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The choice to drop out of high school often follows a progression of disengagement from school (Bridgeland, Dilulio, and Morison, 2006). Students often begin this process as a result of attendance challenges, disciplinary consequences, and persistent failure in traditional learning environments (Bridgeland et al., 2006; Fenning et al., 2012; Foley and Pang, 2006). School divisions face federal and state mandates to improve graduation rates and are under pressure to reform educational practices in an effort to lower the dropout rate (Picciano, Seaman, Shea, and Swan, 2012). School districts around the country have sought to diminish dropout rates through a variety of strategies. The collective goal in all of the initiatives is to redefine the high school experience for students who do not fit the traditional model, connecting them with alternative learning opportunities so as to best meet individual needs (Ferdig, 2010; Carver, Lewis, and Tice, 2010). Online credit recovery programs have the potential to re-connect students at risk of dropping out of high school through technological interactivity, personalization, and immediate feedback (Ferdig, 2010; Watson and Gemin, 2008). This study identified 97 Virginia school divisions offering online credit recovery programs to students identified as at-risk. This dissertation examined the relationship between the use of online credit recovery programs and on-time graduation rates in the Virginia and found an increase in the on-time graduation rates in the school divisions that implemented this strategy. The researcher also examined the various models used throughout the Commonwealth and found a variety of implementation strategies used by school divisions. However data indicated no significant difference in the Virginia on-time graduation rates when comparing the different program implementation measures. / Ed. D.

The focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine differences in academic grades, standardized test scores, and absences between the students who did participate in the SSS small group intervention when compared to those students who did not participate. Statistically significant differences were found between groups in all three dropout potential factors (GPA, test scores, and absences) supporting the use of SSS small group school counseling intervention with students at risk for dropping out. Effect size estimates were reported for each of the measures. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

District administrators face concerns over students dropping out of school without a high school diploma. District personnel in a Mississippi urban school district identified specific curricular, instructional, and co-curricular factors that prompted students to leave school. The purpose of this bounded qualitative case study was to explore perceptions of principals, teachers, and counselors regarding factors that influenced students' disengagement and dropping out of school. Battin-Pearson's theory of academic mediation, which attributes poor academic performance and student-centered learning to students dropping out, framed this study. The research questions focused on how district personnel identified and monitored at-risk students and provided interventions to prevent them from disengaging and dropping out. A purposeful sample of 2 principals, 5 teachers, and 2 counselors, who had knowledge of dropout prevention strategies, volunteered and participated in semistructured interviews and classroom observations. Data were analyzed inductively using segment and thematic coding. Results indicated a multi-tiered system of support was used to identify and monitor at-risk students. Participants expressed a need to build cohesive and collaborative learning communities and relationships, provide student guidance and support, engage more with students, and provide targeted professional development (PD) for educators. Based on these findings, a 3-day PD was developed to address student engagement and dropout prevention. These endeavors may contribute to positive social change by providing educators with learner-centered strategies through a collaborative, flexible blended-learning PD aimed at identifying and assisting at-risk students, resulting in an increase in graduation rates and reduce in dropouts.

This study helps to answer the broader question of why Latino students across the U.S. persistently drop out of school at the highest rates compared to students of other racial groups by focusing on the institutional workings of the various levels of the Oregon school system. Latino students have the highest drop out rates in Oregon. The higher drop out rates for Latino students in Oregon reflect the national trend, though the latest national rates report considerably higher drop out rates for Latino students compared to Oregon's drop out rates. Quantitative research verifies that race is a critical factor affecting national high school completion rates for Latino youth. The purpose of this study is to reveal the major, persistent problems within a school system that hinder learning for Latino students who are primarily English Language learners. Toward this purpose, this study examines significant state and federal education laws, examines rhetoric related to education equality and interviews educators at various levels of the Oregon education system. The research reveals three primary reasons for the failure of Oregon schools to graduate Latino students. First, these primarily Spanish-speaking students are not provided the type of quality bilingual intercultural education required to promote learning. Second, Latino students experience a discriminatory school environment. Third, available funding is not being used to help English language learners to succeed in learning the English language nor academic material. The research outcome is relevant because what was found in Oregon reflects patterns of educational practice and policy and laws that have been reported in other states, supporting the idea that educational racism is institutional at all levels of the education system. The research also reveals specific tactics used to repress the advancement of Latino students and finds that public rhetoric supporting education equality among the races does not reflect practice and procedures at all levels of the public school institution that determine outcomes for Latino students in their individual schools. Despite rhetoric to the contrary, educators are deciding not to make the necessary changes to improve education for Latinos. It is apparent that persistent inequality is the result of colonialist attitudes and policies that continue to restrict learning for the majority of the Latino population, limiting their opportunities for advancement beyond the poverty characteristic of their low wage working class status in the U.S. / Graduation date: 2004

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

The objective of the study was to investigate learner drop-out and sustainable community development. The study was conducted in Kwazakhele Township in Nelson Mandela Bay. This study used qualitative research approach- interviews and structured questionnaires were used to collect data from the participants. The sample consisted of 40 respondents both Females and Males between the age 15 and 35 years. In Kwazakhele Township most of the youth are learner drop-outs who exited educational system before attaining National Certificate (Matric). This had an effect on the acquisition of skills for sustainable development. United Nations report on Sustainable Development requires members of the community to be able to handle matters concerning their own development. This means community members should possess skills that would enable them to cope with constant demands of development. In the same Kwazakhele Township the consequences of the learner drop-out phenomenon is that lot of girls get pregnant at an adolescence stage. In most cases the boys who impregnate these girls are not working, they themselves depend on their parents for living. Because of the poor socio-economic status and high rate of unemployment of households in the area, this result in a situation where both girl child and their babies depends on the old age social grant for basic needs such as food etc. These dropouts are political risks in a sense that they are sometimes being used in community protesting marches which are unnecessarily hindering community development projects aimed at enhancing and promoting general welfare including better life for all. So the study will investigate and examine effect of learner drop-out in the community and recommends on what to be done in order to address shortfalls and challenges faced by the Kwazakhele community members. This will enable local authorities to be proactive in establishing programs that brings directive and solutions to the existing problems.

The purpose of this project was to design a year long course curriculum in educational development. The curriculum will serve the educational needs of many Mexican-American high school students who academically need it.

This study examined differences in retention, graduation, and dropout between students in grades 9-12 in special education and regular education in the state of Texas for school years 1992-93 through 1995-96. The purpose was to gather information regarding the possible adverse effects of increased academic standards and mandatory testing on students with disabilities. The results indicate that when compared to students in regular education, students with disabilities are significantly more likely to be retained and are not experiencing the same decline in dropout rates as regular students. There is no indication that students with disabilities have been adversely affected by school reform but the size of the school district may play a significant role in whether or not students with disabilities dropout of school.

America is in the midst of a high school dropout crisis that will cost $3 trillion in lost wages over the lifetime of the 12 million students who are predicted to drop out. Each year, in an America's northern states, approximately 10,000 students drop out of high school; the majority of these students are Hispanic. Guided by Ogbu's cultural-ecological theory of academic disengagement, the purpose of this phenomenological study was to understand the experiences of Hispanics who dropped out of high school and their rationales for dropping out.. Eight Hispanic dropouts in a local community were interviewed. The interviews were transcribed and interrogated via inductive analysis. Findings in this study show that the system and community forces that impeded academic achievement were in similar to those of Ogbu's findings. However, contrary to this theory, the participants in this study did not report any discrimination. The participants dropped out due to academic difficulties, early parenthood, and a lack of parental support. Hispanics' perspectives are needed if administrators and other stakeholders are to develop and apply ethnically skilled policies and performances that could be effective in accommodating Hispanics' educational needs. Reducing Hispanics' high school dropout rates will benefit taxpayers by providing substantial economic return. Guided by these findings, the school board will be equipped to support their educators, which in return could produce quality academic performance among Hispanic students.