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This baseline study was designed to better understand non-withdrawing student leavers. An exploratory research design was utilized which consisted of pilot interviews and a survey. The pilot interviews in this study consisted of five on-campus Fall 2005 undergraduate student leavers. Leaver insight from the pilot interviews served as the foundation for the student leaver satisfaction survey. The student leaver satisfaction survey was administered to Fall 2005 non-withdrawing student leavers. Additionally, National Student Clearinghouse Student Tracker enrollment information was reviewed to determine whether the leaver respondents continued their education. A total of 30 non-withdrawing leavers provided insight of the reasons why they left the university. The average respondent was a traditionally aged (under 25 years old) White student leaver. Most of the leavers self-reported good grades during the Fall 2005 semester. Undergraduate students graduating in Fall 2005 served as a comparison group in this study. Sixty-three graduates responded to the survey. Both the leaver and graduate responses were analyzed. The results indicated that non-withdrawing leavers most often left due to employment reasons, attending another institution, and wanting to be closer to family. A Chi-Square analysis was employed for both leavers and graduates based on survey information related to university involvement. The Chi-Square analysis revealed that leavers were significantly less likely to be involved in university activities compared to graduates. Another finding in this study was that many of the leavers continued their education and some even graduated. Further, a majority of the student leavers in this study had not been contacted by university officials since leaving the institution. Recommendations were given to higher education practitioners for tracking and communicating with this leaver group.

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The purpose of the research study was to inquire into the experiences of youth who leave school before graduating with a high school diploma. Through the narrative inquiries into the life and school stories of the participants, several threads are identified, providing opportunity for further reflection on current school policies and practices. The research study shows that the life and the school stories of youth are not separate but are interrelated in ways that add to the complexity of the issues facing youth in contemporary school settings. / Special Education

The purpose of this study was to determine the factors that influenced students of one suburban Louisiana school district to leave school prior to obtaining a diploma. Qualitative methods were used to investigate the reasons that students gave for what influenced them in making their decision to leave school. Additionally, it was the intent of the study to determine if the Louisiana school accountability program had any influence on the students' decisions. Interviews were conducted with 11 students who dropped out of school in the 2003-2004 school year. With-in case and cross-case analyses were performed and themes were developed to illustrate the responses given by the participants during their interview. The data suggest students leave school because they face personal obstacles that they cannot overcome. Additionally, participants of this study cited a lack of alternative schooling and disappointment with the systems as other factors that influenced their decision to drop out of school. Furthermore, participants did not feel that school accountability had an influence on their decision to leave school.

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Darbe nagrinėjamos svarbiausios abiturientų šventės: šimtadienis, paskutinis skambutis bei išleistuvės XX a. - XXI a. pr. Darbo objektas – abiturientų švenčių tradicijos 1924 – 2012 m. Darbo tikslas: atskleisti šioms šventėms būdingus bruožus ir nustatyti abiturientų švenčių pokyčius per beveik 90 metų laikotarpį. Uždaviniai: . Palyginti Lietuvoje ir kaimyninėse šalyse (Latvijoje, Lenkijoje, Rusijoje) vykstančias abiturientų šventes bei jų ypatumus; panagrinėti abiturientų švenčių kilmę ir jų atsiradimo istoriją Lietuvoje; aptarti abiturientų švenčių oficialiųjų ir neoficialiųjų dalių esminius bruožus; palyginti skirtingų laikotarpių (tarpukario, sovietmečio ir atkurtos nepriklausomybės laikotarpio) Lietuvos mokyklų šimtadienių, paskutinio skambučio, išleistuvių tradicijas bei papročius; išsiaiškinti abiturientų švenčių svarbą ir reikšmę moksleivių gyvenime. Darbe naudojami šie tyrimo metodai: aprašomasis, lyginamasis, interpretacinis, analizė. Naudoti medžiagos rinkimo metodai: dalyvaujamasis stebėjimas, interviu ir anketavimas. Per 3 metus (2010 – 2012 m.) anketomis apklausti 239 pateikėjai, atlikti 24 interviu, stebėta 11 abiturientų švenčių, vykusių Kaune, Šakiuose, Vilniuje. Darbą sudaro įvadas, 3 dalys ir išvados. Pirmojoje darbo dalyje „Abiturientų šimtadienio folkloras“ aptariamos abiturientų šventės įvairiais laikotarpiais: tarpukariu, sovietmečiu bei po Lietuvos nepriklausomybės atkūrimo. Antrojoje dalyje „Abiturientų paskutinio skambučio šventė“ aprašomi XX a... [toliau žr. visą tekstą] / The paper analyses the most important school-leavers’ celebrations such as 100-days party, the last bell, seeing-off party in the 20th and 21st centuries. The paper object is traditions of school-leavers‘ celebrations from 1924 to 2012. The aim of the paper is to reveal characteristic features of the celebrations mentioned and identify changes of school-leavers‘ celebrations in a period of 90 years. The objectives are as follows: to compare school-leavers‘ celebrations that take place in Lithuania and neighbouring countries, namely Latvia, Poland, Russia, and their peculiarities, to analyse the origins and development history of these celebrations in Lithuania, to discuss the main features of formal and informal parts of school-leavers‘ celebrations, to compare traditions and customs of Lithuanian school 100-days party, the last bell and sending-off parties; to find out the significance of school-leavers‘ celebrations in pupils‘ life. The following methods are employed in the paper: descriptive, comparative, interpretational, analytical. The data was collected by using active observation, interviews, and the questionnaire. In a period of 3 years (from 2010 to 2011) 239 respondents were questioned, 24 interviews were taken,11 school-leavers‘ celebrations in Kaunas, Šakiai and Vilnius were observed. The paper consists of introduction, three body parts and conclusion. The first part „Folklore of school-leavers‘100-days party“ describes school-leavers‘ celebrations in different... [to full text]

Times of transition offer the greatest potential for changing direction, for better or worse in young people’s lives. Yet it seems that many young people with social, emotional and behavioural difficulties (SEBD) fail to make the most of this window of opportunity as they make the transition out of school into adult life. Existing research into the transitional experiences and outcomes of school-leavers with SEBD reveal that they experience high levels of unemployment, drug and alcohol abuse, mental health problems and involvement in criminal activity, with the consequent costs, social and economic, to the individual and society being too great to ignore. However, whilst there is evidence on the outcomes of this group (predominantly from the US) there is little research into the processes which influence their success or failure in transition. Therefore, this study aimed to develop an in-depth understanding of the transitions of a small group of school leavers with SEBD, by following them for the first 15 months out of school. I collected interview data from the participants, their parents and those working with them, which was subjected to thematic and narrative analysis and used to develop individual case studies. The case studies were subjected to within- and cross-case analysis, which facilitated understanding of the individual’s influences and pathways, and extraction of common themes. The school-leavers took widely varying paths, and were subject to a range of influences on an individual, family, and institutional level. These influences operated in complex and interactive ways, and each participant’s experience was unique. However, there were common themes which emerged from the cross case analysis. On a practical level, the main influences of the participants’ transitions were:• their personal drive, goal motivation, perseverance and likeability;• the capacity of their families to provide all forms of support (emotional, esteem practical and informational), or for professional supporters to fill any gaps;• the quality of the communication channels between all those working with them;• the capacity of their post-16 provision to fulfil their social and emotional as well as educational needs;• the formation of productive relationships with their workers, and the extent to which the institutions they attended supported their development. The study also had a theoretical dimension being underpinned by bioecological understandings of development and rooted in the concept of resilience. The presence of supportive relationships in the participants’ lives was a key influence on their resilience in coping with transition. The application of identity theory to the data helped to explain how these relationships developed and how supportive relationships in one context helped the young person to cope in a situation in which they were unsupported.

The rural brain drain, an event wherein a rural locale's educated youth out-migrates, is speculated to be the root cause of nonmetropolitan human capital exhaustion. This study promotes the speculation that community colleges hold promise in reversing the brain drain, as they are primed to elevate the human capital level of stayers while offering programs of interest through which job opportunities may be made available to those who choose to leave. This study was developed to ascertain whether any differences existed in stayers' and leavers' perceptions of several community college facets, such as perceived learning gains, initial impressions, student-institution bond, institutional fit, and intent to leave. A quantitative study was designed, and independent t-tests were utilized in order to test whether any significant differences existed between the populations of “would-be-stayers” and “would-be-leavers.” A web-based survey entitled the Student Community College Perception Instrument was emailed to all currently- enrolled students at a single, rural community college in the Southeastern United States. Responses were collected from 310 students who were enrolled full-time. Roughly 79% of students who participated in the study lived in one of the counties within the community college district; of these, approximately 57% chose that they planned on leaving the area, whilst 43% indicated they planned to stay. Of the remaining participants, 65% planned to leave the area in which they currently resided (outside of the college district), while 35% who did not live in the district were planning to stay. All 4 of these groups rated 32 statements concerning their perceptions of the community college. Significant differences were found between the leavers and stayers, as the stayers were less likely than leavers to transfer or withdraw from the college within 6 months, more positively perceived that the college offered academic programs they were interested in, and that the college was assisting them in developing more self-confidence and helping to make them aware of diversity issues, while preparing them to be future leaders. Overall, the stayers had more positive perceptions concerning their initial impressions of the college, their institutional fit, the student-community college bond, and their perceived learning goals.