted, number of absences, number of grades retained, ninth grade. retention, and disciplinary infractions. The findings from this investigation also suggested that both socially promoted and students with high numbers of absences were more likely to drop out of high school than those who were not socially promoted, or had fewer absences.

The need for higher skill levels in South Africa’s labour market warranted an investigation into why some learners from poor communities make the decision to leave high school at the end of Grade 9, whilst other learners continue to Grade 12 or tertiary education. This exploratory, longitudinal study investigated the Educational Decision Making (EDM) of 16 Grade 9, Coloured, male learners from poor neighbourhoods in Cape Town. This study identified the socio-economic factors that influenced participants’ EDM to consider leaving the school system at the end of Grade 9, or continue their education. The study applied Miles and Huberman’s (1994) approach to identify links between the socio-economic factors that influenced EDM, and to understand the learners’ educational context. These interactions were investigated using Bronfenbrenner’s Ecological Systems Framework, comprising 5 traversing and Huberman’s (1994) approach to identify links between the socio-economic factors that influenced EDM, and to understand the learners’ educational context. These interactions were investigated using Bronfenbrenner’s Ecological Systems Framework, comprising 5 traversing layers, namely, the micro-system, meso-system, exo-system, macro-system, and chronosystem (Watts, Cockcroft & Duncan, 2009). This qualitative study drew on semi-structured, one-on-one interviews with learners in their Grade 9 year in 2015, and makes use of followup telephonic interviews (2016) and enrolment records (2017) to verify the findings. All learners made the decision to continue to Grade 12 or tertiary education. Examples of negative influences on EDM included socio-economic challenges presented by South Africa’s transition to democracy (Chrono-system), which impacted on other systems, including inadequate school facilities (exo-system), a family history of school dropout (mesosystem), and financial instability (micro-system). Examples of positive influences on EDM included financial stability in the household (mesosystem), and the resilience and agency of learners (microsystem).

Annually in the United States, over one million students do not complete high school. Furthermore, more than 80% of those students fall behind at the beginning of Grade 9, leaving behind costs for society, including relying upon public assistance (Hughes et al., 2018; Letgers and Balfanz, 2010). Gaining a proper education is essential for children, determining a child's adult life, including higher earning potential, improved health, and a longer lifespan (Hahn and Truman, 2015; McKee and Caldarella, 2016). To conduct this study, the researcher used a qualitative methodology exploring the perceptions of eight returning adult education students between the ages of 18 and 24 in one Virginia school division. The researcher conducted one-on-one interviews to determine the participants' perceptions of why they dropped out of high school and the rationale, and why they returned to an adult education program to continue their education. Findings from this study showed that returning adult education students experience a variety of life experiences and rationale when making the decision to drop out of school prior to earning a high school diploma or GED credential. The findings identified from the collected data in this study resulted in five implications for school personnel. School personnel must equip the parent(s) and the student(s) with strategies and resources that will help high school students maintain overall school success, both now and in the future. Those strategies and resources should be geared towards helping identifying students who are at risk of becoming high school dropouts. / Doctor of Education / Gaining a proper education is essential for children, determining a child's adult life, including higher earning potential, improved health, and a longer lifespan (Hahn and Truman, 2015; McKee and Caldarella, 2016). The decision to dropout of school is linked to adverse individual and social consequences (Lee-St. John et al., 2018). Students who fail to graduate from high school experience health issues and a poorer quality of life (Letgers and Balfanz, 2010). To conduct this study, the researcher used a qualitative methodology exploring the perceptions of eight returning adult education students between the ages of 18 and 24. The researcher conducted one-on-one interviews to determine the participants' perceptions of why they dropped out of high school and the rationale, and why they returned to an adult education program to continue their education. Findings from this study showed that returning adult education students experience a variety of life experiences and rationale when making the decision to drop out of school prior to earning a high school diploma or GED credential. The findings identified from the collected data in this study resulted in five implications for school personnel. School personnel must equip the parent(s) and the student(s) with strategies and resources that will help high school students maintain overall school success, both now and in the future. Those strategies and resources should be geared towards helping identifying students who are at risk of becoming high school dropouts.

The purpose of this study was to create and test two series of predictive models aimed at projecting high school graduation status. Secondary data were obtained in partnership with an urban school district. All of the predictor variables included in the models tested in this study were academic and nonacademic variables that were found to be significant predictors of high school graduation in previous empirical work. In the first series of models tested, individual academic and nonacademic variables were tested together along with school-level variables. Eighth and ninth grade variables were tested separately to avoid multicollinearity issues. The second series of models tested included similar individual-level academic and nonacademic variables, along with community-level predictors to analyze their ability to predict high school graduation status. Logistic regression and multilevel logistic regression analyses were conducted to analyze the data. The model including community-level predictors yielded a pseudo R-squared value of .40, approximating that 40% of the variance was explained by the predictors in the model. Most of the individual predictors included in the models yielded findings similar to those found in previous literature on high school graduation status projection; however, this was not true for all of the predictor variables included. These differences highlight the tension that can exist between generalizability and local specificity. Significant findings from studies utilizing large nationally-representative longitudinal datasets and other large data sources do not always generalize to settings with samples that differ demographically. This study represents a first step in a line of research aimed at developing a better understanding of high school graduation status, particularly in challenging school contexts.

The purpose of this study was to compare scores students received on the eighth grade EXPLORE test in math and English to scores received in English 9 and Algebra I on both the End-of-Course (EOC) test and the final average in those courses. These scores were taken from a rural East Tennessee High School and the middle schools that feed into the high school. Data were collected over a 2-year period (2012 – 2014). Students who had a score in eighth grade and a corresponding score in ninth grade were included. All others were omitted. A series of Pearson correlations were conducted between EXPLORE scores in Math and English with final averages in English 9 and Algebra I and EOC scores in English 9 and Algebra I. An independent samples t test was conducted to determine whether the mean scores on the EXPLORE English and math test, mean scores for English 9 and Algebra I final averages and mean scores for EOC exams in English 9 and Algebra 1 differ between female and male students. Based on the findings of this study, the score received on the eighth grade EXPLORE in English has a strong positive correlation to the score received on the English 9 EOC and the final average in English 9. The same was true for the score on the EXPLORE in math, it also had a strong positive correlation to the score received on the Algebra I EOC and the final average in Algebra I. Additionally gender has an impact upon English 9 final averages, English 9 EOC scores, Algebra I final averages and EXPLORE scores in English, with female students scoring higher than male students in those categories. Conversely gender did not have an effect on Algebra I EOC scores or EXPLORE scores in math.

The purpose of this study was to investigate the perceptions of African American and Hispanic students who dropped out of school while exploring their schooling experiences and the factors they believe contributed to their decision to drop out. The case study approach was used in an effort to capture the informants’ voices and the meanings they hold as students of color about the experience of dropping out. The findings from this study will contribute to the existing body of literature by contextualizing a student of color’s choice to dropout of school. The informants in this study were members of a large, diverse suburban high school, in a large school district in Southeast Texas. The 12 informants were purposefully selected resulting in seven Hispanic, five African American, seven female, and five male dropout students. A one-on-one interview with the informants generated data for this study. Additional data consisted of observations made by the researcher as a school administrator at the last school the informants attended and by prior knowledge about some of the informants from school records. The interpretational analysis process selected was based on Glaser and Strauss’ constant comparative approach to analysis. The constant comparative data analysis generated three major themes of the factors that informants attributed to dropping out of school: (1) challenging home situations, (2) personal realities, and (3) school related factors that reflected a lack of support systems. The theoretical framework that grounded this study was based on Mehan’s Contextual Factors Surrounding Hispanic Dropouts. His construct suggested that for students of color dropping out was a function of social reproduction and deficit thinking. He further asserted that such outcomes were a result of school factors controlled and institutionalized by schools. However, contrary to Mahen’s theory, my informants noted challenging home situations as the primary consideration in their decision to drop out. My findings, based on the context of the Horizon High School, suggest that while the school as an institution is not responsible or accountable for the family factors that contribute to students’ decision to drop out, it can provide systems of support for students to assist them in overcoming the causes outside of the school walls that contribute to their decision to leave.

High school noncompleters are those who did not earn a high school diploma. Before their early departure from high school, noncompleters often struggled with challenges (poverty, mental health, addiction, and emotional and physical abuse). Some enter remedial education to earn their equivalency credential. However, in this setting, they experience additional challenges, such as increased responsibility, stress, and anxiety. The problem surrounding the experiences of noncompleters has implications for counseling due to the limited use of and access to counseling as well as the disproportionate amount of mental health concerns and adversity among noncompleters. Current literature informs of the challenges noncompleters face, however more in-depth information on their experiences is still needed. The purpose of this hermeneutic phenomenological study was to address this gap and explore how adult remedial learners experience emotional and psychological challenges before dropping out and while enrolled in an equivalency program. Semi-structured interviews were conducted with 7 noncompleters ages 18-25 who were enrolled in adult remedial education classes in Hawaii, spoke English as their primary language, and self-reported experiencing emotional and psychological challenges. Data analysis through the hermeneutic circle yielded 11 themes: external adversity; interpersonal, emotional, psychological, and school struggles; maladaptive behaviors; high school equivalency is positive; external and internal protective factors; counseling is positive; and counseling limitations. From a social change perspective, results can be used to improve counseling services, reduce adversity, and improve outcomes for noncompleters.

Dropping out of high school is an issue that has faced the educational system for years. At a high school in Mississippi, the dropout prevention plan implemented was not beneficial to all at-risk students because it mainly focused on academic issues. The purpose of this qualitative case study was to understand why students dropped out of high school and to gather strategies for a dropout prevention plan. The conceptual framework was based on 5 factors: general deviancy, deviant affiliation, family socialization, structural strain, and academic quandary. The research questions inquired about experiences that caused students to drop out and suggested strategies for a new dropout prevention plan. Data collection methods included interviews with 18 teachers, 3 counselors, and 20 former students who dropped out between 2007 and 2012. Interpretive data analysis was used to analyze data. Open and axial coding was used to develop themes about why students dropped out of high school. Those themes included behavioral issues, peer and work-related influences, family structure, school environment, and academic problems. Data analyses indicated that tutoring, staff development, mentoring, counseling, parental involvement, teenage mother programs, and alternative options were useful in preventing students from dropping out. These findings were used to develop a high school dropout prevention plan to benefit at-risk students. The overall goal for this project was to decrease high school dropout rates. By implementing the high school dropout prevention plan, schools may enable more students to further their education and become productive citizens within their communities.