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Poverty Levels and Dual Enrollment Demographics and their Effect on Mississippi High School Graduation RatesPowell, Amanda Leigh McCarter 02 May 2009 (has links)
Despite the fact that education plays a vital role in the success of an individual and society as a whole, it is estimated that 1 of every 4 students will not receive a high school diploma four years after starting ninth grade. In an effort to decrease dropout rates and increase graduation rates of high school students, educators are searching for nontraditional methods to increase student achievement. One such method, dual enrollment, involves community colleges in the role as facilitators. While preliminary research indicates a relationship between dually enrolled students and high school graduation, additional data is needed on student demographics and achievement. To build and improve upon the dual enrollment programs of Mississippi’s community colleges, it will be important to know the participation levels and their effect on graduation rates. The purpose of this study was twoold: 1)To examine the proportions of students participating in Mississippi Community College Dual Enrollment Programs based on various demographics. 2)To determine the degree to which Mississippi Community College Dual Enrollment demographics and poverty levels of Mississippi public schools affect high school graduation rates of Mississippi’s Community College Districts. Data were obtained from the State Board of Community and Junior Colleges and the Mississippi Department of Education. Demographic variables chosen for the study included gender, race, curriculum and poverty level. Data from each public school was grouped according to the corresponding community college district, allowing the researcher to better establish the proportions of students participating in dual enrollment and the poverty level of public school students within the district. These proportions were then analyzed to find correlation between demographics and graduation rates of the community college district. Results indicate a low overall percentage of students participating in dual enrollment and disproportioned percentages between community college districts. Regression analyses indicate that race, gender and curriculum did not contribute significantly to the prediction of graduation rate. However, high poverty levels did show a significant relationship to lower graduation rates. Additionally, in every district females were dually enrolled at rates higher than males, and students were enrolled in academic courses notably more than technical/vocational courses.
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Visionary leadership strategies implemented by principals at good performing schools to improve the pass rate in grade 12Sobunkola, Emmanuel Adesola 02 1900 (has links)
Abstracts in English, Zulu and Swazi / This study aimed to investigate and find strategies that might improve School A's
Grade 12 results through the principal's visionary leadership. The theoretical
framework that informed this study was the school principal as a visionary leader,
which plays a critical role in ensuring the quality of teaching and learning is improved
by providing necessary resources for teachers and learners and creating a sound
culture of teaching-learning. Upper Echelon Theory's effectiveness is based on
strategic choices by visionary leadership and school performance principles that
served as the theoretical framework. A qualitative research approach was used for
this study, as it allowed the researcher to conduct in-depth interviews with ten school
principals in Ehlanzeni District, Mpumalanga, and examined relevant documents to
collect data. The research indicates that most schools acknowledge the importance of
visionary leadership and proved that there were many execution gaps in implementing
the intervention strategies that needed to be addressed, such as lack of effective
visionary leadership, lack of unity, support to teachers, monitoring of teaching and learning and recruiting quality teachers in Grade 12. The study recommends that
school principals need to implement more effective leadership, strategic planning and
implementation of policy, communication, parental involvement accountability,
effective monitoring and placement of quality teachers to teach Grade 12 learners. / Izindlela ezsetshenziswa ngothisha-nhloko abanobuholi obubhekela phambili
ekwenzeni ncono izinga lokuphumelela ebangeni leshumi nambili kuzikole
ezinemiphumela emihle. Lolucwaningo lugcile ekufunisiseni izindlela ezingenza
ncono izinga lokuphumelela ngamalengiso ebangeni leshumi nambili ngokuholwa
ngothisha-nhloko ababonela phambili izinto.Lolucwaningo lusekelwe ngolwazi
olutholakele kwabanye ababonise ukuthi ubukhona bukathisha-nhloko obukela izinto
phambili budlala inzima enkulu ekucinisekiseni ngezinga eliphezulu lokufundisa
nokufunda ngoku nikeza izinsiza zokufunda nokufundisa kubothisha nakubafundi
kanye nokwakha isiko lokufunda nokufundisa .I- ‘Upper Echelon Theory’,
ukuphumelela kwayo kusekeleke kuzindlela nakuncubo-mgomo yabaholi abanombono. Lolucwaningo olukhethekile lokuthola ulwazi ngokukhulumisana nalabo
abathinteka-ngco ivumela ukuthi uhlolo lwenziwe ngendlela yamanje
yobuchwepheshe ngokukhulumisana nabothisha-nhloko abalishumi kusiyingi sase-
Ehlanzeni, e-Mpumalanga, nokuthola eminye lanemininngwane ezincwadini zesikolo
. Lolucwaningo luthole ukuthi abahlanganyeli abaningi bavumelana ngokuthi othishanhloko
abanemibono babalulekile ekucinisekiseni ukuthi izindlela ezintsha
zokuphumelelisa imiphumela; ukuncenga othisha abasezingeni eliphezulu kudinga
ukwakhiwa .Lolucwaningo lusekela umbono wokuthi izikolo zidinga othisha –nhloko
abazocinisekisa ukusethenziswa kwezindlela ezintsha kanye neku heha othisha
abasezingeni eliphezulu ukuze bafundise abafundi bebanga leshumi-nakubili ukuze
kukhushulwe imiphumela yebanga leshumi nakubili. / Tindlela letisentjentiswa ngubothishela-nhloko labanemibono kwenta ncono lizinga
lekuphumelela ebangeni lelishumi-nakubili etkolweni letinemiphumela lemihle.
Lelicwaningo ligxile ekufunisiseni tindlela letingenta ncono lizinga lekuphumelela
ngemalengiso elibangeni lelishumi nakubili Lelicwaningo lelikhetsekile lokutfola lwati
ngekucocisananalabo labatsintseka-nco kuloko lokukhulunyiswana ngako, ivumela
nekutsi lokucocisana kungentiwa ngetindlela tamanje tebuchwepheshe
ngekukhulumisana nabothishela-nhloko labalishumiesiyingini sase-Ehlanzeni,
eMpumalanga, nekutfola leminye mininngwane etincwadzini tesikolwa letigciniwe.
Lelicwaningo litfole kutsi labahlanganyeli kulelicwaningo bayavumelana ngekutsi
bothishela-nhloko lababukela tintfo phambili babaluleke kakhulu ngobe ngibo
labacinisekisa kutsi kusetshentiswa kwetindlela letisha nekuheha bothishela labasezingeni lelisetulu kuyayikhuphula miphumela yetikolwa. ngekuholwa
ngubothishela-nhloko lababonela tintfo phambili. Lolucwaningo lutfole kutsi kuliciniso
kutsi bothishela-nhloko lababonela tintfo phambili bayakwati kutsi kuheha bothishela
labasezingeni lelisetulu nekusebentisa tindlela letihlukahlukene ekufundziseni kuyayi
phakamisa imphumelelo yebafundzi nemiphumela yesikolo. / Educational Management and Leadership / M. Ed. (Education Management)
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