PROJECT 13.

ERIC Educational Resources Information Center

ANDERSON, CLARA M.

A PROGRAM IN LOW-INCOME AREAS IN MINNEAPOLIS PROVIDED THE SERVICES OF HIGH SCHOOL COUNSELORS TO GRADUATES AND DROPOUTS BY (1) OFFERING VOCATIONAL GUIDANCE TO UNEMPLOYED GRADUATES AND ACTIVELY ASSISTING IN JOB PLACEMENT, (2) ENCOURAGING THE RETURN OF DROPOUTS TO SCHOOL AND ASSISTING IN THEIR READJUSTMENT TO ACADEMIC LIFE, (3) ORGANIZING DATA ON…

Reducing Dropout Rates through Expanded Learning Opportunities. Issue Brief

ERIC Educational Resources Information Center

Harris, Laura; Princiotta, Daniel

2009-01-01

Expanded learning opportunities (ELOs), which include afterschool, summer learning, and extended day and extended year programs, can help states reduce dropout rates and increase graduation rates. Effective elementary, middle, and high school ELOs support academic rigor, boost student engagement, and provide students with supportive relationships.…

Innovative Technology Gives Potential Dropouts a New Lease on Learning.

ERIC Educational Resources Information Center

Eckenrod, James; Wheeler, Carl

1987-01-01

To give at-risk teenagers the best chance for high school graduation and further schooling or employment, Baltimore schools created Student Adventures in Learning (SAIL), a remedial computer-assisted instruction program. Over 100 eighth graders identified as potential dropouts instead improved academically and made secure transitions to high…

A Comparative Study of Academic Achievement and Participation in a High School Freshman Academy

ERIC Educational Resources Information Center

Seng, Mark Patrick

2014-01-01

The transition to high school can be problematic for many ninth graders. Researchers and administrators have sought ways to improve academic performance and promotion rates while reducing dropout rates. A quantitative causal-comparative (ex post facto) and correlation study using a two-group design compared two freshman classes at separate…

The Effects of Transitional Challenges on Ninth-Grade School Dropouts

ERIC Educational Resources Information Center

Jones, Merlene Leona

2017-01-01

The high dropout rate of the United States Virgin Islands school district's ninth-grade students is a major educational problem and the catalyst for a myriad of social problems. Ninth grade academies and extended school day intervention programs have benefited only the academically prepared students. This qualitative case study examined educators'…

Staying on Track for High School Graduation: Promoting Student Engagement

ERIC Educational Resources Information Center

Stout, Karen E.; Christenson, Sandra L.

2009-01-01

Students' engagement at school has emerged as a critical factor across hundreds of dropout prevention and recovery programs in the United States. By supporting and improving academic, behavioral, cognitive, and emotional engagement, we can mitigate the risk of dropping out. This article describes the history of school dropout, predictors of…

Refocusing Schools for Dropout Prevention: With Implications For Teacher Education.

ERIC Educational Resources Information Center

Rhodes, Donna C.; McMillan, Samuel H., Jr.

A description is given of "Operation Rescue," a program designed to find and implement solutions to the dropout problem. A discussion of the reasons students drop out of school takes into consideration the pressures of society that tend to overwhelm at-risk students. These include environmental, academic, survival, and social factors…

School dropout prevention: what arts-based community and out-of-school-time programs can contribute.

PubMed

Charmaraman, Linda; Hall, Georgia

2011-01-01

Out-of-school-time programs, especially arts-based programs, can be critical players in a community's efforts to prevent school dropout. This research review suggests the following approaches for arts-based programs: (1) recruitment and retention of target populations with multiple risk factors; (2) long-term skill development that engages youth behaviorally, emotionally, and academically rather than a drop-in culture; (3) an emphasis on the critical ingredient of real-world applications through performance; (4) staff development and mentoring; (5) a strategic community-level plan for dropout prevention; (6) and program content reframed toward competencies that underlie better school performance and prosocial behavior, such as communication, initiative, problem solving, motivation, and self-efficacy. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.

A Case History in the Treatment of Academic Failure: Some Suggestions for Professionals in Work/Training Programs for the Disadvantaged.

ERIC Educational Resources Information Center

Hodell, Louise

A case history of a 16-year-old Puerto Rican male high school dropout is presented to illustrate the visual-perception difficulties resulting in illiteracy and academic failure. The boy had had a number of years of formal schooling without learning any of the basic skills. Neither the academic nor the work training programs at Mobilization for…

Evaluation of a College Curriculum Advisory Program Utilizing Student Advisors. Final Report.

ERIC Educational Resources Information Center

Brown, Coke R.

This study was designed to evaluate the viability of using students as academic advisors for freshmen students and to document the process of the advising program at Idaho State University. Results show that students advised by students did as well academically and had a lower dropout rate than students advised by faculty. Descriptions of advisor…

Using MMPI-A Profiles to Predict Success in a Military-Style Residential Treatment Program for Adolescents with Academic and Conduct Problems

ERIC Educational Resources Information Center

Weis, Robert; Crockett, Thomas E.; Vieth, Sasha

2004-01-01

Military-style residential treatment for adolescents with academic and conduct problems is an increasingly popular alternative to traditional school-based services. However, dropout from "boot camp" programs is a primary reason for their high cost. Social-emotional functioning before referral may differentiate adolescents who…

The Effects of a Ninth Grade Academy on Dropout Rates, Attendance Rates, and Academic Performance of Ninth-Grade Students

ERIC Educational Resources Information Center

Cole, Partricka L.

2013-01-01

This study investigated data from 5 high schools in West Tennessee. The study examined whether a ninth-grade transition program (i.e., the Ninth-grade Academy) had an effect on student achievement and engagement, which was measured by English I End-of-Course Test Scores, attendance rates, and dropout rates. All of the schools were treatment…

A Study of At-Risk Students' Perceptions of an Online Academic Credit Recovery Program in an Urban North Texas Independent School District

ERIC Educational Resources Information Center

Buckley, Mychl K.

2012-01-01

The purpose of this research study was to describe and analyze at-risk high school students' perceptions of their experiences with online academic credit recovery classes offered to them through an urban school district's dropout prevention department. The review of literature concerning curricula for online programs revealed that the variety of…

Attrition in Online and Campus Degree Programs

ERIC Educational Resources Information Center

Patterson, Belinda; McFadden, Cheryl

2009-01-01

The purpose of this study was to examine how the mode of instructional delivery, campus face-to-face or online, affected dropout relative to students' academic and demographic characteristics. A quantitative study was conducted to analyze the academic and demographic characteristics of newly admitted, matriculated degree-seeking students (N = 640)…

Career Academies. What Works Clearinghouse Intervention Report. Updated September 2015

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

"Career Academies" is a dropout prevention strategy for youth considered most at risk of dropping out of high school. Students in the program take both career-related and academic courses and acquire work experience through partnerships with local employers. "Career Academies" integrate rigorous academic curricula with career…

Summer Training and Education Program (STEP). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

Summer Training and Education Program (STEP) is a summer employment, academic remediation, and life skills program intended to lower school dropout rates by reducing summer learning loss and preventing teen parenthood. The program is integrated into the federal summer jobs program and is offered during six-to-eight-week sessions in two…

Dropout rates in medical students at one school before and after the installation of admission tests in Austria.

PubMed

Reibnegger, Gilbert; Caluba, Hans-Christian; Ithaler, Daniel; Manhal, Simone; Neges, Heide Maria; Smolle, Josef

2011-08-01

Admission to medical studies in Austria since academic year 2005-2006 has been regulated by admission tests. At the Medical University of Graz, an admission test focusing on secondary-school-level knowledge in natural sciences has been used for this purpose. The impact of this important change on dropout rates of female versus male students and older versus younger students is reported. All 2,860 students admitted to the human medicine diploma program at the Medical University of Graz from academic years 2002-2003 to 2008-2009 were included. Nonparametric and semiparametric survival analysis techniques were employed to compare cumulative probability of dropout between demographic groups. Cumulative probability of dropout was significantly reduced in students selected by active admission procedure versus those admitted openly (P < .0001). Relative hazard ratio of selected versus openly admitted students was only 0.145 (95% CI, 0.106-0.198). Among openly admitted students, but not for selected ones, the cumulative probabilities for dropout were higher for females (P < .0001) and for older students (P < .0001). Generally, dropout hazard is highest during the second year of study. The introduction of admission testing significantly decreased the cumulative probability for dropout. In openly admitted students a significantly higher risk for dropout was found in female students and in older students, whereas no such effects can be detected after admission testing. Future research should focus on the sex dependence, with the aim of improving success rates among female applicants on the admission tests.

Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement.

PubMed

Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E

2017-01-01

The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students ( N = 597) vs. second-year students ( N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students.

Benjamin Franklin High School Unit Program.

ERIC Educational Resources Information Center

Wohl, Seth F.

The Benjamin Franklin High School Unit Program in New York City was designed to overcome the serious academic deficiencies identified as criterion for entry into the program: retardation in reading and mathematics and to improve attitudes toward school, increase classroom attendance and participation, reduce the dropout rate, improve self-image…

Parent-child attachment, academic performance and the process of high-school dropout: a narrative review.

PubMed

Ramsdal, Gro; Bergvik, Svein; Wynn, Rolf

2015-01-01

Poor academic performance is a strong predictor of school dropout. Researchers have tried to disentangle variables influencing academic performance. However, studies on preschool and early care variables are seldom examined when explaining the school dropout process. We reviewed the literature on the relationship between caregiver-child attachment and academic performance, including attachment studies from preschool years, seeking out potential contributions to academic performance and the dropout process. The review was organized according to a model of four main mediating hypotheses: the attachment-teaching hypothesis, the social network hypothesis, the attachment-cooperation hypothesis, and the attachment self-regulation hypothesis. The results of the review are summed up in a model. There is some support for all four hypotheses. The review indicates that attachment and early care contribute substantially to dropout and graduation processes. Mediation effects should be given far more attention in future research.

Educators and Programs Reaching Out to At-Risk Youth.

ERIC Educational Resources Information Center

Lee, M. Linda

1990-01-01

Presents examples of how using technology can help raise self-esteem and improve academic performance for students who are identified as being at-risk. Topics discussed include the use of computer labs, filmstrips, and videos to strengthen academic skills, and to deal with such social issues as drop-outs, alcoholism, pregnancy, and suicide. Two…

Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement

PubMed Central

Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E.

2017-01-01

The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students. PMID:28326043

JOBSTART. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

"JOBSTART" is an alternative education and training program designed to improve the economic prospects of young, disadvantaged high school dropouts by increasing educational attainment and developing occupational skills. The program has four main components: (1) basic academic skills instruction with a focus on GED (General Educational…

DEVELOPMENT OF A PROGRAM TO PREPARE DELINQUENTS, DISADVANTAGED YOUTHS AND SLOW LEARNERS FOR VOCATIONAL EDUCATION. FINAL REPORT.

ERIC Educational Resources Information Center

JEFFERY, C. RAY

THE SOCIAL AND EDUCATIONAL REHABILITATION OF HIGH SCHOOL DROPOUTS WITH DELINQUENT RECORDS WAS ATTEMPTED BY REINFORCING BEHAVIOR ASSOCIATED WITH ACADEMIC REMEDIATION, WORK PREPARATION, AND SOCIAL CONDUCT. OF THE 163 NEGRO YOUTHS WHO PARTICIPATED AT SOME TIME DURING THE PROGRAM, ONLY 42 WERE ACTIVELY PARTICIPATING WHEN THE PROGRAM TERMINATED, AND…

Socio-Academic Integrative Moments: Rethinking Academic and Social Integration among Two-Year College Students in Career-Related Programs

ERIC Educational Resources Information Center

Deil-Amen, Regina

2011-01-01

College student persistence and dropout have been studied for decades, but little inquiry has focused on community college or private two-year college students. Although about half of first-time postsecondary students enroll in a two-year college, researchers understand little about why only approximately a quarter of these degree-seekers complete…

The Promise of Preschool: Why We Need Early Education for All

ERIC Educational Resources Information Center

Barnett, W. Steven; Frede, Ellen

2010-01-01

It's fairly well known that high-quality preschool programs can have life-altering impacts on disadvantaged children, including reductions in school dropout and crime, and increased earnings. Not as well known is that terrific preschool programs have important academic and social benefits for middle-class children too. Decades of research indicate…

The Impact of a Peer-Tutoring Program on Quality Standards in Higher Education

ERIC Educational Resources Information Center

Arco-Tirado, Jose L.; Fernandez-Martin, Francisco D.; Fernandez-Balboa, Juan-Miguel

2011-01-01

The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the…

Folk High Schools and Dropouts from Upper Secondary School: Effects of Non-Academic Investments in Dropouts

ERIC Educational Resources Information Center

Borgen, Solveig T.; Borgen, Nicolai T.

2015-01-01

High dropout rates from upper secondary school are related to substantial societal costs, and are hence a major policy concern. The Norwegian folk high schools provide a non-academic education in an intimate and nurturing environment where interpersonal and social skills are emphasised, and where individuals grow in sense of self-esteem and sense…

Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement.

PubMed

Glennie, Elizabeth; Bonneau, Kara; Vandellen, Michelle; Dodge, Kenneth A

2012-01-01

Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time-that is, between one year's achievement and the subsequent year's dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase. Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school's performance composite include scores of zero on end-of-grade tests for those who leave school.

A.I.D.P. Part Time Jobs 1988-89. OREA Report.

ERIC Educational Resources Information Center

Mei, Dolores M.; And Others

The Part-Time Jobs portion of the Attendance Improvement Dropout Prevention (AIDP) Program in New York City provided job-readiness training and job placements in an effort to motivate students to improve academic achievement and school attendance. Programs were implemented at schools with a student attendance rate at or below the citywide median…

Austin Youth River Watch Program: 1992-93 Final Report. Publication Number 92.33.

ERIC Educational Resources Information Center

Turner, Jeannine

The City of Austin (Texas) provides funds for an educational initiative to involve minority high school students in water quality issues and to reduce the dropout rate through positive role model interaction with academically successful students. Principal program activities were testing river water for pollutants and tutoring at-risk students by…

Learning about Academic Ability and the College Drop-Out Decision. NBER Working Paper No. 14810

ERIC Educational Resources Information Center

Stinebrickner, Todd R.; Stinebrickner, Ralph

2009-01-01

We use unique data to examine how college students from low income families form expectations about academic ability and to examine the role that learning about ability and a variety of other factors play in the college drop-out decision. From the standpoint of satisfying a central implication from the theory of drop-out, we find that…

[How medical students perform academically by admission types?].

PubMed

Kim, Se-Hoon; Lee, Keumho; Hur, Yera; Kim, Ji-Ha

2013-09-01

Despite the importance of selecting students whom are capable for medical education and to become a good doctor, not enough studies have been done in the category. This study focused on analysing the medical students' academic performance (grade point average, GPA) differences, flunk and dropout rates by admission types. From 2004 to 2010, we gathered 369 Konyang University College of Medicine's students admission data and analyzed the differences between admission method and academic achievement, differences in failure and dropout rates. Analysis of variance (ANOVA), ordinary least square, and logistic regression were used. The rolling students showed higher academic achievement from year 1 to 3 than regular students (p < 0.01). Using admission type variable as control variable in multiple regression model similar results were shown. But unlike the results of ANOVA, GPA differences by admission types were shown not only in lower academic years but also in year 6 (p < 0.01). From the regression analysis of flunk and dropout rate by admission types, regular admission type students showed higher drop out rate than the rolling ones which demonstrates admission types gives significant effect on flunk or dropout rates in medical students (p < 0.01). The rolling admissions type students tend to show lower flunk rate and dropout rates and perform better academically. This implies selecting students primarily by Korean College Scholastic Ability Test does not guarantee their academic success in medical education. Thus we suggest a more in-depth comprehensive method of selecting students that are appropriate to individual medical school's educational goal.

Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement

PubMed Central

GLENNIE, ELIZABETH; BONNEAU, KARA; VANDELLEN, MICHELLE; DODGE, KENNETH A.

2013-01-01

Background/Context Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. Purpose/Objective/Focus This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Research Design Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time—that is, between one year’s achievement and the subsequent year’s dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. Findings/Results This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase. Conclusions/recommendations Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school’s performance composite include scores of zero on end-of-grade tests for those who leave school. PMID:24013958

AN EVALUATION OF ILLINOIS POST-HIGH SCHOOL EDUCATIONAL PROGRAMS IN AGRICULTURE.

ERIC Educational Resources Information Center

WOOD, EUGENE S.

THE MAJOR OBJECTIVE OF THIS STUDY WAS TO ANALYZE THE INFLUENCE OF FIVE POST-HIGH SCHOOL AGRICULTURAL PROGRAMS ON STUDENTS AND TO DETERMINE THE SUCCESS OF THESE STUDENTS WHEN EMPLOYED. A TOTAL OF 183 FIRST-YEAR AND 38 SECOND-YEAR STUDENTS, 17 DROPOUTS OR TRANSFERS AND 26 GRADUATES WERE STUDIED. INFORMATION WAS COLLECTED FROM HIGH SCHOOL RECORDS AND…

Emotional variables, dropout and academic performance in Spanish nursing students.

PubMed

Roso-Bas, Fátima; Pades Jiménez, Antonia; García-Buades, Esther

2016-02-01

The dropout of university studies is a main concern in many countries, also for Health Sciences degrees. The reviews on dropout in all university degrees as well as nursing generally show multidimensional causes with factors related both to institutional and students' characteristics. Regarding the personal variables of students, researchers have focused on financial, family and personality features. Far less attention has been devoted to emotional variables. This study aims to explore whether individual variables of the emotional domain such as perceived emotional intelligence, dispositional optimism/pessimism and depressive rumination are related and/or can predict students' intention to dropout and academic performance. Using a cross-correlational approach, data were obtained from a sample of 144 nursing students. Students with a pessimistic disposition revealed a greater tendency to drop out. The remaining variables correlated significantly with pessimism but had no predictive value on dropout. Our results suggest that students with low levels of emotional clarity and repair and high depressive rumination have pessimistic expectations, so they are more likely to leave studies. No significant results were found in relation to academic performance. We conclude with an identification of strategies to increase retention and academic success. Copyright © 2015 Elsevier Ltd. All rights reserved.

Dependency among Alaskan Native School Dropouts: A Synthesis of Some Alaskan School Dropout Studies During the Academic Year 1972.

ERIC Educational Resources Information Center

Hanks, Gary Arlin

Characteristics and attitudes of Alaska Native high school dropouts were studied in an attempt to answer questions relative to: (1) parental influence; (2) dropout dependency; (3) parental dependency and its effect upon dropout students; (4) dependency as a major reason for dropping out. Data were synthesized from several studies concerned with…

Family Literacy Strategies: First Steps to Academic Success.

ERIC Educational Resources Information Center

Stegelin, Dolores A.

As part of a series exploring effective strategies for school improvement and dropout prevention, this monograph focuses on early childhood education and reading/writing programs, and compiles strategies to help families engage in meaningful literacy activities. The monograph describes and defines family literacy, provides a research basis for…

Service-Learning Mentoring for High School Transition and Student Leadership

ERIC Educational Resources Information Center

Sims, Cynthia

2010-01-01

In Illinois school districts, a service-learning mentoring program is being used to increase student retention and achievement by providing student-led social support for high school freshmen, as well as opportunities for student development, civic engagement and academic success. The National Dropout Prevention center/Network (NDPC/N) recommends…

Academic Risk Among Inner-City Adolescents: The Role of Personal Attributes

PubMed Central

Ripple, Carol H.; Luthar, Suniya S.

2012-01-01

In this 3-year prospective study, we explored antecedents of school-based adjustment among 134 inner-city high-school students. We examined the role of freshman-year risk and protective factors in relation to dropout status and senior-year adjustment indices among those who remained in school, including academic performance, psychological symptoms, and drug use. Although each single attribute included in this study has been linked to poor academic performance in previous investigations, the primary goal in this study was to determine which attributes were strongly related to academic problems when considered together. In addition, we sought to establish whether risk factors associated with dropout were the same as those that predicted academic problems among students who remained in school. Findings indicated that freshman-year attendance and demographic indices were most strongly predictive of dropout. Among adolescents who remained in school, freshman academic success was robustly linked to senior-year competence. Implications for identifying inner-city high-school students at high risk for academic problems are discussed. PMID:24839305

Youth at Risk for Truancy Detour into a Faith-Based Education Program: Their Perceptions of the Program and Its Impact

ERIC Educational Resources Information Center

Sinha, Jill Witmer

2007-01-01

Many minority adolescents in the United States today are at a high risk for truancy, dropout, and academic under-achievement. Truancy is related to a host of preceding and subsequent risks such as delinquency and limited vocational outcomes. Using participatory research methods, this federally funded, 10-month study assessed youths' perceptions of…

Authoritative school climate and high school dropout rates.

PubMed

Jia, Yuane; Konold, Timothy R; Cornell, Dewey

2016-06-01

This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high school dropout rates. Analyses controlled for school demographics of school enrollment size, percentage of low-income students, percentage of minority students, and urbanicity. Consistent with authoritative school climate theory, moderation analyses found that when students perceive their teachers as supportive, high academic expectations are associated with lower dropout rates. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Freshmen Dropouts

ERIC Educational Resources Information Center

Barr, Jim

2007-01-01

This study examines second-term and second-year persistence of 19,489 freshmen at American River College (ARC), a large, urban, public community college near Sacramento, California. Academic and non-academic characteristics are compared between first year dropouts and those students that enroll one year after the first fall term at ARC for two…

Relationships between Parenting Practices, Social Engagement, Academic Competency, and High School Dropout

ERIC Educational Resources Information Center

Bedrossian, Alfred

2017-01-01

The purpose of this study was to investigate the relationships between parenting practices, social engagement, academic competency, and high school dropout. The study revealed students whose parents practiced Reactive Communication along with students that exhibited Truancy and Disciplinary Issues were more likely to drop out. Conversely, students…

Discriminating Factors between Completers of and Dropouts from Online Learning Courses

ERIC Educational Resources Information Center

Lee, Youngju; Choi, Jaeho; Kim, Taehyun

2013-01-01

This study examined the differences between persistent and dropout students enrolled in an online course with five factors: support from family and work, academic locus of control, academic self-efficacy, time and environment management skills, and metacognitive self-regulation skills. Moreover, this study investigated the most significant factors…

Data-driven system to predict academic grades and dropout.

PubMed

Rovira, Sergi; Puertas, Eloi; Igual, Laura

2017-01-01

Nowadays, the role of a tutor is more important than ever to prevent students dropout and improve their academic performance. This work proposes a data-driven system to extract relevant information hidden in the student academic data and, thus, help tutors to offer their pupils a more proactive personal guidance. In particular, our system, based on machine learning techniques, makes predictions of dropout intention and courses grades of students, as well as personalized course recommendations. Moreover, we present different visualizations which help in the interpretation of the results. In the experimental validation, we show that the system obtains promising results with data from the degree studies in Law, Computer Science and Mathematics of the Universitat de Barcelona.

CareerStart: A Middle School Student Engagement and Academic Achievement Program

ERIC Educational Resources Information Center

Orthner, Dennis K.; Akos, Patrick; Rose, Roderick; Jones-Sanpei, Hinckley; Mercado, Micaela; Woolley, Michael E.

2010-01-01

The school dropout rate in America is too high, especially for low-income students and those from nondominant racial or ethnic groups. For many students, the social-psychological and behavioral disengagement from school that leads to dropping out often begins in middle school. Research on early adolescents confirms that increasing the perceived…

High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

PubMed

Fall, Anna-Mária; Roberts, Greg

2012-08-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

Student Dropout Rates in Catalan Universities: Profile and Motives for Disengagement

ERIC Educational Resources Information Center

Gairín, Joaquín; Triado, Xavier M.; Feixas, Mònica; Figuera, Pilar; Aparicio-Chueca, Pilar; Torrado, Mercedes

2014-01-01

Data from over 21,600 students who left Catalan higher education institutions during the academic years 2000-2001 and 2001-2002 have been analysed in order to describe the academic and personal profiles of university dropouts. Additionally, a telephone survey and face-to-face interviews with a pilot group of leavers were conducted to gather…

Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting

ERIC Educational Resources Information Center

Iachini, Aidyn L.; Buettner, Cynthia; Anderson-Butcher, Dawn; Reno, Rebecca

2013-01-01

The purpose of this exploratory case study was to understand the academic disengagement and reengagement process from the perspective of students enrolled in a dropout recovery charter school. Specifically, this study focused on students' perceptions of the factors that influenced their lack of success in the traditional school setting, the…

Data-driven system to predict academic grades and dropout

PubMed Central

Rovira, Sergi; Puertas, Eloi

2017-01-01

Nowadays, the role of a tutor is more important than ever to prevent students dropout and improve their academic performance. This work proposes a data-driven system to extract relevant information hidden in the student academic data and, thus, help tutors to offer their pupils a more proactive personal guidance. In particular, our system, based on machine learning techniques, makes predictions of dropout intention and courses grades of students, as well as personalized course recommendations. Moreover, we present different visualizations which help in the interpretation of the results. In the experimental validation, we show that the system obtains promising results with data from the degree studies in Law, Computer Science and Mathematics of the Universitat de Barcelona. PMID:28196078

Dealing with Academic, Social, and Emotional Problems.

ERIC Educational Resources Information Center

Mahan, Guy; Johnson, Charles

1983-01-01

A study of over 100 dropouts from schools in the western suburbs of Chicago (Illinois) permitted researchers to develop this descriptive overview of the school experiences and family situations typical among dropouts and to offer suggestions for helping potential dropouts stay in school and adjust successfully. (PGD)

Participant recruitment and retention in a pilot program to prevent weight gain in low-income overweight and obese mothers.

PubMed

Chang, Mei-Wei; Brown, Roger; Nitzke, Susan

2009-11-21

Recruitment and retention are key functions for programs promoting nutrition and other lifestyle behavioral changes in low-income populations. This paper describes strategies for recruitment and retention and presents predictors of early (two-month post intervention) and late (eight-month post intervention) dropout (non retention) and overall retention among young, low-income overweight and obese mothers participating in a community-based randomized pilot trial called Mothers In Motion. Low-income overweight and obese African American and white mothers ages 18 to 34 were recruited from the Special Supplemental Nutrition Program for Women, Infants, and Children in southern Michigan. Participants (n = 129) were randomly assigned to an intervention (n = 64) or control (n = 65) group according to a stratification procedure to equalize representation in two racial groups (African American and white) and three body mass index categories (25.0-29.9 kg/m(2), 30.0-34.9 kg/m(2), and 35.0-39.9 kg/m(2)). The 10-week theory-based culturally sensitive intervention focused on healthy eating, physical activity, and stress management messages that were delivered via an interactive DVD and reinforced by five peer-support group teleconferences. Forward stepwise multiple logistic regression was performed to examine whether dietary fat, fruit and vegetable intake behaviors, physical activity, perceived stress, positive and negative affect, depression, and race predicted dropout as data were collected two-month and eight-month after the active intervention phase. Trained personnel were successful in recruiting subjects. Increased level of depression was a predictor of early dropout (odds ratio = 1.04; 95% CI = 1.00, 1.08; p = 0.03). Greater stress predicted late dropout (odds ratio = 0.20; 95% CI = 0.00, 0.37; p = 0.01). Dietary fat, fruit, and vegetable intake behaviors, physical activity, positive and negative affect, and race were not associated with either early or late dropout. Less negative affect was a marginal predictor of participant retention (odds ratio = 0.57; 95% CI = 0.31, 1.03; p = 0.06). Dropout rates in this study were higher for participants who reported higher levels of depression and stress. Current Controlled Trials NCT00944060.

School and the Co-Construction of Dropout

ERIC Educational Resources Information Center

Brown, Tara M.; Rodriguez, Louie F.

2009-01-01

Only about half of Latino, Black and Native American students graduate from high school. Much of the research explains school dropout using statistical relationships between dropout rates and a variety of "risk factors" attributed to students, like income, race/ethnicity, academic achievement and behaviors and attitudes. In contrast, this study…

Dropout Proneness in Appalachia. Research Series 3.

ERIC Educational Resources Information Center

Mink, Oscar G.; Barker, Laurence W.

Two aids used in the identification of potential dropouts are examined. The Mink Scale (a teacher-rated scale) is based on classification of social, psychological, and educational forces related to dropout proneness: (1) academic ability and performance, (2) negative identification with education, (3) family and socioeconomic status, and (4)…

Preventing School Dropout with Secondary Students: The Implementation of an Individualized Reading Intervention and Dropout Prevention Intervention

ERIC Educational Resources Information Center

Roberts, Greg; Vaughn, Sharon; Fall, Anna-Mária; Vaughn, Michael

2013-01-01

Students transitioning from middle school to high school face a range of academic and social challenges. Academic content is more diverse and challenging, and its delivery is increasingly text based, requiring competence in literacy and problem-solving skill areas. Students entering 9th grade often struggle to find an appropriate peer group and…

Completing the Three Stages of Doctoral Education: An Event History Analysis

ERIC Educational Resources Information Center

Ampaw, Frim D.; Jaeger, Audrey J.

2012-01-01

Doctoral programs have high dropout rates of 43% representing the highest among all post-baccalaureate programs. Cross sectional studies of doctoral students' retention have showed the importance of financial aid in predicting degree completion. These studies however, do not estimate the labor market's effect on doctoral student retention and…

A Cost-Benefit Analysis of the National Guard Youth ChalleNGe Program. Technical Report

ERIC Educational Resources Information Center

Perez-Arce, Francisco; Constant, Louay; Loughran, David S.; Karoly, Lynn A.

2012-01-01

Decades of research show that high school dropouts are more likely than graduates to commit crimes, abuse drugs and alcohol, have children out of wedlock, earn low wages, be unemployed, and suffer from poor health. The ChalleNGe program, currently operating in 27 states, is a residential program coupled with post-residential mentoring that seeks…

Student Drop-Out from German Higher Education Institutions

ERIC Educational Resources Information Center

Heublein, Ulrich

2014-01-01

28% of students of any one year currently give up their studies in bachelor degree programmes at German higher education institutions. Drop-out is to be understood as the definite termination in the higher education system without obtaining an academic degree. The drop-out rate is thereby calculated with the help of statistical estimation…

Addressing Dropout Related Factors at the Local Level: Recommendations for Teachers

ERIC Educational Resources Information Center

Smith, Sandra Covington

2008-01-01

As educators and practitioners continue to seek effective interventions to prevent dropout, they must focus on identifying, monitoring, and addressing risk factors that are influenced by teachers (e.g., academic performance, peer and adult interactions, attendance, and behavior). As a result, teachers' roles in dropout prevention are critical.…

A Systematic Review of Dropout from Organized Sport among Children and Youth

ERIC Educational Resources Information Center

Crane, Jeff; Temple, Viviene

2015-01-01

Leisure constraints theory was used as a framework to systematically review factors associated with dropout of organized sport among children and adolescents. Keyword searches for the population, context and construct of interest (i.e. dropout) identified articles from the entire contents of the following databases: Academic Search Complete, ERIC,…

When and Why Dropouts Leave High School

ERIC Educational Resources Information Center

Stearns, Elizabeth; Glennie, Elizabeth J.

2006-01-01

Teens may leave school because of academic failure, disciplinary problems, or employment opportunities. In this article, the authors test whether the reasons dropouts leave school differ by grade level and age. We compare dropout rates and reasons across grade levels and ages for all high school students, ethnic groups, and gender groups. Across…

Pupil Performance, Absenteeism and School Drop-out: A Multi-dimensional Analysis.

ERIC Educational Resources Information Center

Smyht, Emer

1999-01-01

Assesses whether second-level schools in Ireland are equally effective regarding examination performance, absenteeism, and potential dropouts, using multivariate analyses of data from 15- and 16-year-olds in 116 schools. Absenteeism and potential dropout rates are lower in schools that enhance pupils' academic progress. (Contains 22 references.)…

Adolescent use of school-based health centers and high school dropout.

PubMed

Kerns, Suzanne E U; Pullmann, Michael D; Walker, Sarah Cusworth; Lyon, Aaron R; Cosgrove, T J; Bruns, Eric J

2011-07-01

To determine the association between use of school-based health centers (SBHCs) and school dropout. Quasi-experimental longitudinal analysis of a retrospective student cohort, with SBHC use as the independent variable. We statistically controlled for dropout risk and used propensity score regression adjustment to control for several factors associated with SBHC use. Integrated database from an urban public school district (academic outcomes) and department of public health (SBHC use). District-enrolled students in their first semester of ninth grade in 2005 (N = 3334), followed up through their anticipated on-time graduation semester of 12th grade in 2009. Students were divided into 4 groups: never used (47%); low use (23%); moderate use (20%); and high users (10%). Time to nongraduation (described as dropout). Low to moderate SBHC use (0.125-2.5 visits per semester) was associated with a 33% reduction in dropout compared with non-SBHC users. The high-use group (>2.5 visits per semester) did not have dropout rates that differed from nonusers. For SBHC users who did drop out, dropout occurred approximately 1 semester later than nonusers. Exploratory analyses revealed that the association between SBHC use and prevention of dropout was greatest for higher-risk students. This study found an association between low to moderate SBHC use and reductions in dropout for high school students in an urban school district, especially for students at higher risk for dropout. This study supports the theory that benefits of SBHCs extend beyond managing physical and mental health needs to include academic outcomes.

The Impact of a School-Based Enterprise Program on the Achievement and Behavior of Special Education Students Attending High Schools in South Carolina

ERIC Educational Resources Information Center

Pilot, Grover Cleve

2011-01-01

Our nation's K-12 schools are faced with numerous critical challenges that affect student achievement and consequently impact society. Key challenges, such as elevating academic achievement, meeting state and No Child Left Behind (NCLB) standards, high dropout rates, at-risk students, parental involvement, and the recruitment and retention of…

Academic Fatalism: Applying Durkheim's Fatalistic Suicide Typology to Student Drop-Out and the Climate of Higher Education

ERIC Educational Resources Information Center

Godor, Brian P.

2017-01-01

Student drop-out remains a critical issue facing educational professionals. For higher education, the vast research in the past 40 years has been influenced by the work of Tinto and his model of student persistence. In this model are several elements that have proven to sharpen the focus of student drop-out research such as the concept of…

A Study of the Contributing Factors Relating to Why American Indian Students Drop Out of Or Graduate from Educational Programs at the University of North Dakota.

ERIC Educational Resources Information Center

Jeanotte, Leigh D.

Undergraduate American Indians who enrolled at the University of North Dakota for academic years 1970-1979 were surveyed to determine factors contributing to attrition and retention. The final sample included 116 students, 71 dropouts and 45 graduates. A questionnaire and two information forms were designed to obtain information on biographical,…

Explaining Variability in High School Students' Access to and Enrollment in Career Academies and Career Theme Clusters in Florida: Multi-Level Analyses of Student and School Factors

ERIC Educational Resources Information Center

Evan, Aimee J.; Burden, Frances F.; Gheen, Margaret H.; Smerdon, Becky A.

2013-01-01

Career academies have been effective in reducing the high school dropout rates and increasing academic course taking and course credit accumulation among students (Kemple & Willner, 2008; Kemple & Snipes, 2000). However, not all students have access to career academy programs as they are not universally implemented across the state of…

High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout☆

PubMed Central

Fall, Anna-Mária; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002–2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students’ self-perceptions (perception of control and identification with school), which in turn predict students’ academic and behavioral engagement, and academic achievement. Further, students’ academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. PMID:22153483

Medical School Attrition-Beyond the Statistics A Ten Year Retrospective Study

PubMed Central

2013-01-01

Background Medical school attrition is important - securing a place in medical school is difficult and a high attrition rate can affect the academic reputation of a medical school and staff morale. More important, however, are the personal consequences of dropout for the student. The aims of our study were to examine factors associated with attrition over a ten-year period (2001–2011) and to study the personal effects of dropout on individual students. Methods The study included quantitative analysis of completed cohorts and qualitative analysis of ten-year data. Data were collected from individual student files, examination and admission records, exit interviews and staff interviews. Statistical analysis was carried out on five successive completed cohorts. Qualitative data from student files was transcribed and independently analysed by three authors. Data was coded and categorized and key themes were identified. Results Overall attrition rate was 5.7% (45/779) in 6 completed cohorts when students who transferred to other medical courses were excluded. Students from Kuwait and United Arab Emirates had the highest dropout rate (RR = 5.70, 95% Confidence Intervals 2.65 to 12.27;p < 0.0001) compared to Irish and EU students combined. North American students had a higher dropout rate than Irish and EU students; RR = 2.68 (1.09 to 6.58;p = 0.027) but this was not significant when transfers were excluded (RR = 1.32(0.38, 4.62);p = 0.75). Male students were more likely to dropout than females (RR 1.70, .93 to 3.11) but this was not significant (p = 0.079). Absenteeism was documented in 30% of students, academic difficulty in 55.7%, social isolation in 20%, and psychological morbidity in 40% (higher than other studies). Qualitative analysis revealed recurrent themes of isolation, failure, and despair. Student Welfare services were only accessed by one-third of dropout students. Conclusions While dropout is often multifactorial, certain red flag signals may alert us to risk of dropout including non-EU origin, academic struggling, absenteeism, social isolation, depression and leave of absence. Psychological morbidity amongst dropout students is high and Student Welfare services should be actively promoted. Absenteeism should prompt early intervention. Behind every dropout statistic lies a personal story. All medical schools have a duty of care to support students who leave the medical programme. PMID:23363547

Medical school attrition-beyond the statistics a ten year retrospective study.

PubMed

Maher, Bridget M; Hynes, Helen; Sweeney, Catherine; Khashan, Ali S; O'Rourke, Margaret; Doran, Kieran; Harris, Anne; Flynn, Siun O'

2013-01-31

Medical school attrition is important--securing a place in medical school is difficult and a high attrition rate can affect the academic reputation of a medical school and staff morale. More important, however, are the personal consequences of dropout for the student. The aims of our study were to examine factors associated with attrition over a ten-year period (2001-2011) and to study the personal effects of dropout on individual students. The study included quantitative analysis of completed cohorts and qualitative analysis of ten-year data. Data were collected from individual student files, examination and admission records, exit interviews and staff interviews. Statistical analysis was carried out on five successive completed cohorts. Qualitative data from student files was transcribed and independently analysed by three authors. Data was coded and categorized and key themes were identified. Overall attrition rate was 5.7% (45/779) in 6 completed cohorts when students who transferred to other medical courses were excluded. Students from Kuwait and United Arab Emirates had the highest dropout rate (RR = 5.70, 95% Confidence Intervals 2.65 to 12.27;p < 0.0001) compared to Irish and EU students combined. North American students had a higher dropout rate than Irish and EU students; RR = 2.68 (1.09 to 6.58;p = 0.027) but this was not significant when transfers were excluded (RR = 1.32(0.38, 4.62);p = 0.75). Male students were more likely to dropout than females (RR 1.70, .93 to 3.11) but this was not significant (p = 0.079).Absenteeism was documented in 30% of students, academic difficulty in 55.7%, social isolation in 20%, and psychological morbidity in 40% (higher than other studies). Qualitative analysis revealed recurrent themes of isolation, failure, and despair. Student Welfare services were only accessed by one-third of dropout students. While dropout is often multifactorial, certain red flag signals may alert us to risk of dropout including non-EU origin, academic struggling, absenteeism, social isolation, depression and leave of absence. Psychological morbidity amongst dropout students is high and Student Welfare services should be actively promoted. Absenteeism should prompt early intervention. Behind every dropout statistic lies a personal story. All medical schools have a duty of care to support students who leave the medical programme.

A Drop-Out Prevention Program for High-Risk Inner-City Youth

ERIC Educational Resources Information Center

Lever, Nancy; Sander, Mark A.; Lombardo, Sylvie; Randall, Camille; Axelrod, Jennifer; Rubenstein, Michelle; Weist, Mark D.

2004-01-01

Inner-city youth are at high risk for dropping out of high school. Within this article, risk factors associated with dropout and strategies for effective prevention and intervention are reviewed. An example of a school-based drop-out prevention program is highlighted. The FUTURES Program is a school-based drop-out prevention program designed to…

The Comprehensive Dropout Prevention Plan.

ERIC Educational Resources Information Center

Broward County School Board, Fort Lauderdale, FL.

The Comprehensive Dropout Prevention Plan utilizes the resources of Broward County public schools and the community for dropout prevention. A matrix of dropout prevention options has been assembled from both existing programs and from new program designs. General components of the plan include the following: (1) dropout retrieval activities; (2)…

Dropout Factories and the Vaccination Approach: The Impact of the Dropout Rate on the Economy and the Need for Effective Literacy Instruction

ERIC Educational Resources Information Center

Carlson, Carolyn L.

2014-01-01

Almost seven thousand students drop out of high school every day. Without strong literacy skills, students are less likely to experience academic success and more likely to drop out. This has a negative impact not only on those students, but on the economy. If the dropouts from the Class of 2011 had graduated, the nation's economy would have…

Scholarships for scientific initiation encourage post-graduation degree.

PubMed

Pinto, Gabriela S; Nascimento, Gustavo G; Mendes, Matheus S; Ogliari, Fabrício A; Demarco, Flávio F; Correa, Marcos B

2014-01-01

This study aimed to evaluate the factors associated with the decision to attend an academic post-graduation program by dental students. A cross-sectional study was conducted in 2012, last-year undergraduate students from Dental Schools of Southern Brazil. A closed questionnaire was applied including questions grouped in three different blocks: pre-graduate, undergraduate period and future perspectives. The outcome was the decision to pursuit an academic post-graduation degree. Associations were tested using chi-squared test and chi-squared test for linear trends when appropriate. Multivariate Poisson regression was also performed. The sample was composed by 671 students (response rate of 69.9%, n=467). In relation to future perspectives, 68% of the interviewed students intended to attend a post-graduation program, but only 17.5% would choose a program with academic and research post-graduation program (Master and PhD programs). In the final model, students from public universities (PR 2.08, 95%CI 1.41-3.08) and students that received scientific initiation scholarship (PR 1.93 95%CI 1.14-3.27) presented a twice greater prevalence to seek academic post-graduate programs. Students with higher family incomes showed a lower prevalence to seek these programs (PR 0.50, 95%IC 0.28-0.90). Scholarships seem to encourage undergraduate students to pursue stricto sensu post-graduation.

Alternative Schools and Programs, Iowa. "Reaching Out to Help People." 1983-84 State Directory.

ERIC Educational Resources Information Center

Morley, Raymond E.; Clay, Helen I.

This directory was developed in response to requests for information on alternative programs for dropouts and potential dropouts. The scope of the dropout problem in Iowa is defined. Presented are definitions of dropout prevention alternative programs as well as a detailed account of useful prevention approaches. The directory includes needs…

Testing the Effectiveness of a Career Education Program for Potential Dropouts.

ERIC Educational Resources Information Center

Schmidt, Wesley I.; Dykeman, Bruce F.

1979-01-01

Using a randomized two group pre-test/post-test research design, the study found that (1) significant results occurred on those variables measuring levels of vocational maturity, days of school attendance, and numbers of disciplinary referrals and (2) non-significant results occurred on those variables measuring proportions of students dropping…

New Hampshire's Multi-Tiered Approach to Dropout Prevention. Snapshot: New Hampshire

ERIC Educational Resources Information Center

National High School Center, 2007

2007-01-01

Many states and districts across the country struggle with designing and implementing coherent dropout prevention initiatives that promote academic advancement, especially for special needs students, who drop out at much higher rates than the general student population. This "snapshot" describes New Hampshire's innovative use of data…

Addition by Subtraction: The Relation between Dropout Rates and School-Level Academic Achievement

ERIC Educational Resources Information Center

Glennie, Elizabeth; Bonneau, Kara; vanDellen, Michelle; Dodge, Kenneth A.

2012-01-01

Background/Context: Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding…

Dropout Prevention Programs That Work.

ERIC Educational Resources Information Center

O'Connor, Patrick

1985-01-01

Spurred by a national dropout rate of 25 percent, educators are examining causes of leaving school early, identifying high risk students, and devising student retention programs. This paper profiles the potential dropout, describes 10 characteristics of effective student retention programs, and describes three exemplary programs in Colorado,…

Quality of life and stress factors for veterinary medical students.

PubMed

Strand, Elizabeth B; Zaparanick, Tracy L; Brace, James J

2005-01-01

Psychological distress has been shown to affect the academic success, health, emotional well-being, and dropout rates of medical students. Although it can be assumed that stress has similar effects on veterinary students, there is a paucity of research pertaining to the psychological stressors and coping strategies of this group. This article focuses on selected non-academic areas (as identified through a survey of currently enrolled students) that can create significant stressors for veterinary students. Also assessed and discussed here are poor coping strategies (e.g., substance abuse) and gender differences in perceived stressors and coping strategies that emerged from the survey. Results suggest the need for veterinary programs to integrate academic and professional skills instruction with personal life balance training and access to psychological services.

Meta-analysis of Dropout in Treatments for Post-traumatic Stress Disorder

PubMed Central

Imel, Zac E.; Laska, Kevin; Jakcupcak, Matthew; Simpson, Tracy L.

2013-01-01

Objective Many patients dropout of treatments for Post-traumatic stress disorder (PTSD) and some clinicians believe that ‘trauma focused’ treatments increase dropout. Method We conducted a meta-analysis of dropout among active treatments in clinical trials for PTSD (42 studies; 17 direct comparisons). Results The average dropout rate was 18%, but it varied significantly across studies. Group modality and greater number of sessions, but not trauma focus, predicted increased dropout. When the meta-analysis was restricted to direct comparisons of active treatments, there were no differences in dropout. Differences in trauma focus between treatments in the same study did not predict dropout. However, trauma focused treatments resulted in higher dropout as compared to Present Centered Therapy (PCT) – a treatment originally designed as a control, but now listed as a research supported intervention for PTSD. Conclusion Dropout varies between active interventions for PTSD across studies, but differences are primarily driven by differences between studies. There do not appear to be systematic differences across active interventions when they are directly compared in the same study. The degree of clinical attention placed on the traumatic event does not appear to be a primary cause of dropout from active treatments. However comparisons of PCT may be an exception to this general pattern, perhaps due to a restriction of variability in trauma focus among comparisons of active treatments. More research is needed comparing trauma focused interventions to trauma avoidant treatments such as PCT. PMID:23339535

Perspectives and Practices of Academics and Students of English Language Teaching Post-Graduate Programs within the Mediation Theory

ERIC Educational Resources Information Center

Asmali, Mehmet

2018-01-01

Due to unsatisfactory number of researches investigating ELT post-graduate programs, and perceptions of academics and students in these programs regarding mediation theory of Feuerstein, this study attempted to investigate the aspects of this theory in doctorate and master programs in ELT department of a state university. Methodologically, this…

Attendance Improvement and Dropout Prevention (AIDP) Demonstration and Replication Program 1989. OREA Evaluation Section Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

Each of the 1989 dropout prevention programs funded under the New York City Attendance Improvement Dropout Prevention (AIDP) Demonstration and Replication Program was successful in meeting some of its objectives, and all of the programs were viewed as valuable by principals and teachers. The program encourages the design and implementation of…

Changing Teacher Preparation for California's Changing Secondary Schools

ERIC Educational Resources Information Center

Farnan, Nancy; Hudis, Paula M.; LaPlante, Arlene

2014-01-01

In this article, the authors describe how one group of California teacher educators has responded to the call for high school dropout rates with new thinking and action in regard to making teacher preparation a key strategy for reducing the dropout rates, raising student academic achievement, and eliminating the pervasive inequities in learning…

Authoritative School Climate and High School Dropout Rates

ERIC Educational Resources Information Center

Jia, Yuane; Konold, Timothy R.; Cornell, Dewey

2016-01-01

This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high…

Phenomenological Analysis of the Experiences of Underprepared College Students Who Persist

ERIC Educational Resources Information Center

Larsen, Mary Jo

2016-01-01

This study examined the experiences of six college participants who entered college with many risk-factors for drop-out, but who persisted to graduation. The present research was conducted at a private, liberal arts university. All participants possessed multiple risk factors for drop-out including low high school academic performance,…

A Study of Secondary School Principals' Leadership Styles and School Dropout Rates

ERIC Educational Resources Information Center

Baggerly-Hinojosa, Barbara

2012-01-01

This study examined the relationship between the leadership styles of secondary school principals, measured by the self-report "Multifactor Leadership Questionnaire 5X short" (Bass & Avolio, 2000) and the school's dropout rates, as reported by the Texas Education Agency in the Academic Excellence Indicator System (AEIS) report while…

Psychological Treatment as Part of Dropout Prevention: An Israeli Program

ERIC Educational Resources Information Center

Schwartz, Hava; Hain, Rebecca

2014-01-01

This article reports on the integration of psychotherapy in a comprehensive dropout prevention program developed at the Dean of Students' office of Ben-Gurion University of the Negev in Israel. The program's psychologists conducted psychotherapy with a subset of dropout prevention program participants who had reacted with emotional turmoil to the…

Predicting Performance in Higher Education Using Proximal Predictors.

PubMed

Niessen, A Susan M; Meijer, Rob R; Tendeiro, Jorge N

2016-01-01

We studied the validity of two methods for predicting academic performance and student-program fit that were proximal to important study criteria. Applicants to an undergraduate psychology program participated in a selection procedure containing a trial-studying test based on a work sample approach, and specific skills tests in English and math. Test scores were used to predict academic achievement and progress after the first year, achievement in specific course types, enrollment, and dropout after the first year. All tests showed positive significant correlations with the criteria. The trial-studying test was consistently the best predictor in the admission procedure. We found no significant differences between the predictive validity of the trial-studying test and prior educational performance, and substantial shared explained variance between the two predictors. Only applicants with lower trial-studying scores were significantly less likely to enroll in the program. In conclusion, the trial-studying test yielded predictive validities similar to that of prior educational performance and possibly enabled self-selection. In admissions aimed at student-program fit, or in admissions in which past educational performance is difficult to use, a trial-studying test is a good instrument to predict academic performance.

Dropping Out of School. State Programs in Dropout Prevention.

ERIC Educational Resources Information Center

Sherman, Joel D.; Levine, Andrea B.

This document discusses state initiatives to address the dropout problem by presenting an overview of programmatic strategies states are using to meet the needs of dropout-prone youth and school dropouts and strategies to finance these efforts. It provides a framework for understanding current state programs and then presents an overview of…

Academic Disidentification, Race, and High School Dropouts

ERIC Educational Resources Information Center

Griffin, Bryan W.

2002-01-01

An important predictor of whether students remain in school or withdraw is their ability to identify with academics. Consistent with Ogbu's (1992) cultural inversion and Steele's (1992) stereotype threat hypotheses, research has shown that Black and Hispanic students tend to demonstrate higher levels of academic disidentification relative to Asian…

Effective Dropout Prevention and College Attendance Programs for Latino Students.

ERIC Educational Resources Information Center

Fashola, Olatokunbo S.; Slavin, Robert E.

This paper reviews research related to effective secondary school programs aimed at dropout prevention and increasing college enrollment rates for at-risk Latino youth. The review identifies programs that have demonstrated a significant impact on dropout rates, college attendance, school performance, or related outcomes in rigorous evaluations;…

Baseline Motivation Type as a Predictor of Dropout in a Healthy Eating Text Messaging Program.

PubMed

Coa, Kisha; Patrick, Heather

2016-09-29

Growing evidence suggests that text messaging programs are effective in facilitating health behavior change. However, high dropout rates limit the potential effectiveness of these programs. This paper describes patterns of early dropout in the HealthyYou text (HYTxt) program, with a focus on the impact of baseline motivation quality on dropout, as characterized by Self-Determination Theory (SDT). This analysis included 193 users of HYTxt, a diet and physical activity text messaging intervention developed by the US National Cancer Institute. Descriptive statistics were computed, and logistic regression models were run to examine the association between baseline motivation type and early program dropout. Overall, 43.0% (83/193) of users dropped out of the program; of these, 65.1% (54/83; 28.0% of all users) did so within the first 2 weeks. Users with higher autonomous motivation had significantly lower odds of dropping out within the first 2 weeks. A one unit increase in autonomous motivation was associated with lower odds (odds ratio 0.44, 95% CI 0.24-0.81) of early dropout, which persisted after adjusting for level of controlled motivation. Applying SDT-based strategies to enhance autonomous motivation might reduce early dropout rates, which can improve program exposure and effectiveness.

Analysis of Student Activity in Web-Supported Courses as a Tool for Predicting Dropout

ERIC Educational Resources Information Center

Cohen, Anat

2017-01-01

Persistence in learning processes is perceived as a central value; therefore, dropouts from studies are a prime concern for educators. This study focuses on the quantitative analysis of data accumulated on 362 students in three academic course website log files in the disciplines of mathematics and statistics, in order to examine whether student…

America's Promise Alliance: 10 Indicators of Academic Achievement and Youth Success

ERIC Educational Resources Information Center

Gifford, Beth; Evans, Kelly; Berlin, Lisa; Bai, Yu

2011-01-01

Approximately one quarter of U.S. students do not graduate from high school with their peers. Failing to complete high school severely limits opportunities for employment and future financial stability. High school dropouts earn lower wages through their lifetime and work for fewer years. The costs to society of high school dropouts are also high…

So Close, yet So Far Away: Early vs. Late Dropouts

ERIC Educational Resources Information Center

Ma, Yanli; Cragg, Kristina M.

2013-01-01

While some students drop out early in their academic career, others drop out close to completion. What similarities and differences exist between these early and late dropouts? Using a sample 3,520 first-time, full-time (FTFT) students seeking a bachelor's degree at a state university, this study employs multinomial logistic regression to model…

Re-Engaging School Dropouts with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Wilkins, Julia; Bost, Loujeania Williams

2015-01-01

Students with emotional and behavioral disorders have the highest dropout rates of any student group--about 40%. The outcomes for students who drop out of school are dire but are particularly bleak for students with poor academic, interpersonal, and decision-making skills. Helping students earn a high school diploma and gain the skills needed to…

A Mixed-Method Exploration of School Organizational and Social Relationship Factors That Influence Dropout-Decision Making in a Rural High School

ERIC Educational Resources Information Center

Farina, Andrea J.

2013-01-01

This explanatory mixed-method study explored the dropout phenomenon from an ecological perspective identifying the school organizational (academics, activities, structure) and social relationship (teachers, peers) factors that most significantly influence students' decisions to leave school prior to graduation at a rural high school in south…

Analysis of Subsequent Educational Decisions of High School Dropouts and Their Life Outcomes.

ERIC Educational Resources Information Center

Chan, Chi-Keung; Kato, Kentaro; Davenport, Ernest C., Jr.; Guven, Kamil

This study used data for a representative sample of 8th graders from the National Educational Longitudinal Study of 1988. The intent was to (1) compare student's dropout status with variables such as demographics, academic and economic factors, limited English proficiency status, and other risk factors of dropping out, (2) distinguish factors…

Development and Standardization of Inventory for Measuring Students' Integration into University Academic Culture

ERIC Educational Resources Information Center

Esomonu, Nkechi Patricia-Mary; Okeaba, James Uzoma

2016-01-01

The study developed and standardized an Inventory for measuring Students' Integration into University Academic Culture named Inventory for Students' Integration into University Academic Culture (ISIUAC). The increase in dropout rates, substance use, cultism and other deviant behaviours in Nigerian universities makes it necessary for one to ask the…

Selected determinants may account for dropout risks among medical students.

PubMed

Mørcke, Anne Mette; O'Neill, Lotte; Kjeldsen, Inge Trads; Eika, Berit

2012-09-01

The dropout level from the Danish medical schools is high, but we have only little insight into this problem. The purpose of this study was to qualify the ongoing discussions concerning dropout. In this retrospective cohort study, relevant variables were extracted from the established database of Aarhus University for the 639 students initiating medicine studies between 1 January 1999 and 31 December 2000. A multivariate pre-admission and post-admission model was examined. Of the 639 medical students, 20% dropped out. Most students dropped out during their first year. The type of admission exam was a strong predictor of dropout in the pre-admission model, whereas previous higher education protected against dropout. Obtaining leave was a very strong predictor of dropout in the post-admission model, whereas high grades protected against dropout. The dropout rate has been decreasing during the past decade. Young people considering studying medicine could be advised to choose natural science subjects in high school, and a number of research questions concerning preparedness for medical school are worth pursuing. Leave or very low grades during the first and second study years might serve as red flags to supervisors. Study research was funded by Aarhus University. Not relevant, register-based research with no biological human material cannot be notified to the Danish Committee System. The Danish Data Protection Agency allows schools to conduct anonymized, non-sensitive, educational analyses without notification.

Student Enrollment and Dropout: An Evaluation Study of DCSA Program at Bangladesh Open University

ERIC Educational Resources Information Center

Rashid, Mohammad Mamunur; Jahan, Monira; Islam, Md. Anwarul; Ratna, Meherin Munjarin

2015-01-01

The aim of this study is to investigate the present status of DCSA program focusing on student enrollment, dropout, and completion trends. The study tries to explore the factors that attract or pull students to enroll in the program and push them to dropout from the program. Secondary data analysis and interview are used to generate data of the…

Do High Stakes Tests Drive Up Student Dropout Rates? Myths versus Reality. Knowledge Brief.

ERIC Educational Resources Information Center

Rabinowitz, Stanley; Zimmerman, Joy; Sherman, Kerry

This report proposes that not enough good data or research has been done to settle the debate over whether testing affects high school dropout rates. Advocates argue that the threat of missing out on a diploma or of being retained motivates students to work harder, resulting in higher academic achievement. Critics argue that failing a high school…

THE DROPOUTS DID COME BACK, A SPECIAL SUMMER GUIDANCE SCHOOL PROGRAM.

ERIC Educational Resources Information Center

HICKMAN, RALPH D.

A SPECIAL SUMMER SCHOOL PROGRAM FOR 60 SELECTED HIGH SCHOOL DROPOUTS WAS CONDUCTED BY A COUNTY SCHOOLS OFFICE. A MAJOR PURPOSE WAS TO PREPARE THESE DROPOUTS, ATTITUDINALLY AND EDUCATIONALLY, TO REENTER A REGULAR SCHOOL PROGRAM. THE THREE COUNSELORS WERE ASSIGNED 20 STUDENTS EACH. THE STUDENTS WERE REQUIRED TO ATTEND DAILY CLASSES IN MATHEMATICS,…

Dropout Prevention: A Study of Prevention Programs Used by High Schools to Increase Graduation Rate

ERIC Educational Resources Information Center

Simmons, Christopher L.

2013-01-01

This mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy,…

The influence of different curriculum designs on students' dropout rate: a case study.

PubMed

Vergel, John; Quintero, Gustavo A; Isaza-Restrepo, Andrés; Ortiz-Fonseca, Martha; Latorre-Santos, Catalina; Pardo-Oviedo, Juan Mauricio

2018-12-01

The relationship between students' withdrawal and educational variables has generated a considerable number of publications. As the explosion of information in sciences and integration theories led to creating different curriculum designs, it has been assumed that differences among designs explain academic success and, therefore, students' retention. However, little attention has been given to examine explicitly how diverse designs influence dropout rates in practice, which questions if decisions to reform curricula are sufficiently informed. This article describes our curriculum reform, which exposes our former and current curriculum designs as having had dissimilar dropout percentages. Furthermore, we aimed to explore the influence of different curriculum designs on students' dropout rates. The conclusion is that dropout variations may be explained not only because of the curriculum design itself, but also because of the power relationship changes between teachers and students that brought out the design change. Consequently, more research is needed to fully understand the political implications of different curriculum designs and their influence on dropout rates.

The influence of different curriculum designs on students’ dropout rate: a case study

PubMed Central

Vergel, John; Quintero, Gustavo A.; Isaza-Restrepo, Andrés; Ortiz-Fonseca, Martha; Latorre-Santos, Catalina; Pardo-Oviedo, Juan Mauricio

2018-01-01

ABSTRACT The relationship between students’ withdrawal and educational variables has generated a considerable number of publications. As the explosion of information in sciences and integration theories led to creating different curriculum designs, it has been assumed that differences among designs explain academic success and, therefore, students’ retention. However, little attention has been given to examine explicitly how diverse designs influence dropout rates in practice, which questions if decisions to reform curricula are sufficiently informed. This article describes our curriculum reform, which exposes our former and current curriculum designs as having had dissimilar dropout percentages. Furthermore, we aimed to explore the influence of different curriculum designs on students’ dropout rates. The conclusion is that dropout variations may be explained not only because of the curriculum design itself, but also because of the power relationship changes between teachers and students that brought out the design change. Consequently, more research is needed to fully understand the political implications of different curriculum designs and their influence on dropout rates. PMID:29392996

Effect of simulator training on driving after stroke: a randomized controlled trial.

PubMed

Akinwuntan, A E; De Weerdt, W; Feys, H; Pauwels, J; Baten, G; Arno, P; Kiekens, C

2005-09-27

Neurologically impaired persons seem to benefit from driving-training programs, but there is no convincing evidence to support this notion. The authors therefore investigated the effect of simulator-based training on driving after stroke. Eighty-three first-ever subacute stroke patients entered a 5-week 15-hour training program in which they were randomly allocated to either an experimental (simulator-based training) or control (driving-related cognitive tasks) group. Performance in off-road evaluations and an on-road test were used to assess the driving ability of subjects pre- and post-training. Outcome of an official predriving assessment administered 6 to 9 months poststroke was also considered. Both groups significantly improved in a visual and many neuropsychological evaluations and in the on-road test after training. There were no significant differences between both groups in improvements from pre- to post-training except in the "road sign recognition test" in which the experimental subjects improved more. Significant improvements in the three-class decision ("fit to drive," "temporarily unfit to drive," and "unfit to drive") were found in favor of the experimental group post-training. Academic qualification and overall disability together determined subjects that benefited most from the simulator-based driving training. Significantly more experimental subjects (73%) than control subjects (42%) passed the follow-up official predriving assessment and were legally allowed to resume driving. Simulator-based driving training improved driving ability, especially for well educated and less disabled stroke patients. However, the findings of the study may have been modified as a result of the large number of dropouts and the possibility of some neurologic recovery unrelated to training.

Predictors of dropout in the German disease management program for type 2 diabetes.

PubMed

Fullerton, Birgit; Erler, Antje; Pöhlmann, Boris; Gerlach, Ferdinand M

2012-01-10

To improve and assess the effectiveness of disease management programs (DMPs), it is critical to understand how many people drop out of disease management programs and why. We used routine data provided by a statutory health insurance fund from the regions North Rhine, North Wurttemberg and Hesse. As part of the German DMP for type 2 diabetes, the insurance fund received regular documentation of all members participating in the program. We followed 10,989 patients who enrolled in the DMP between July 2004 and December 2005 until the end of 2007 to study how many patients dropped out of the program. Dropout was defined based on the discontinuation of program documentation on a particular patient, excluding situations in which the patient died or left the insurance fund. Predictors of dropout, assessed at the time of program enrolment, were explored using logistic regression analysis. 5.5% of the patients dropped out of the disease management program within the observation period. Predictors of dropout at the time of enrolment were: region; retirement status; the number of secondary diseases; presence of a disabling secondary disease; doctor's recommendations to stop smoking or to seek nutritional counselling; and the completion and outcome of the routine foot and eye exams. Different trends of dropout were observed among retired and employed patients: retired patients of old age, who possibly drop out of the program due to other health care priorities and employed people of younger age who have not yet developed many secondary diseases, but were recommended to change their lifestyle. Overall, dropout rates for the German disease management programs for type 2 diabetes were low compared to other studies. Factors assessed at the time of program enrolment were predictive of later dropout and should be further studied to provide information for future program improvements.

Piloting a Searchable Database of Dropout Prevention Programs in Nine Low-Income Urban School Districts in the Northeast and Islands Region. Issues & Answers. REL 2008-No. 046

ERIC Educational Resources Information Center

Myint-U, Athi; O'Donnell, Lydia; Osher, David; Petrosino, Anthony; Stueve, Ann

2008-01-01

Despite evidence that some dropout prevention programs have positive effects, whether districts in the region are using such evidence-based programs has not been documented. To generate and share knowledge on dropout programs and policies, this report details a project to create a searchable database with information on target audiences,…

The Atlanta Dropout Prevention Plan.

ERIC Educational Resources Information Center

Jonas, Edward D., Jr.

The Atlanta (Georgia) Public School System (APS) has many existing dropout prevention programs, but they have been operating primarily independently, with limited information sharing or coordination. In 1986 these programs were linked through the formation of the Atlanta Dropout Prevention Collaborative, which unites the public school system with…

Post graduate clinical placements: evaluating benefits and challenges with a mixed methods cross sectional design.

PubMed

Yiend, Jenny; Tracy, Derek K; Sreenan, Brian; Cardi, Valentina; Foulkes, Tina; Koutsantoni, Katerina; Kravariti, Eugenia; Tchanturia, Kate; Willmott, Lucy; Shergill, Sukhi; Reedy, Gabriel

2016-02-16

Systematic evaluations of clinical placements are rare, especially when offered alongside academic postgraduate courses. An evidence-based approach is important to allow pedagogically-driven provision, rather than that solely governed by opinion or market demand. Our evaluation assessed a voluntary clinical placement scheme allied to a mental health course. Data were collected over academic years 2010/11- 2013/14, from participating students (n = 20 to 58) and clinician supervisors (n = 10-12), using a mixed-methods cross-sectional design. Quantitative evaluation captured information on uptake, dropout, resource use, attitudes and experience, using standardized (the Placement Evaluation Questionnaire; the Scale To Assess the Therapeutic Relationship - Clinical version and the University of Toronto Placement Supervisor Evaluation) and bespoke questionnaires and audit data. Qualitative evaluation comprised two focus groups (5 clinicians, 5 students), to investigate attitudes, experience, perceived benefits, disadvantages and desired future developments. Data were analysed using framework analysis to identify a priori and emergent themes. High uptake (around 70 placements per annum), low dropout (2-3 students per annum; 5 %) and positive focus group comments suggested placements successfully provided added value and catered sufficiently to student demand. Students' responses confirmed that placements met expectations and the perception of benefit remained after completion with 70 % (n = 14) reporting an overall positive experience, 75 % (n = 15) reporting a pleasant learning experience, 60 % (n = 12) feeling that their clinical skills were enhanced and 85 % (n = 17) believing that it would benefit other students. Placements contributed the equivalent of seven full time unskilled posts per annum to local health care services. While qualitative data revealed perceived 'mutual benefit' for both students and clinicians, this was qualified by the inherent limitations of students' time and expertise. Areas for development included fostering learning around professionalism and students' confidence on placement. The addition of healthcare placements to academic postgraduate taught courses can improve their attractiveness to applicants, benefit healthcare services and enhance students' perception of their learning experiences. Well-positioned and supported placement learning opportunities could become a key differentiator for academic courses, over potential competitors. However, the actual implications for student employability and achievement remain to be established.

22 CFR 62.23 - College and university students.

Code of Federal Regulations, 2011 CFR

2011-04-01

... major field of study at the post-secondary accredited academic institution listed on his or her Form DS... while studying at a degree-granting post-secondary accredited academic institution or participating in a student internship program which fulfills the student's academic study. A student sponsored in this...

22 CFR 62.23 - College and university students.

Code of Federal Regulations, 2013 CFR

2013-04-01

... major field of study at the post-secondary accredited academic institution listed on his or her Form DS... while studying at a degree-granting post-secondary accredited academic institution or participating in a student internship program which fulfills the student's academic study. A student sponsored in this...

22 CFR 62.23 - College and university students.

Code of Federal Regulations, 2012 CFR

2012-04-01

... major field of study at the post-secondary accredited academic institution listed on his or her Form DS... while studying at a degree-granting post-secondary accredited academic institution or participating in a student internship program which fulfills the student's academic study. A student sponsored in this...

22 CFR 62.23 - College and university students.

Code of Federal Regulations, 2010 CFR

2010-04-01

... major field of study at the post-secondary accredited academic institution listed on his or her Form DS... while studying at a degree-granting post-secondary accredited academic institution or participating in a student internship program which fulfills the student's academic study. A student sponsored in this...

22 CFR 62.23 - College and university students.

Code of Federal Regulations, 2014 CFR

2014-04-01

... major field of study at the post-secondary accredited academic institution listed on his or her Form DS... while studying at a degree-granting post-secondary accredited academic institution or participating in a student internship program which fulfills the student's academic study. A student sponsored in this...

The Relation of Dropout Prevention Programs in West Virginia Schools to Dropout Rates and Principal Perceptions of Effectiveness

ERIC Educational Resources Information Center

Cline, Vicky Callison

2016-01-01

This study used non-experimental survey research to gather data on the kinds of dropout prevention programs in place in West Virginia high schools in 2014-15 and to evaluate their effectiveness based on possible relationships between principals' perceptions of the programs and graduation rates. The study focused on nine of 15 effective strategies…

Dropout Prevention and Intervention Programs: Effects on School Completion and Dropout among School-Aged Children and Youth. Campbell Systematic Reviews. 2011:8

ERIC Educational Resources Information Center

Wilson, Sandra Jo; Tanner-Smith, Emily E.; Lipsey, Mark W.; Steinka-Fry, Katarzyna; Morrison, Jan

2011-01-01

The objectives of this systematic review were to summarize the available evidence on the effects of prevention and intervention programs aimed at primary and secondary students for increasing school completion or reducing school dropout. The primary focus of the meta-analysis was to examine the comparative effectiveness of different programs and…

Effects of Identity Processing Styles on Academic Achievement of First Year University Students

ERIC Educational Resources Information Center

Seabi, Joseph; Payne, Jarrod

2013-01-01

Purpose: Academic achievement of first year university students in the international arena, as well as in South Africa, has been a point of concern for all stakeholders because of high failure and dropout rates. The purpose of this paper is to investigate the effects of identity processing styles on academic achievement in first year university…

Youth Exchanging with Seniors: Service + Education + Commitment. Preventing Rural School Dropouts.

ERIC Educational Resources Information Center

Stout, Betty; And Others

Texas ranks among the top 10 states for school dropouts with an annual dropout rate of about 30%. Some dropout prevention programs are incorporating community service components as a means to counter the alienation and low self-esteem frequently seen among dropouts and at-risk students. Significant adults other than school personnel provide youth…

Dropout Prevention. What Works Clearinghouse Topic Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2007

2007-01-01

Dropout prevention programs are school- and community-based initiatives that aim to keep students in school and encourage them to complete their high school education. To be included in the What Works Clearinghouse (WWC) review, programs have to operate within the United States and include dropout prevention as one of their primary objectives.…

School-Based Health Centers and Academic Success

ERIC Educational Resources Information Center

National Assembly on School-Based Health Care, 2012

2012-01-01

Poor academic outcomes and high dropout rates are major concerns of educators, policy makers, and parents alike--and poor health severely limits a child's motivation and ability to learn. Recent research confirms that "health disparities affect educational achievement". Improving students' health is integral to education reform.…

A Five-Year Follow-Up on the Role of Educational Support in Preventing Dropout From Upper Secondary Education in Finland.

PubMed

Hakkarainen, Airi M; Holopainen, Leena K; Savolainen, Hannu K

2015-01-01

In this longitudinal study, we investigated the role of word reading and mathematical difficulties measured in 9th grade as factors for receiving educational support for learning in upper secondary education in Grades 10 to 12 (from ages 16 to 19) and furthermore as predictors of dropout from upper secondary education within 5 years after compulsory education. In addition, we studied the role of school achievement in Grades 9 and 11 in this prediction. The participants of this study were members of one age group of 16-year-old ninth graders (N = 595, females 302, males 293) in a midsized Finnish city, who were followed for 5 years after completing compulsory education. The path model results, where the effects of gender, educational track, and SES were controlled, showed, first, that students with academic learning difficulties received educational support for learning particularly in the 11th grade. Second, academic learning difficulties directly affected school achievement in the 9th grade, but no longer in the 11th grade. Third, mathematical difficulties directly predicted dropout from upper secondary education, and difficulties in both word reading and mathematics had an indirect effect through school achievement in Grades 9 and 11 on dropout. © Hammill Institute on Disabilities 2013.

Drop-out and admission cancel rate among the students in a selected medical college.

PubMed

Wahed, F; Latif, S A; Mahamud, M M; Nessa, A; Hossain, M A; Sultana, S Z; Hossain, M B

2011-04-01

A record based descriptive type of study was carried out among the under-graduate students of Mymensingh Medical College from the session 1966-67 to 2006-07. The academic years were divided into four decades and admission was followed into three categories such as retained, cancellation and drop-out. Total number of the students was 5892. Among them 3848(65.30%) were male and 2044(34.69%) were female. Out of 5892 students drop-out was 282(4.78%) and admission cancel was 304(5.15%). It was also found that drop-out in male was 232(6.02%) and in female was 50(2.44%) and admission cancel in male was 266(5.87%) and in female was 78(3.81%). The difference was found statistically significant (p<0.001). It was observed that gradually the drop-out and admission cancel rate is decreasing from the very beginning to till now. It was also observed that all drop-out and admission cancellation were in first & second year students. There was no continuation of their class roll numbers in third year registration.

Predicting dropout using student- and school-level factors: An ecological perspective.

PubMed

Wood, Laura; Kiperman, Sarah; Esch, Rachel C; Leroux, Audrey J; Truscott, Stephen D

2017-03-01

High school dropout has been associated with negative outcomes, including increased rates of unemployment, incarceration, and mortality. Dropout rates vary significantly depending on individual and environmental factors. The purpose of our study was to use an ecological perspective to concurrently explore student- and school-level predictors associated with dropout for the purpose of better understanding how to prevent it. We used the Education Longitudinal Study of 2002 dataset. Participants included 14,106 sophomores across 684 public and private schools. We identified variables of interest based on previous research on dropout and implemented hierarchical generalized linear modeling. In the final model, significant student-level predictors included academic achievement, retention, sex, family socioeconomic status (SES), and extracurricular involvement. Significant school-level predictors included school SES and school size. Race/ethnicity, special education status, born in the United States, English as first language, school urbanicity, and school region did not significantly predict dropout after controlling for the aforementioned predictors. Implications for prevention and intervention efforts within a multitiered intervention model are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Treatment of the Aged Patients at a Large Cardiac Rehabilitation Center in the Southern Brazil and Some Aspects of Their Dropout from the Therapeutic Programs

PubMed Central

Nesello, Pietro Felice Tomazini; Tairova, Olga; Tairova, Maria; Graciolli, Lucas; Baroni, Allan; Comparsi, Eduardo; Marchi, Thiago De

2016-01-01

AIM: This paper aims to assess the dropout rate in different age groups through the example of the large cardiac rehabilitation centre affiliated with the Institute of Sports Medicine, University of Caxias do Sul. MATERIAL AND METHODS: A historic cohort study comprising the following groups: Non-Old < 65 (n = 141); Young-Old 65-74 (n = 128); and Middle-Old 75-84 years old (n = 57). The exercise program lasted 48 sessions and dropout was defined as attendance of 50% of sessions or less. Logistic binominal regression was performed to assess the risk of dropout. For all analyses, a two-tailed P value of < 0.05 was used. RESULTS: The total dropout rate was 38.6%. The Young-Old and Middle-Old groups showed lower dropouts compared to Non-Old patients (p = 0.01). Young-Old has 96% less risk for dropout compared to Non-Old group (adjusted odds ratios = 1.96 [1.16–3.29]). Furthermore, patients underwent the Coronary Artery Bypass Graft showed a lower rate of dropout (p = 0.001). The absence of CABG involved three times more risk of dropout (p = 0.001). CONCLUSION: The Non-Old and the Middle-Old patients showed higher dropout rates compared to Young-Old. To ensure the best possible rehabilitation and to improve patients´ participation in CR, these programs should be adjusted to the needs of patients in terms of their age. PMID:28028408

Treatment of the Aged Patients at a Large Cardiac Rehabilitation Center in the Southern Brazil and Some Aspects of Their Dropout from the Therapeutic Programs.

PubMed

Nesello, Pietro Felice Tomazini; Tairova, Olga; Tairova, Maria; Graciolli, Lucas; Baroni, Allan; Comparsi, Eduardo; Marchi, Thiago De

2016-12-15

This paper aims to assess the dropout rate in different age groups through the example of the large cardiac rehabilitation centre affiliated with the Institute of Sports Medicine, University of Caxias do Sul. A historic cohort study comprising the following groups: Non-Old < 65 (n = 141); Young-Old 65-74 (n = 128); and Middle-Old 75-84 years old (n = 57). The exercise program lasted 48 sessions and dropout was defined as attendance of 50% of sessions or less. Logistic binominal regression was performed to assess the risk of dropout. For all analyses, a two-tailed P value of < 0.05 was used. The total dropout rate was 38.6%. The Young-Old and Middle-Old groups showed lower dropouts compared to Non-Old patients (p = 0.01). Young-Old has 96% less risk for dropout compared to Non-Old group (adjusted odds ratios = 1.96 [1.16-3.29]). Furthermore, patients underwent the Coronary Artery Bypass Graft showed a lower rate of dropout (p = 0.001). The absence of CABG involved three times more risk of dropout (p = 0.001). The Non-Old and the Middle-Old patients showed higher dropout rates compared to Young-Old. To ensure the best possible rehabilitation and to improve patients´ participation in CR, these programs should be adjusted to the needs of patients in terms of their age.

Secondary School Dropouts.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

This report on secondary school dropouts consists of an analysis of the scope and nature of the dropout problem, a discussion of successful programs and activities for dropouts, a description of a pilot study involving Minnesota public secondary schools and Comprehensive Employment and Training Act (CETA) agencies, and presentation of…

Updating a Searchable Database of Dropout Prevention Programs and Policies in Nine Low-Income Urban School Districts in the Northeast and Islands Region. REL Technical Brief. REL 2012-No. 020

ERIC Educational Resources Information Center

Myint-U, Athi; O'Donnell, Lydia; Phillips, Dawna

2012-01-01

This technical brief describes updates to a database of dropout prevention programs and policies in 2006/07 created by the Regional Education Laboratory (REL) Northeast and Islands and described in the Issues & Answers report, "Piloting a searchable database of dropout prevention programs in nine low-income urban school districts in the…

Dropouts: Prevention and Rehabilitation. Schools Rescue Potential Failures. Education U.S.A. Special Report.

ERIC Educational Resources Information Center

Howard, Bill

In this report are described some current programs aimed at dropout prevention. The report focuses on programs that appear to be yielding results and that lend themselves to adaptation by other schools. The discussion comprises (1) new approaches to dropout prevention, (2) student motivation projects, (3) work-study projects, (4) schooling for…

Student Perceptions of E-Learning Environments, Self-Regulated Learning and Academic Performance

ERIC Educational Resources Information Center

Covington, Keisha Casan Danielle

2012-01-01

Student perceptions of e-learning are potential causes of student dropout in online education. The social cognitive theoretical view was used to investigate the relationship between perceived e-learning environments, self-regulated learning (SRL), and academic performance in online education. This mixed methods study used a quantitative…

Ypes of High Ability Dropouts Who Continue in College

ERIC Educational Resources Information Center

Cope, Robert G.

1969-01-01

In an abstraction from a doctoral dissertation (University of Michigan, 1967), the author concludes that "attrition is not necessarily harmful to the student. Students may be typed according to the following problems: academic, social, social-academic, religious, or too intellective. Types of Institutions to which students transferred are also…

Social and Emotional Learning as a Catalyst for Academic Excellence. White Paper

ERIC Educational Resources Information Center

Marchesi, Antonio G.; Cook, Kimberly

2012-01-01

ICF International's white paper explores how implementation of social and emotional learning (SEL) has the potential to prepare students for workforce success and positively influence student engagement and academic performance while reducing dropout rates. Self-improvement and leadership development sections of bookstores are replete with texts…

Evaluating Academic Achievement of African-American Male Students in Relationship to African-American Male Teachers in Guilford County, North Carolina Public Schools

ERIC Educational Resources Information Center

Daniels, Byron L.

2010-01-01

The home and the public school classroom have been key environments in the African American community and have been instrumental in developing identity and encouraging academic progress. Despite this, the dropout rates of African American males in secondary grades have increased, while academic achievement scores of African American males in the…

Cultivating the Academic Integrity of Urban Adolescents with Ethical Philosophy Programming

ERIC Educational Resources Information Center

Seider, Scott; Novick, Sarah; Gomez, Jessica

2013-01-01

This mixed-methods study considered the effects of ethical philosophy programming at a high-performing, high-poverty urban high school upon the academic integrity of participating adolescents ("n" = 279). Analyses of pre-post survey data revealed that participating adolescents reported significantly higher levels of academic integrity…

Comprehensive Dropout Prevention Plan.

ERIC Educational Resources Information Center

Duval County Schools, Jacksonville, FL.

This Dropout Prevention Plan was designed for the Duval County Public Schools in Jacksonville, Florida. It provides for the identification of potential dropouts and various interventions to help reduce the dropout rate. Students who have been unsuccessful in the regular educational programs are targeted. Other goals are to develop the skills of…

Impulsive lifestyle counseling to prevent dropout from treatment for substance use disorders in people with antisocial personality disorder: A randomized study.

PubMed

Thylstrup, Birgitte; Hesse, Morten

2016-06-01

Patients with antisocial personality disorder in outpatient treatment for substance use disorders are at high risk of drop-out. Using a randomized design, this study tested the impact of adding a brief psycho-educational program, the Impulsive Lifestyle Counseling program, to outpatient substance abuse treatment in order to prevent treatment dropout. Patients (N=175) were recruited from 13 municipal treatment centers in Denmark, and assigned to treatment as usual or to the experimental condition. In all, 172 patients could be included in the analyses. In the intent-to-treat analysis, the risk of treatment dropout was reduced among patients randomized to the experimental program (hazard ratio=0.63, p=.031), after controlling for age, gender, and substitution treatment status. The study supported the efficacy of the Impulsive Lifestyle Counseling program as a method for preventing treatment dropout for patients with comorbid antisocial personality disorder in substance abuse treatment. Trial registration #ISRCTN67266318. Copyright © 2016 Elsevier Ltd. All rights reserved.

Improving student retention in computer engineering technology

NASA Astrophysics Data System (ADS)

Pierozinski, Russell Ivan

The purpose of this research project was to improve student retention in the Computer Engineering Technology program at the Northern Alberta Institute of Technology by reducing the number of dropouts and increasing the graduation rate. This action research project utilized a mixed methods approach of a survey and face-to-face interviews. The participants were male and female, with a large majority ranging from 18 to 21 years of age. The research found that participants recognized their skills and capability, but their capacity to remain in the program was dependent on understanding and meeting the demanding pace and rigour of the program. The participants recognized that curriculum delivery along with instructor-student interaction had an impact on student retention. To be successful in the program, students required support in four domains: academic, learning management, career, and social.

E-learning programs in oncology: a nationwide experience from 2005 to 2014.

PubMed

Degerfält, Jan; Sjöstedt, Staffan; Fransson, Per; Kjellén, Elisabeth; Werner, Mads U

2017-01-13

E-learning is an established concept in oncological education and training. However, there seems to be a scarcity of long-term assessments of E-learning programs in oncology vis-á-vis their structural management and didactic value. This study presents descriptive, nationwide data from 2005 to 2014. E-learning oncology programs in chemotherapy, general oncology, pain management, palliative care, psycho-social-oncology, and radiotherapy, were reviewed from our databases. Questionnaires of self-perceived didactic value of the programs were examined 2008-2014. The total number of trainees were 4693, allocated to 3889 individuals. The trainees included medical doctors (MDs; n = 759), registered nurses (RNs; n = 2359), radiation therapy technologists (n = 642), and, social and health care assistants (SHCAs; n = 933). The E-learning covered 29 different program classifications, comprising 731 recorded presentations, and covering 438 themes. A total of 490 programs were completed by the trainees. The European Credit Transfer and Accumulation System (ECTS; 1 ECTS point equals 0.60 US College Credit Hours) points varied across the educational programs from 0.7 to 30.0, corresponding to a duration of full-time studies ranging between 15 to 900 h (0.4-24 weeks) per program. The total number of ECTS points for the trainee cohort, was 20,000 corresponding to 530,000 full-time academic hours or 324.0 standard academic working years. The overall drop-out rate, across professions and programs, was 10.6% (499/4693). The lowest drop-out rate was seen for RNs (4.3%; P < 0.0001). Self-reported evaluation questionnaires (2008-2014) were completed by 72.1% (2642/3666) of the trainees. The programs were overall rated, on a 5-categorical scale (5 = excellent; 1 = very inferior), as excellent by 68.6% (MDs: 64.9%; RNs: 66.8%; SHCAs: 77.7%) and as good by 30.6% (MDs: 34.5%; RNs: 32.4%; SHCAs: 21.5%) of the responders. This descriptive study, performed in a lengthy timeframe, presents high-volume data from multi-professional, oncological E-learning programs. While the E-learning paradigm, across professions, seems to have been well received, it is imperative that prospective studies, benchmarking against traditional training methods, are carried out, examining the hypothesized didactic value of our E-programs.

Factors Related to the Academic Success and Failure of College Football Players: The Case of the Mental Dropout.

ERIC Educational Resources Information Center

Lang, Gale; And Others

1988-01-01

Examines variables used to predict the academic success or failure of college football players. Valid predictors include the following: (1) high school grades; (2) repeating a year in school; (3) feelings towards school; (4) discipline history; (5) mother's education; and (6) high school background. (FMW)

Predicting Psychotherapy Dropouts: A Multilevel Approach.

PubMed

Kegel, Alexander F; Flückiger, Christoph

2015-01-01

The role of therapeutic processes in predicting premature termination of psychotherapy has been a particular focus of recent research. The purpose of this study was to contrast outpatients who completed therapy and those who dropped out with respect to their self-reported in-session experiences of self-esteem, mastery, clarification and the therapeutic alliance. The 296 patients with mixed disorders were treated with an integrative form of cognitive-behavioural therapy without pre-determined time limit (M = 20.2 sessions). Multilevel analyses indicated that patients who did not completetreatment reported, on average, lower levels of self-esteem, mastery and clarification and lower ratings of their therapeutic alliance in treatment in contrast to patients who completed therapy. Patient-reported change in self-esteem experiences over the course of treatment turned out to be the strongest predictor of dropout from psychotherapy or successful completion. When dropout occurred before the average treatment length was reached, patients reported fewer clarifying experiences as early as the first session and their ratings of the therapeutic alliance were characterized by an absence of positive development. Both of these aspects seem to be involved in patients' decisions to leave treatment early. The findings underscore the importance of the therapeutic process in understanding the mechanisms behind treatment dropout. Analyses data from 296 patients at a private outpatient clinic in a routine practice setting (CBT). Completer/dropout definition: presence or absence of measurement battery at post-assessment. Focuses on change in therapy processes by investigating post-session reports. Finds that positive changes in self-esteem experiences is the most robust predictor of dropout, followed by ratings of clarification experiences and the global alliance. In line with recent dropout research, these process indicators might help to detect therapeutic situations that are connected with psychotherapy dropouts. Copyright © 2014 John Wiley & Sons, Ltd.

Digital immunization registry: evidence for the impact of mHealth on enhancing the immunization system and improving immunization coverage for children under one year old in Vietnam.

PubMed

Nguyen, Nga Tuyet; Vu, Huong Minh; Dao, Sang Dinh; Tran, Hieu Trung; Nguyen, Tu Xuan Cam

2017-01-01

The Vietnam National Expanded Program on Immunization (NEPI) has been successfully implementing a nationwide immunization system since 1985. From the start, the program has increased the immunization coverage rate; however, data on immunization coverage in Vietnam are gathered and aggregated from commune health centers in routine, paper-based reports, which have shortcomings. Also, calculations of coverage are inconsistent at subnational levels, which lead to uncertainty about the size of the target population used as the denominator in coverage calculations. The growth of mobile networks in Vietnam provides an opportunity to apply mHealth to improve the immunization program. In 2012, PATH and the Vietnam NEPI developed and piloted a digital immunization registry, ImmReg, to overcome the challenges of the paper system. A final evaluation was conducted in 2015 to assess the impact of ImmReg, including its use of SMS reminders, on improving the immunization program. The study population comprised all children born in Ben Tre province in September and October of 2013, 2014, and 2015, representing pre-intervention, post-intervention, and one year post-intervention, respectively. Data exported from ImmReg were used to compare the immunization rate, dropout rate, and timeliness of vaccination before and after the intervention. Additionally, a rapid survey was conducted to understand the willingness of parents with children due for vaccination to pay for SMS reminder messages on the immunization schedule. Timely administration of oral polio vaccine, Quinvaxem, and measles 1 vaccine significantly increased over time from baseline to post-intervention to one year post-intervention. In particular, the timeliness of vaccination with the third dose of Quinvaxem increased from 53.6% to 65.8% to 77.2%. For measles 1 vaccine, the rate increased from 70.4% to 76.2% to 92.3%. In addition, the dropout rate from Quinvaxem 1 to Quinvaxem 3 declined from 4.2% in 2013 to 0% in 2015, and the dropout rate from Bacillus Calmette-Guérin (BCG) to measles 1 fell from 12.8% in 2013 to 0% in 2015. Full immunization coverage of children under one year old increased significantly from 75.4% in 2013 to 81.7% in 2014 to 99.2% in 2015. Also, survey results indicated that 93.3% of interviewees were willing to pay for SMS reminders for immunization. A digital immunization registry that includes SMS reminders can improve immunization coverage and timeliness of vaccination, thereby strengthening the quality and effectiveness of immunization programs. Integrating this system into the national health information system and leveraging it for other health programs, such as maternal and child health and nutrition as well as infectious disease control, can bring more benefits to the health care system in Vietnam.

Can a Public Scholarship Program Successfully Reduce School Drop-Outs in a Time of Economic Crisis? Evidence from Indonesia

ERIC Educational Resources Information Center

Cameron, Lisa

2009-01-01

This paper evaluates the role played by Indonesia's Social Safety Net Scholarships Program in reducing school drop-out rates during the Asian financial crisis. The expectation was that many families would find it difficult to keep their children in school and drop-out rates would be high. The scholarships are found to have been effective in…

Dropout Prevention Programs in Nine Mid-Atlantic Region School Districts: Additions to a Dropout Prevention Database. Issues & Answers. REL 2011-No. 103

ERIC Educational Resources Information Center

Burzichelli, Claudia; Mackey, Philip E.; Bausmith, Jennifer

2011-01-01

The current study replicates work of Regional Educational Laboratory (REL) Northeast and Islands. It describes dropout prevention programs in nine Mid-Atlantic Region (Delaware, the District of Columbia, Maryland, New Jersey, and Pennsylvania) school districts serving communities with populations of 24,742-107,250 (as of July 2008). All nine…

Dropout Prevention Programs in Nine Mid-Atlantic Region School Districts: Additions to a Dropout Prevention Database. Summary. Issues & Answers. REL 2011-No. 103

ERIC Educational Resources Information Center

Burzichelli, Claudia; Mackey, Philip E.; Bausmith, Jennifer

2011-01-01

The current study replicates work of Regional Educational Laboratory (REL) Northeast and Islands. It describes dropout prevention programs in nine Mid-Atlantic Region (Delaware, the District of Columbia, Maryland, New Jersey, and Pennsylvania) school districts serving communities with populations of 24,742-107,250 (as of July 2008). All nine…

The Evaluation Handbook: Guidelines for Evaluating Dropout Prevention Programs.

ERIC Educational Resources Information Center

Smink, Jay; Stank, Peg

This manual, developed in an effort to take the mysticism out of program evaluation, discusses six phases of the program evaluation process. The introduction discusses reasons for evaluation, process and outcome evaluation, the purpose of the handbook, the evaluation process, and the Sequoia United School District Dropout Prevention Program. Phase…

HPA axis response to psychological stress and treatment retention in residential substance abuse treatment: a prospective study.

PubMed

Daughters, Stacey B; Richards, Jessica M; Gorka, Stephanie M; Sinha, Rajita

2009-12-01

Substance abuse treatment programs are often characterized by high rates of premature treatment dropout, which increases the likelihood of relapse to drug use. Negative reinforcement models of addiction emphasize an individual's inability to tolerate stress as a key factor for understanding poor substance use treatment outcomes, and evidence indicates that dysregulation of the hypothalamic-pituitary-adrenal (HPA) axis contributes to an individual's inability to respond adaptively to stress. The aim of the current study was to examine whether HPA axis response to stress is predictive of treatment retention among a sample of drug users in residential substance abuse treatment. Prospective study assessing treatment retention among 102 individuals enrolled in residential substance abuse treatment. Participants completed two computerized stress tasks, and HPA axis response to stress was measured via salivary cortisol at five time points from baseline (pre-stress) to 30 min post-stress exposure. The main outcome measures were treatment dropout (categorical) and total number of days in treatment (continuous). A significantly higher salivary cortisol response to stress was observed in treatment dropouts compared to treatment completers. Further, Cox proportional hazards survival analyses indicated that a higher peak cortisol response to stress was associated with a shorter number of days to treatment dropout. Results indicate that a higher salivary cortisol level in response to stress is associated with an inability to remain in substance abuse treatment. These findings are the first to document a biological marker of stress as a predictor of substance abuse treatment dropout, and support the development and implementation of treatments targeting this vulnerability.

A pilot study of a combined group and individual functional remediation program for patients with bipolar I disorder.

PubMed

Zyto, Susan; Jabben, Nienke; Schulte, Peter F J; Regeer, Barbara J; Kupka, Ralph W

2016-04-01

Bipolar disorder has been associated with a decrease in cognitive functioning affecting the functional outcome of patients independent of mood states. However, there have only been few attempts to investigate the effects of functional remediation for patients with bipolar disorder. The current study investigates the feasibility and effectiveness of a combined group and individual functional remediation program for bipolar disorder, including both patients and their caregivers. Twelve participants diagnosed with bipolar I disorder, and their caregivers, were treated with a combined group and individual functional remediation program. The feasibility of the program was evaluated by dropout rates and participants' evaluations of the program. The effectiveness of the program was explored through the assessment of functional outcome at baseline, immediately post-treatment, and follow-up three months later. The results indicate a high degree of satisfaction and a low dropout rate with the current program. Assessment of outcomes suggests improved functioning in the areas of autonomy and occupational functioning, evolving from baseline to follow-up. Due to a small sample size and the lack of a control group the results are preliminary. This relatively brief intervention offers a more tailor-made approach to functional remediation and shows good feasibility, acceptability and improvement of functioning in patients with bipolar I disorder. Copyright © 2016 Elsevier B.V. All rights reserved.

The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success.

PubMed

Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

2017-11-01

Not all students cope successfully with the demands of medical school, and students' struggles may result in study delay or dropout. To prevent these outcomes, medical schools need to identify students who are experiencing academic difficul ties and provide them with timely interventions through access to support programs. Although the importance of early identification and intervention is well recognized, less is known about successful strategies for identifying and supporting struggling students.Building on the literature and their own empirical findings, the authors propose an integrated, school-wide model for medical student success comprising a continuum of academic and behavioral support. This Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) model focuses on improving both academic and behavioral outcomes by offering support for students at four levels, which range from adequate instruction for all, to targeted small-group interventions, to individualized support, and also include exit support for students who might be better off in another degree program. Additionally, medical schools should provide both academic and behavioral support; set high, yet realistic expectations and clearly communicate these to students; and intervene early, which requires timely identification of at-risk students who would benefit from the different types and tiers of support. Finally, interventions should be evidence based and fit the needs of the identified groups of students. The authors argue that adopting the core principles of the 4T-CABS model will enable medical schools to maximize academic engagement and performance for all students.

Primary Education and Dropout in Nepal

ERIC Educational Resources Information Center

Devkota, Shree Prasad; Bagale, Shiba

2015-01-01

This article tries to highlight the dropout rate of primary education of Nepal. The main essence of the article is to explore the situation of dropout of primary education. There are several programs and policies to reduce the dropout, out of the school children and so on but still there are several issues that are left behind. Educational budget…

Accounting for dropout reason in longitudinal studies with nonignorable dropout.

PubMed

Moore, Camille M; MaWhinney, Samantha; Forster, Jeri E; Carlson, Nichole E; Allshouse, Amanda; Wang, Xinshuo; Routy, Jean-Pierre; Conway, Brian; Connick, Elizabeth

2017-08-01

Dropout is a common problem in longitudinal cohort studies and clinical trials, often raising concerns of nonignorable dropout. Selection, frailty, and mixture models have been proposed to account for potentially nonignorable missingness by relating the longitudinal outcome to time of dropout. In addition, many longitudinal studies encounter multiple types of missing data or reasons for dropout, such as loss to follow-up, disease progression, treatment modifications and death. When clinically distinct dropout reasons are present, it may be preferable to control for both dropout reason and time to gain additional clinical insights. This may be especially interesting when the dropout reason and dropout times differ by the primary exposure variable. We extend a semi-parametric varying-coefficient method for nonignorable dropout to accommodate dropout reason. We apply our method to untreated HIV-infected subjects recruited to the Acute Infection and Early Disease Research Program HIV cohort and compare longitudinal CD4 + T cell count in injection drug users to nonusers with two dropout reasons: anti-retroviral treatment initiation and loss to follow-up.

Aligning Accreditation and Academic Program Reviews: A Canadian Case Study

ERIC Educational Resources Information Center

Bowker, Lynne

2017-01-01

Purpose: This paper aims to investigate the potential benefits and limitations associated with aligning accreditation and academic program reviews in post-secondary institutions, using a descriptive case study approach. Design/methodology/approach: The paper describes two Canadian graduate programs that are subject to both external professional…

Barriers for Nonparticipation and Dropout of Women in Cardiac Rehabilitation Programs: A Systematic Review.

PubMed

Resurrección, Davinia M; Motrico, Emma; Rigabert, Alina; Rubio-Valera, Maria; Conejo-Cerón, Sonia; Pastor, Luis; Moreno-Peral, Patricia

2017-08-01

Cardiovascular disease (CVD) is a major health problem worldwide. Cardiac rehabilitation (CR) programs are effective in reducing mortality and improving the quality of life of patients with CVD. Women are under-represented in CR and have a higher dropout rate than men. We aimed to systematically review the literature on barriers perceived by women with CVD affecting their nonparticipation in and/or dropping out from CR programs. Systematic review was done using MEDLINE, Embase, Scopus, Open Grey, and Cochrane Database from inception to September 2016. Search terms included (1) heart disease and other cardiac conditions, (2) CR and secondary prevention, and (3) nonparticipation in and/or dropout. Databases were searched following the "participants, interventions, comparisons, outcomes, and study design" method. A total of 24 studies (17 descriptive, 6 qualitative, and 1 randomized controlled trial) reporting several barriers were grouped into five broad categories: intrapersonal barriers (self-reported health, health beliefs, lack of time, motivation, and religious reasons); interpersonal barriers (lack of family/social support and work conflicts); logistical barriers (transport, distance, and availability of personal/community resources); CR program barriers (services offered, group format, exercise component, and CR sessions); and health system barriers (lack of referral, cost, negative experiences with the health system, and language). We found differences between the barriers related to nonparticipation in and dropout from CR programs. Women reported multilevel barriers for nonparticipation in and dropout from CR programs. Future clinical guidelines should evaluate and eliminate these barriers to improve adherence to CR programs in women. In addition, understanding the barriers for nonparticipation and dropout may be beneficial for future intervention trials.

The Relationship between American Indian Students' Cognitive Processing and Their Reading Skills

ERIC Educational Resources Information Center

Landeros-Thomas, Barry Ryan

2017-01-01

American Indian students exhibit significant delays in academic skills and are at greater risk of school leaving or dropout than mainstream peers. A core component of these academic difficulties are persistent reading deficits across grades, but little research exists on the underlying foundation of these reading deficits. The purpose of this…

Beyond the Excused/Unexcused Absence Binary: Classifying Absenteeism through a Voluntary/Involuntary Absence Framework

ERIC Educational Resources Information Center

Birioukov, Anton

2016-01-01

Student absenteeism in secondary schools has received international academic attention for quite some time. Absenteeism has been linked to diminished academic outcomes and is one of the leading causes of high school dropout. Although absenteeism is a serious concern for educational scholars, the definitions of absences and their subtypes are…

Violence Victimization on a College Campus: Impact on GPA and School Dropout

ERIC Educational Resources Information Center

Mengo, Cecilia; Black, Beverly M.

2016-01-01

Violence against university students has significant impact on their mental health. The impact of violence on students' academic performance has received little attention. The primary purpose of this study is to examine the impact of sexual and physical/verbal violence on the academic performance of college students. Data from 74 case files of…

Math and Science Academic Success in Three Large, Diverse, Urban High Schools: A Teachers' Story

ERIC Educational Resources Information Center

McKenzie, Kathryn Bell; Skrla, Linda; Scheurich, James Joseph; Rice, Delores; Hawes, Daniel P.

2011-01-01

Large, traditional urban high schools are among the most difficult education environments in the United States. These schools, which serve a high percentage of the Black and Latino students in the United States, often have low academic performance, high dropout rates, high teacher and school leader turnover, and inexperienced teachers. They often…

The Phenomenon of Student Withdrawal at Universities in Australia: A Review of Literature Concerning Factors Associated with Academic Performance and Discontinuance.

ERIC Educational Resources Information Center

Eaton, Elena

Literature concerning factors associated with academic performance and withdrawal from college is reviewed separately for North American, United Kingdom, and Australian universities to help illuminate the problem of student withdrawal in Australia. V. Tinto's 1975 research review concerning North American college dropouts is summarized, and…

Does Long-Term Medication Use Improve the Academic Outcomes of Youth with Attention-Deficit/Hyperactivity Disorder?

ERIC Educational Resources Information Center

Langberg, Joshua M.; Becker, Stephen P.

2012-01-01

Youth with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently experience academic impairment, including lower grades than their peers and elevated risk for grade retention and school dropout. Medication is the most commonly used treatment for youth with ADHD, and it is therefore essential to understand the extent to which medication use…

Narrowing the Academic Achievement Gap among High School Latino Students through Parental Involvement

ERIC Educational Resources Information Center

Parry, Douglas L.

2010-01-01

The low academic achievement among Latino students in many inner city high schools leads to higher failure, dropout, and absenteeism rates, as well as lower standardized test scores and graduation rates. The purpose of this study was to explore whether Latino parental attitudes toward and perceptions, level of, and form of involvement may be…

The Relationship between Student Health and Academic Performance: Implications for School Psychologists

ERIC Educational Resources Information Center

Shaw, Steven R.; Gomes, Paul; Polotskaia, Anna; Jankowska, Anna M.

2015-01-01

Children who are unhealthy are at higher risk for school problems than students who are free from medical problems. Students with poor health have a higher probability of school failure, grade retention, and dropout. The relationship between student health and academic success is complex. Common manageable factors of student health are nutrition,…

The Effects of Runaway-Homeless Episodes on High School Dropout

PubMed Central

Aratani, Yumiko; Cooper, Janice L.

2013-01-01

This article uses data from the National Longitudinal Survey of Youth 1997 to examine the relationship between running away from home between the ages of 12 and 14 and dropping from high school among youth. Propensity score matching was conducted in estimating the effect of running away on high school dropout while controlling for confounding factors, such as familial instability and socioemotional health risks. The findings suggest that having runaway-homeless episodes have a detrimental effect on academic achievement. PMID:25641997

Who Needs a Second Chance? The Challenge of Documenting K-12 Dropout and Why Adult Educators Should Be Concerned

ERIC Educational Resources Information Center

Zachry, Elizabeth M.

2010-01-01

This literature review examines current practice in reporting school dropout rates and the impact that school dropout may have on adult education programs and policies. First, I investigate the five dropout estimates commonly reported by the U.S. Department of Education (USDOE), examining how these measures vary in their estimation of school…

75 FR 35828 - Youthbuild Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-23

... subject proposal. The Youthbuild Program provides disadvantaged youth, predominately high school dropouts, with educational opportunities and job skills training. Beginning with fiscal year (FY) 2007, this..., predominately high school dropouts, with educational opportunities and job skills training. Beginning with...

A School and Work Program in An Adult Manpower Setting for Potential Dropouts Needing Educational Redirection. Evaluation of State Urban Education Programs in New York City 1968-69.

ERIC Educational Resources Information Center

Flicker, Bernard

The objectives of this High School Redirection Project were to redirect potential dropouts to continue full-time education and training with an educational-vocational plan, to provide high school dropouts with job skills that will enable them to enter the labor market on the highest possible level while continuing to upgrade their skills on a…

Dropout Prevention: Diversified Satellite Occupations Program and Career Development. Final Report.

ERIC Educational Resources Information Center

Jones, Hilda B.

The Diversified Satellite Occupations Program Career Development sought to prevent dropout through these strategies: registration at a school situation away from the normal school setting, creation of a close teacher-student relationship, and raise achievement levels and lower anxiety levels. Program emphases at elementary, junior and senior high…

Learning Theory and Its Application to At-Risk Programs for Elementary School Children.

ERIC Educational Resources Information Center

Statler, Judy K.; Petersen, George J.

Synthesizing research on effective at-risk/dropout prevention programs and the learning theory articulated in the American Psychological Association (APA) Learner-Centered Principles, this study examined the essential components present in an exemplary at-risk/dropout prevention program for kindergarten through sixth grade students. The…

A Structured Career Intervention Program for Academically Challenged Students

ERIC Educational Resources Information Center

Salleh, Amla; Abdullah, Syed Mohamad; Mahmud, Zuria; Ghavifekr, Simin; Ishak, Noriah

2013-01-01

A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students' career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and…

School Dropout Prevention: What Arts-Based Community and Out-of-School-Time Programs Can Contribute

ERIC Educational Resources Information Center

Charmaraman, Linda; Hall, Georgia

2011-01-01

Out-of-school-time programs, especially arts-based programs, can be critical players in a community's efforts to prevent school dropout. This research review suggests the following approaches for arts-based programs: (1) recruitment and retention of target populations with multiple risk factors; (2) long-term skill development that engages youth…

How to Curb the Dropout Rate.

ERIC Educational Resources Information Center

Vallejo, M. Edmund

1987-01-01

Although the Pueblo (Colorado) School District's student dropout rate compares favorably with national and state data, the community found the disproportionate number of Hispanic dropouts unacceptable. This article describes the district's efforts to reorganize staff, strengthen existing programs, and institute teen mother, inhouse suspension,…

Deans' Perceptions of AACSB-Endorsed Post-Doctoral Bridge Programs

ERIC Educational Resources Information Center

Mauldin, Shawn; McManis, Bruce; Breaux, Kevin

2011-01-01

The Association to Advance Collegiate Schools of Business (AACSB) International has endorsed 5 Post-Doctoral Bridge (PDB) to Business Programs. The objective of these programs is to prepare PhDs from other academic programs for teaching and research careers in business. The authors solicited feedback from deans of AACSB-accredited business schools…

Curriculum Track and Its Influences on Predicting High School Dropout Likelihood

ERIC Educational Resources Information Center

Mohd Kamalludeen, Rosemaliza

2012-01-01

Dropping out of school is a major concern as high school graduation credentials have been used as an important measurement tool to define post-secondary success. Numerous researchers presented a multitude of factors that predict dropouts at individual and school levels. Curriculum track choice, or high school course-taking sequence, defines…

Predictors of dropout in an outpatient treatment for problem drinkers including cognitive-behavioral therapy and the opioid antagonist naltrexone.

PubMed

Vuoristo-Myllys, Salla; Lahti, Jari; Alho, Hannu; Julkunen, Juhani

2013-11-01

This study investigated predictors of dropout in an outpatient treatment program for problem drinking that included individual cognitive-behavioral therapy combined with naltrexone. Specifically, we investigated whether sociodemographic factors, severity of alcohol dependence, history of problem drinking, or intensity of alcohol craving assessed at the beginning of the treatment predicted dropout from an outpatient program among a sample of 372 patients (65% male). We also investigated whether the effectiveness of the treatment (the change in alcohol consumption and symptoms of alcohol craving) or adherence to naltrexone was related to dropout. Predictors of dropout were investigated using an analysis of covariance with the number of attended treatment sessions as an independent variable. Our results demonstrated that the treatment entry factors predictive of dropout were younger age, lower severity of alcohol dependence, better ability to resist and control alcohol use, and lower obsession with alcohol. In addition, those who dropped out were more likely to begin the program by abstaining from alcohol and had lower adherence to naltrexone use than those who completed the program. The length of stay for treatment was not related to change in alcohol consumption. Patients with less severe alcohol-related problems may lack motivation for treatment, specifically cognitive-behavioral therapy and naltrexone. These patients may benefit more from less intensive treatments.

Effects of School-Wide Positive Behavioral Interventions and Supports and Fidelity of Implementation on Problem Behavior in High Schools

ERIC Educational Resources Information Center

Flannery, K. B.; Fenning, P.; Kato, M. McGrath; McIntosh, K.

2014-01-01

High school is an important time in the educational career of students. It is also a time when adolescents face many behavioral, academic, and social-emotional challenges. Current statistics about the behavioral, academic, and social-emotional challenges faced by adolescents, and the impact on society through incarceration and dropout, have…

The Effect of Teacher's Invitations to Parental Involvement on Children's Externalizing Problem Behaviors: An Examination of a CBC Intervention. CYFS Working Paper No. 2012-3

ERIC Educational Resources Information Center

Coutts, Michael J.; Sheridan, Susan M.; Kwon, Kyongboon; Semke, Carrie A.

2012-01-01

Behavioral problems in childhood are associated with academic difficulties including in-school suspensions, high school dropout, and low academic grades and achievement scores. Students with disruptive behavior problems demonstrate higher rates of social risk factors than their nondisruptive peers, including school maladjustment, antisocial…

Examining the Relationship between Course Length and Academic Performance in College-Level Psychology with an Investigation into Reading Proficiency

ERIC Educational Resources Information Center

Valenti, Elizabeth C.

2013-01-01

College dropout is a complex problem resulting in an array of negative repercussions for students, universities, and society. The study explored the impact of reading proficiency on academic success in a college-level introductory psychology course offered in both traditional and accelerated formats. A quantitative, quasi-experimental design was…

Exploring Student Perceptions of Self-Regulation as a Moderator for Successful Literacy Outcomes: A Multiple Case Study of Fourth-Grade Students

ERIC Educational Resources Information Center

Nellis, Theresa M.

2017-01-01

Self-regulation is a significant predictor of student academic performance, over those traditional measures of intelligence and socioeconomic status. The failure to develop these skills may produce students who are at a four-times greater risk of behavioral issues, school dropout, and poor academic performance. This multiple qualitative case study…

Project "School:" A Handbook of a Validated Developmental Dropout Prevention Program's Methods and Procedures.

ERIC Educational Resources Information Center

Hooban, Louis; Pugsley, Robert

Project SCHOOL (School Concerned with Helping Others' Objectives and Learning) is a program developed to prevent dropping out through group counseling, parent counseling, and positive reinforcement. Project SCHOOL operates as a dropout prevention program in grades 1-12. Teachers and counselors, using a locally developed check list and other…

SELECTED REPORTS AND STATISTICS ON SCHOOL DROPOUTS.

ERIC Educational Resources Information Center

BAYLEY, MONICA; AND OTHERS

FOUR ARTICLES ARE PRESENTED. THE FIRST, "A RENEWED EFFORT TO SOLVE THE PROBLEM OF DROPOUT," BY MONICA BAYLEY, DISCUSSES PROGRAMS IN SEVERAL CITIES ACROSS THE COUNTRY. THE FOUR IN NEW YORK ARE STEP, CO-OP PROGRAM, OPERATION RETURN, AND HIGHER HORIZONS. IMPROVEMENT OF THE SCHOOL PROGRAMS IS BEING UNDERTAKEN IN COLUMBUS, OHIO, CHICAGO,…

At-Risk Youth Programs in Oregon: A Sourcebook of Program Ideas for Public Schools.

ERIC Educational Resources Information Center

Roid, Gale H.

This sourcebook describes methods of dealing with dropouts in Oregon school districts. "At-risk youth" and "dropout" are defined and survey results of 98 percent of superintendents concerning program offerings are summarized. Data suggest that medium-size districts require greatest assistance. Despite increases in single-parent…

Evaluating Predictors of Program Attrition among Women Mandated into Batterer Intervention Treatment

ERIC Educational Resources Information Center

Buttell, Frederick P.; Powers, Dolores; Wong, Asia

2012-01-01

Objective: The purpose of the present study was to evaluate pretreatment differences between treatment completers and dropouts among a large sample of women ordered into a 26-week batterer intervention program (BIP). Method: The study employed a nonequivalent, control-group design (comparing program completers to dropouts) in a secondary analysis…

Associations between school difficulties and health-related problems and risky behaviours in early adolescence: A cross-sectional study in middle-school adolescents in France.

PubMed

Chau, Kénora; Kabuth, Bernard; Causin-Brice, Odile; Delacour, Yves; Richoux-Picard, Catherine; Verdin, Monique; Armand, Isabelle; Chau, Nearkasen

2016-10-30

Health-related problems and risky behaviours (substance use) are frequent in adolescents, may alter their physical and mental capabilities, and may thus generate school absenteeism, low academic performance, and school dropout ideation. This study assessed their associations and the contribution of socioeconomic factors among 1559 middle-school adolescents (mean age 13.5+1.3) from north-eastern France. They completed a questionnaire including socioeconomic characteristics, health-related problems (poor physical health, psychological health, social relationships, and living environment) assessed with the World Health Organization's quality of life measure (score<25th percentile), risky behaviours, school absences during the present school year, last-trimester academic performance, and school dropout ideation. Data were analysed using logistic regression models. School absenteeism was frequent (12.6% of subjects for 8-14 days, and 6.0% for ≥15 days); 8.2% of subjects had low academic performance (average school-mark <10/20) and 3.9% school dropout ideation. All school difficulties were strongly associated with all health-related problems (gender-age-school-level-adjusted odds ratios gasOR between 1.5 and 4.2), and with risky behaviours (gasOR between 1.4 and 14). Socioeconomic factors differently contributed to these associations (contribution reaching 77%). Policy makers, schools, physicians and parents should be more aware of the problems and help adolescents to reduce health-related problems and risky behaviours and to increase resilience. Copyright © 2016 Elsevier Ltd. All rights reserved.

Examining the Feasibility and Acceptability of a Motivational Interviewing Early Intervention Program to Prevent High School Dropout

ERIC Educational Resources Information Center

Iachini, Aidyn L.; Rogelberg, Sandra; Terry, John David; Lutz, Amy

2016-01-01

This article describes Aspire, a new motivational interviewing (MI) early intervention program designed to prevent dropout among students repeating the ninth grade, and then examines the feasibility and acceptability of this program through a mixed-methods approach. The Aspire program is a nine-lesson curriculum grounded in MI with an emphasis on…

Goal Attainment Scaling: A Primary Method of Treatment and Program Evaluation in Project SAIL - A Special Education Dropout Prevention Program.

ERIC Educational Resources Information Center

Harris, Linda Hall; Thompson, John L.

The manual discusses Project SAIL's (a special dropout prevention program) use of Goal Attainment Scaling as part of individualized education plans in the treatment of troubled adolescents and in overall program evaluation. The scaling is characterized as an explicit, respectful treatment contact through which the adolescent can learn to set…

Mexican American and white American school dropouts' drug use, health status, and involvement in violence.

PubMed Central

Chavez, E L; Edwards, R; Oetting, E R

1989-01-01

A group of Mexican American and white American school dropouts were compared with a control group and a group of academically at-risk students in three locations in the Southwest. The sample group consisted of school dropouts and comparison subjects in grades 6 through 12. Both comparison groups were matched with the dropouts by sex, ethnicity, and school grade. At risk students also were matched by age and grade point average. Dropout subjects were found to have the highest rates of alcohol and drug use, followed by at risk student subjects. The relative rates of use were about the same for nearly all drugs, with the largest differences found for drinking to intoxication and use of marijuana, uppers, and cocaine. Among the dropouts, 75 percent of Mexican American males and 90 percent of white American males had tried marijuana. More than a third of the dropouts had tried cocaine. One-third of the Mexican American males and more than half of the females in both the Mexican American and the white American group had tried uppers. Females, especially dropouts, had higher rates of tobacco smoking than males. The rates of cigarette smoking among dropouts were significantly greater than among the control group only for males. Health problems of parents were not related to dropping out of school for any of the ethnic or sex groups. However, dropouts were more likely to have had serious illness within the preceding year than members of the control group. Many dropouts live in a violent and dangerous world. As an example, about one in five dropouts had held a gun on someone in a confrontation, and 20 percent had cut someone with a knife. Nearly half had been badly beaten. Females were rarely perpetrators of crimes or misdemeanors, but were often victims. Forty-two percent of the white American female dropouts had been either raped or sexually assaulted. Mexican American females were found less likely to be victims of violence, which perhaps reflects cultural values of marianisma and machismo, involving protectiveness toward females. PMID:2511592

Mexican American and white American school dropouts' drug use, health status, and involvement in violence.

PubMed

Chavez, E L; Edwards, R; Oetting, E R

1989-01-01

A group of Mexican American and white American school dropouts were compared with a control group and a group of academically at-risk students in three locations in the Southwest. The sample group consisted of school dropouts and comparison subjects in grades 6 through 12. Both comparison groups were matched with the dropouts by sex, ethnicity, and school grade. At risk students also were matched by age and grade point average. Dropout subjects were found to have the highest rates of alcohol and drug use, followed by at risk student subjects. The relative rates of use were about the same for nearly all drugs, with the largest differences found for drinking to intoxication and use of marijuana, uppers, and cocaine. Among the dropouts, 75 percent of Mexican American males and 90 percent of white American males had tried marijuana. More than a third of the dropouts had tried cocaine. One-third of the Mexican American males and more than half of the females in both the Mexican American and the white American group had tried uppers. Females, especially dropouts, had higher rates of tobacco smoking than males. The rates of cigarette smoking among dropouts were significantly greater than among the control group only for males. Health problems of parents were not related to dropping out of school for any of the ethnic or sex groups. However, dropouts were more likely to have had serious illness within the preceding year than members of the control group. Many dropouts live in a violent and dangerous world. As an example, about one in five dropouts had held a gun on someone in a confrontation, and 20 percent had cut someone with a knife. Nearly half had been badly beaten. Females were rarely perpetrators of crimes or misdemeanors, but were often victims. Forty-two percent of the white American female dropouts had been either raped or sexually assaulted. Mexican American females were found less likely to be victims of violence, which perhaps reflects cultural values of marianisma and machismo, involving protectiveness toward females.

Dropout is a problem in lifestyle intervention programs for overweight and obese infertile women: a systematic review.

PubMed

Mutsaerts, M A Q; Kuchenbecker, W K H; Mol, B W; Land, J A; Hoek, A

2013-04-01

What are the dropout rates in lifestyle intervention programs (LIPs) for overweight and obese infertile women and can intervention- or patient-related baseline factors associated with dropout be identified in these women? The median dropout rate was 24% in overweight and obese infertile women who participated in a LIP; clinical useful intervention or patient-related factors associated with dropout could not be identified. Overweight and obese infertile women might improve their chance of conception when they improve their lifestyle and lose weight. Dropout from LIPs reduces the chance of losing considerable weight and is therefore considered to be an important limiting factor of the success of LIPs. This systematic review included 15 studies published between January 1980 and December 2012. The included studies investigated the effect of LIPs for overweight and obese infertile women with infertility. From these studies, dropout rates and intervention- and patient-related baseline factors associated with dropout, as well as weight loss and pregnancy rates, were recorded. There were 15 studies identified, of which 10 reported dropout rates. The median dropout rate was 24% (range: 0-31%). Four studies reported baseline characteristics of women who dropped out, but modifiable predictors of dropout could not be identified. Weight loss and pregnancy rates were lower in women who dropped out than in women who completed the LIPs. There were limited numbers of studies investigating patient-related factors associated with dropout. The heterogeneity in the studies precluded us from drawing firm conclusions on the relation between the type of intervention and dropout. Dropout from LIPs is a major drawback because it predisposes to less weight loss and lower pregnancy rates. Identification of predictors of dropout is needed to identify overweight and obese infertile women who are prone for dropout. These women might benefit from extra support and monitoring, to potentially increasing adherence rates, weight loss and pregnancy chances. M.A.Q.M. was supported by a research grant from the Dutch Organization for Health Research and Development (ZonMw). The department of obstetrics and gynaecology received research grants from Merck Sharpe and Dohme BV, feering pharmaceuticals, Merck Serono, the Netherlands.

[What support of young presenting a first psychotic episode, when schooling is being challenged?

PubMed

Vacheron, M-N; Veyrat-Masson, H; Wehbe, E

2017-12-01

Psychiatric disorders (more specifically mood disorders and psychosis) represent the 1st cause of disability among young people. Unemployment rate between 75 to 95% for the person with schizophrenia. It is correlated to poor social integration and bad economic status, worse symptomatology loss of autonomy as well as global bad functioning. It is responsible of more than half of the overall cost of psychosis. The onset of most of psychiatric disorders occur between the age of 25 and 35 years old, a critical time in young adult life when they should build their professional as well as social future. Without appropriate care, young adult are unable to build satisfactory emotional relationships, continue their studies, live independently or fit into life. They are frequently dependent on their environment. They also have an increased suicide rate and frequent comorbid substance abuse. Despite this context, their care pathway is often marked by a delay or premature stop of care, drug treatments not always suitable and a lack of specific relay post-hospitalization regarding continuity of professional training or studies. All factors impacting future employability of adolescents. Furthermore they spend most of their time in school and school plays a key part in an individual's development including peer relationships, social interactions, academic attainment, cognitive progress, emotional control, behavioral expectations and physical and moral development. These areas are also reciprocally affected by mental illness. The initial phases of FEP are characterized by impaired academic performance, change in social behaviors and increasing absences from school, reflecting the prodrome of the illness that leads to disengagement from education. Functional decline often precedes onset of clinical symptoms and many adolescents and young adults are therefore isolated from school before their illness is recognized. School support staff may fail to recognize those who are functionally impaired because of evolving FEP although school is a key setting for promoting positive mental health, fostering resilience, detecting and responding to emerging mental ill health. So, people with psychotic illness have low levels of secondary school completion. School dropout has been defined as leaving education without obtaining a minimal credential, most often a higher secondary education diploma. In France, the school is compulsory up to the age of 16. Consequences are significant: among young people without a degree out of initial training for one to four years and present on the labour market, 47% are unemployed. School dropout depends on a number of factors, including grades, family and social environment and the relationship with the school, but also the emergence of psychiatric disorders. For first episode psychotic patients, age of onset, lack of family support, longer duration of psychosis, levels of premorbid global functioning and education, negative and cognitive symptoms, addictions, depressive comorbidities and stigma plays an important role in school dropout. However, young adults have historically received less treatment than expected considering prevalence of mental illness at that age. In the last few decades, early intervention programs for psychosis have been developed all around the world in order to promote rehabilitation and prevent long-term disabilities. Early intervention programs focus on the special needs of young people and their families and engage in some form of assertive community treatment, which attempts to treat patients in the community rather than using inpatient services. For early intervention in psychosis programs, the goal is to keep patients engaged with treatment, prevent them from further psychotic episodes and hospitalizations and promote rehabilitation. The additional services of an early intervention program include staff specialized in psychosis treatment, family/group/individual counseling sessions, assertive case management, and low-dose second generation anti-psychotics. In these programs, psychiatric rehabilitation practitioners already use individual counseling and supported education programs (SEd) to improve postsecondary educational outcomes. The goals of SEd are for individuals with serious mental illness to successfully be able to set and achieve an educational goal (e.g., training certificate or degree), to improve educational competencies (literacy, study skills, time management), to navigate the educational environment (e.g., applications, financial assistance), and to improve motivation toward completing educational goals. These approaches are often combined with efforts to support transitions to sustainable employment. Current evidence of these interventions are weak with limited information on specific difficulties experienced by young adults with FEP in educational tasks. Adaptive strategies are needed by young adults with FEP to succeed in educational settings but most studies do not explore it with rigorous methodology. However, common SEd components emerge: specialized and dedicated staffing, one-on-one and group skill-building activities, assistance with navigating the academic setting and coordinating different services, and linkages with mental health counseling. Continued specification, and testing of SEd core components are still needed. It is important that occupational therapy researchers and practitioners develop, and evaluate effective interventions to improve education outcomes for young adults with FEP. The objective of this work is to define school dropout, assess causes and consequences of FEP. How to help young people to maintain education? We will detail measures to support the academic re-insertion in France. Copyright © 2017 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

Dropout Risk Factors and Exemplary Programs: A Technical Report

ERIC Educational Resources Information Center

Hammond, Cathy; Linton, Dan; Smink, Jay; Drew, Sam

2007-01-01

Communities In Schools (CIS) is the nation's fifth-largest youth-serving organization and the leading dropout prevention organization, delivering resources to nearly one million students in 3,250 schools across the country. To further their network-wide commitment to evidence-based practice, CIS collaborated with the National Dropout Prevention…

Valued Youth Anthology: Articles on Dropout Prevention.

ERIC Educational Resources Information Center

Intercultural Development Research Association, San Antonio, TX.

This document contains, in chronological order, all articles related to dropouts that have appeared in the Intercultural Development Research Association (IDRA) Newsletter from 1986 to 1989. The articles are: (1) "The Prevention and Recovery of Dropouts: An Action Agenda" (Robledo); (2) "Coca Cola Valued Youth Partnership Program Results of Second…

Trades to Academic Transfer. Special Report

ERIC Educational Resources Information Center

McQuarrie, Fiona

2012-01-01

In recent years, there has been increased interest within British Columbia in the issue of whether or how trades qualifications might transfer into academic post-secondary programs. Some BC institutions have already started, or will be starting, programs which incorporate this form of transfer credit. Colleagues at British Columbia Council on…

The Career Intern Program: Preliminary Results of an Experiment in Career Education. Volume 1.

ERIC Educational Resources Information Center

Gibboney, Richard A.; And Others

The report describes the first year of development and present operation of the Career Intern Program (CIP), a component of the Urban Career Education Center's alternative school for high school dropouts and potential dropouts. The purpose of the program, operated by the Opportunities Industrialization Centers of America under a contract from the…

Development of a Program to Reduce Dropout Rates of Pregnant and Parenting Teens.

ERIC Educational Resources Information Center

Pollack, Andrew M.

1987-01-01

Describes a program to reduce the dropout rate for pregnant and parenting teens at York Vocational-Technical School (Pennsylvania) for the second semester of 1985-86. One successful feature was a "caring class" providing information about pregnancy, childcare, nutrition, and other subjects. The program retained most of its enrollees. Includes 1…

Predicting Dropout Student: An Application of Data Mining Methods in an Online Education Program

ERIC Educational Resources Information Center

Yukselturk, Erman; Ozekes, Serhat; Turel, Yalin Kilic

2014-01-01

This study examined the prediction of dropouts through data mining approaches in an online program. The subject of the study was selected from a total of 189 students who registered to the online Information Technologies Certificate Program in 2007-2009. The data was collected through online questionnaires (Demographic Survey, Online Technologies…

Valued Youth Partnerships: Programs in Caring. Cross-Age Tutoring Dropout Prevention Strategies.

ERIC Educational Resources Information Center

Intercultural Development Research Association, San Antonio, TX.

This booklet provides information about the Valued Youth Partnership (VYP) program for dropout prevention. Begun in 1984 with the support of the Coca-Cola Company and the collaboration of the Intercultural Development Research Association, the VYP program is being implemented in the Edgewood and South San Antonio school districts in San Antonio,…

Study of the Career Intern Program. Final Technical Report--Task C: Program Dynamics: Structure, Function, and Interrelationships.

ERIC Educational Resources Information Center

Fetterman, David M.

A study identified causal linkages and basic interrelationships among components of the Career Intern Program (CIP) and observed outcomes. (The CIP is an alternative high school designed to enable disadvantaged and alienated dropouts or potential dropouts to earn regular high school diplomas, to prepare them for meaningful employment or…

Psychosocial risk and protective factors of secondary school dropout in Luxembourg: the protocol of an exploratory case-control study.

PubMed

Esch, Pascale; Bocquet, Valéry; Pull, Charles; Couffignal, Sophie; Graas, Marc; Lair, Marie-Lise; Lehnert, Torsten; Fond-Harmant, Laurence; Ansseau, Marc

2011-07-13

In Luxembourg, the extensive phenomenon of school dropout is a prime policy concern in the light of individual, social and economic consequences. Although the authorities report an overall decrease of the national dropout rate, the proportion of early school leavers who remain without any specific occupation is still alarming. Therefore, this study intends a shift of focus from system-inherent to individual factors, including mental health and family correlates, to provide a more comprehensive analysis of the dropout phenomenon. The objectives of this study are to investigate the type and prevalence of psychiatric disorders among school dropouts and to compare the findings with those by a matched control group of regularly enrolled students. Furthermore, family variables and socioeconomic status will be analysed, as they are factors likely to interfere with both educational attainment and mental health. A trained psychologist will use structured interviews and self-report forms to investigate for mental health issues, information on schooling, socioeconomic situation and family life. Controls will be matched for gender, age, school type and educational grade. As school dropouts face a serious risk of long term professional and social marginalization, there is an evident need for action. Identifying psychosocial risk and protective factors of school dropout will deliver solid insight on how to conceive public health strategies for young people who may need a more customized support to carry out their academic potential. ClinicalTrials.gov Identifier: NCT01354236.

Internet-based motivation program for women with eating disorders: eating disorder pathology and depressive mood predict dropout.

PubMed

von Brachel, Ruth; Hötzel, Katrin; Hirschfeld, Gerrit; Rieger, Elizabeth; Schmidt, Ulrike; Kosfelder, Joachim; Hechler, Tanja; Schulte, Dietmar; Vocks, Silja

2014-03-31

One of the main problems of Internet-delivered interventions for a range of disorders is the high dropout rate, yet little is known about the factors associated with this. We recently developed and tested a Web-based 6-session program to enhance motivation to change for women with anorexia nervosa, bulimia nervosa, or related subthreshold eating pathology. The aim of the present study was to identify predictors of dropout from this Web program. A total of 179 women took part in the study. We used survival analyses (Cox regression) to investigate the predictive effect of eating disorder pathology (assessed by the Eating Disorders Examination-Questionnaire; EDE-Q), depressive mood (Hopkins Symptom Checklist), motivation to change (University of Rhode Island Change Assessment Scale; URICA), and participants' age at dropout. To identify predictors, we used the least absolute shrinkage and selection operator (LASSO) method. The dropout rate was 50.8% (91/179) and was equally distributed across the 6 treatment sessions. The LASSO analysis revealed that higher scores on the Shape Concerns subscale of the EDE-Q, a higher frequency of binge eating episodes and vomiting, as well as higher depression scores significantly increased the probability of dropout. However, we did not find any effect of the URICA or age on dropout. Women with more severe eating disorder pathology and depressive mood had a higher likelihood of dropping out from a Web-based motivational enhancement program. Interventions such as ours need to address the specific needs of women with more severe eating disorder pathology and depressive mood and offer them additional support to prevent them from prematurely discontinuing treatment.

Internet-Based Motivation Program for Women With Eating Disorders: Eating Disorder Pathology and Depressive Mood Predict Dropout

PubMed Central

Hirschfeld, Gerrit; Rieger, Elizabeth; Schmidt, Ulrike; Kosfelder, Joachim; Hechler, Tanja; Schulte, Dietmar; Vocks, Silja

2014-01-01

Background One of the main problems of Internet-delivered interventions for a range of disorders is the high dropout rate, yet little is known about the factors associated with this. We recently developed and tested a Web-based 6-session program to enhance motivation to change for women with anorexia nervosa, bulimia nervosa, or related subthreshold eating pathology. Objective The aim of the present study was to identify predictors of dropout from this Web program. Methods A total of 179 women took part in the study. We used survival analyses (Cox regression) to investigate the predictive effect of eating disorder pathology (assessed by the Eating Disorders Examination-Questionnaire; EDE-Q), depressive mood (Hopkins Symptom Checklist), motivation to change (University of Rhode Island Change Assessment Scale; URICA), and participants’ age at dropout. To identify predictors, we used the least absolute shrinkage and selection operator (LASSO) method. Results The dropout rate was 50.8% (91/179) and was equally distributed across the 6 treatment sessions. The LASSO analysis revealed that higher scores on the Shape Concerns subscale of the EDE-Q, a higher frequency of binge eating episodes and vomiting, as well as higher depression scores significantly increased the probability of dropout. However, we did not find any effect of the URICA or age on dropout. Conclusions Women with more severe eating disorder pathology and depressive mood had a higher likelihood of dropping out from a Web-based motivational enhancement program. Interventions such as ours need to address the specific needs of women with more severe eating disorder pathology and depressive mood and offer them additional support to prevent them from prematurely discontinuing treatment. PMID:24686856

A mixed methods investigation of dropout among talented young dancers: findings from the UK Centres for Advanced Training.

PubMed

Walker, Imogen J; Nordin-Bates, Sanna M; Redding, Emma

2012-01-01

The aim of this study was to understand reasons for dropout from a dance-talent program in the UK, using a mixed methods design. In-depth interviews were conducted with ten dropout students to explore the influencing factors in their decision to leave the program. In order to triangulate these findings, reasons for dropout were then examined from descriptive records of 147 young dancers who had withdrawn from the talent program over a four-year period. Overall, the most frequently cited reasons for dropping out were conflicting demands, change in aspirations, course content, difficulty making friends, and lost passion. Injury, financial factors, low perceived competence, and teacher behavior emerged as minor reasons. Intervention strategies that focus on changes in course content may be the easiest to implement and most effective means to enhance student retention.

Dropout policies and trends for students with and without disabilities.

PubMed

Kemp, Suzanne E

2006-01-01

Students with and without disabilities are dropping out of school at an alarming rate. However, the precise extent of the problem remains elusive because individual schools, school districts, and state departments of education often use different definitional criteria and calculation methods. In addition, specific reasons why students drop out continues to be speculative and minimal research exists validating current dropout prevention programs for students with and without disabilities. This study examined methods secondary school principals used to calculate dropout rates, reasons they believed students dropped out of school, and what prevention programs were being used for students with and without disabilities. Results indicated that school districts used calculation methods that minimized dropout rates, students with and without disabilities dropped out for similar reasons, and few empirically validated prevention programs were being implemented. Implications for practice and directions for future research are discussed.

Family Engagement. National Dropout Prevention Center/Network Newsletter. Volume 20, Number 2

ERIC Educational Resources Information Center

Duckenfield, Marty, Ed.

2008-01-01

The "National Dropout Prevention Newsletter" is published quarterly by the National Dropout Prevention Center/Network. This issue contains the following articles: (1) Family/School Relationships: Relationships That Matter; (2) Program Profile; (3) Engaging Families in the Pathway to College: Lessons From Schools That Are Beating the Odds (Anne T.…

Substance abuse intensive outpatient treatment: does program graduation matter?

PubMed

Wallace, Amy E; Weeks, William B

2004-07-01

Program graduation, even after controlling for length of stay, may predict for improved outcomes in some substance abuse treatment settings. We investigated the role of program graduation by comparing social outcomes and inpatient utilization the years before and after treatment among graduates and dropouts of a Veterans Administration substance abuse intensive outpatient program. At enrollment, graduates and dropouts were similar in all spheres measured. Patients who completed the treatment program used significantly fewer psychiatric inpatient bed days of care the year after they completed the program, both in comparison to their own prior use and in comparison to program dropouts. Graduates were more likely to be abstinent and less likely to fully relapse or be incarcerated at 6-month followup. Further research is needed to discern optimal treatment length-that which maximizes both length of stay and completion rates, while optimizing use of limited treatment resources.

A PILOT BASIC EDUCATION PROGRAM FOR SCHOOL DROPOUTS INCORPORATING A TOKEN REINFORCEMENT SYSTEM.

ERIC Educational Resources Information Center

CLARK, MARILYN; AND OTHERS

A 2-MONTH BASIC EDUCATION PROGRAM TESTED WHETHER A TOKEN REINFORCEMENT MIGHT BE AN EFFECTIVE INCENTIVE TO STIMULATE A DESIRED EDUCATIONAL BEHAVIOR. THE SUBJECTS (SS) WERE TWO MATCHED GROUPS OF FIVE 16- TO 21-YEAR-OLD GIRLS WHO WERE SCHOOL DROPOUTS EMPLOYED IN A NEIGHBORHOOD YOUTH CORPS (NYC) PROGRAM. A CLASSROOM GROUP WAS GIVEN A BASIC EDUCATION…

Study of the Career Intern Program. Summary Report.

ERIC Educational Resources Information Center

Tallmadge, G. Kasten; And Others

The Career Intern Program (CIP) is an alternative high school designed to enable disadvantaged and alienated dropouts or potential dropouts to earn regular high school diplomas, to prepare them for meaningful employment or postsecondary education, and to facilitate their transition from school to work. CIP components are instruction, counseling,…

Vocational Education's Role in Dropout Prevention. ERIC Digest.

ERIC Educational Resources Information Center

Imel, Susan

Appropriately implemented vocational education programs can help achieve National Education Goal 2--increasing the high school graduation rate to at least 90 percent. A 3-year study of dropout prevention in 10 demonstration sites has resulted in an enhanced vocational education program model described in "Vocational Education for the 21st…

School Dropout Pattern among Senior Secondary Schools in Delta State, Nigeria

ERIC Educational Resources Information Center

Ajaja, O. Patrick

2012-01-01

The major purpose of this study was to determine the pattern of dropout among secondary school students in Delta State. To guide this study, 7 research questions were asked and answered, 3 hypotheses stated and tested at 0.05 level of significance. The design of study was ex post facto using the past school attendance registers as the major…

Factors associated with dropout in medical education: a literature review.

PubMed

O'Neill, Lotte Dyhrberg; Wallstedt, Birgitta; Eika, Berit; Hartvigsen, Jan

2011-05-01

Medical school dropout may have negative consequences for society, patients, the profession, schools and dropouts. To our knowledge, the literature dealing with dropout from medical school has never been systematically and critically appraised. This review aimed to systematically and critically review studies dealing with factors found to be associated with dropping out of medical school. A systematic critical literature review of the international peer-reviewed research literature on medical education was performed. A primary search was conducted and subsequently supplemented with ancestry and descendancy searches. The population of interest was medical students and the outcome was dropout. Abstract/title screening and quality assessment were performed by two independent researchers. Studies were assessed on six domains of quality: study participation; study attrition; predictor measurement; measurement of and accounting for confounders; outcome measurement, and analysis. Only studies that accounted for confounding were included in the final analysis. Of 625 studies found, 48 were quality-assessed and 13 of these were eventually included based on their fulfilment of our quality-related criteria. A range of entry qualifications seemed to be associated with greater chances of a student dropping out (odds ratio [OR] = 1.65-4.00). Struggling academically in medical school may be strongly associated with dropout. By contrast, no specific pattern of demographic variables was particularly important in relation to dropout. The effects of socio-economic, psychological and educational variables on dropout were not well investigated. More research into causal models and theory testing, which considers the effects of education, organisation and institution, is necessary if we are to learn more about how we can actively prevent medical student withdrawal. © Blackwell Publishing Ltd 2011.

Mentoring and Academic Resilience: Academic Progress in a Predominantly White Institution as a Historically Marginalized Student

ERIC Educational Resources Information Center

Reed-Hendon, Caryn Y.

2013-01-01

Mentoring for historically marginalized students in the post-secondary education years has been used as a means to mitigate factors of attrition in academic programs. As a student development construct, academic resilience utilizes protective processes for managing behavioral and emotional responses to difficult situations inside and outside of…

Middle Class Dropouts: Myths and Observations.

ERIC Educational Resources Information Center

Balfour, Mary J.; Harris, Linda Hall

1979-01-01

Observations about middle class high school dropouts are reported by staff of Project SAIL (Student Advocates Inspire Learning), an intensive special program involving peer and individual counseling. (CL)

Rural School Dropout Issues: Implications for Dropout Prevention. Strategies and Programs

ERIC Educational Resources Information Center

Smink, Jay; Reimer, Mary

2017-01-01

The purpose of this report is threefold: to provide a brief overview of national dropout issues--both data and risk factors, with emphasis on those in rural areas--and then focusing on the particular factors that have the greatest impact on students in Mississippi; present the critical challenges for rural areas; and finally to recommend…

The Meaning of School from Dropout's View Point (A Phenomenological Study)

ERIC Educational Resources Information Center

Habibi; Setiawan, Cally

2017-01-01

Student dropouts are complex problems in Indonesia. Some of the dropouts living in rural areas have migrated to the large cities. It contributes to the child labor growth which is already one the major problems in Indonesia. Knowledge about the meaning of school from their perspective could be helpful for policy and programs related to dropout…

Early Predictors of First-Year Academic Success at University: Pre-University Effort, Pre-University Self-Efficacy, and Pre-University Reasons for Attending University

ERIC Educational Resources Information Center

van Herpen, Sanne G. A.; Meeuwisse, Marieke; Hofman, W. H. Adriaan; Severiens, Sabine E.; Arends, Lidia R.

2017-01-01

Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors "pre-university" effort…

School, Community and Youth. Statewide Evaluation of Part G Programs in Cooperative Vocational Education in the State of Illinois/1971-1972.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale.

Two types of educational programs were designed to reach the potential dropout of 14-15 years of age and the early school leaver. The first program, known as the Work Experience and Career Exploration Program (WECEP), was developed to expose potential dropouts to the world of work and to impress upon them the importance of a high school education.…

Comparison of data analysis strategies for intent-to-treat analysis in pre-test-post-test designs with substantial dropout rates.

PubMed

Salim, Agus; Mackinnon, Andrew; Christensen, Helen; Griffiths, Kathleen

2008-09-30

The pre-test-post-test design (PPD) is predominant in trials of psychotherapeutic treatments. Missing data due to withdrawals present an even bigger challenge in assessing treatment effectiveness under the PPD than under designs with more observations since dropout implies an absence of information about response to treatment. When confronted with missing data, often it is reasonable to assume that the mechanism underlying missingness is related to observed but not to unobserved outcomes (missing at random, MAR). Previous simulation and theoretical studies have shown that, under MAR, modern techniques such as maximum-likelihood (ML) based methods and multiple imputation (MI) can be used to produce unbiased estimates of treatment effects. In practice, however, ad hoc methods such as last observation carried forward (LOCF) imputation and complete-case (CC) analysis continue to be used. In order to better understand the behaviour of these methods in the PPD, we compare the performance of traditional approaches (LOCF, CC) and theoretically sound techniques (MI, ML), under various MAR mechanisms. We show that the LOCF method is seriously biased and conclude that its use should be abandoned. Complete-case analysis produces unbiased estimates only when the dropout mechanism does not depend on pre-test values even when dropout is related to fixed covariates including treatment group (covariate-dependent: CD). However, CC analysis is generally biased under MAR. The magnitude of the bias is largest when the correlation of post- and pre-test is relatively low.

Modelling variable dropout in randomised controlled trials with longitudinal outcomes: application to the MAGNETIC study.

PubMed

Kolamunnage-Dona, Ruwanthi; Powell, Colin; Williamson, Paula Ruth

2016-04-28

Clinical trials with longitudinally measured outcomes are often plagued by missing data due to patients withdrawing or dropping out from the trial before completing the measurement schedule. The reasons for dropout are sometimes clearly known and recorded during the trial, but in many instances these reasons are unknown or unclear. Often such reasons for dropout are non-ignorable. However, the standard methods for analysing longitudinal outcome data assume that missingness is non-informative and ignore the reasons for dropout, which could result in a biased comparison between the treatment groups. In this article, as a post hoc analysis, we explore the impact of informative dropout due to competing reasons on the evaluation of treatment effect in the MAGNETIC trial, the largest randomised placebo-controlled study to date comparing the addition of nebulised magnesium sulphate to standard treatment in acute severe asthma in children. We jointly model longitudinal outcome and informative dropout process to incorporate the information regarding the reasons for dropout by treatment group. The effect of nebulised magnesium sulphate compared with standard treatment is evaluated more accurately using a joint longitudinal-competing risk model by taking account of such complexities. The corresponding estimates indicate that the rate of dropout due to good prognosis is about twice as high in the magnesium group compared with standard treatment. We emphasise the importance of identifying reasons for dropout and undertaking an appropriate statistical analysis accounting for such dropout. The joint modelling approach accounting for competing reasons for dropout is proposed as a general approach for evaluating the sensitivity of conclusions to assumptions regarding missing data in clinical trials with longitudinal outcomes. EudraCT number 2007-006227-12 . Registration date 18 Mar 2008.

Final Evaluation Report on the Texarkana Dropout Prevention Program.

ERIC Educational Resources Information Center

Andrew, Dean C.; Roberts, Lawrence H.

The Texarkana Dropout Prevention Program is an educational innovation in which (1) a private company was placed under contract to set up special, remedial instruction in the public schools, and (2) the company was to be paid according to the results produced under a performance contract. Dorsett Educational Systems operated six rapid learning…

[Dropout Prevention Program. Request for Proposal #2.

ERIC Educational Resources Information Center

Texarkana School District 7, AR.

This document provides the necessary instructions and forms for submission of a rapid learning center performance contract proposal as part of a 4-year dropout prevention program. Contract performance proposals are to embody mathematics and/or reading, and to involve students enrolled in grades 7-12 who are two or more grade levels deficient in…

Is the GED an Effective Route to Postsecondary Education for School Dropouts? NBER Working Paper No. 13816

ERIC Educational Resources Information Center

Tyler, John H.; Lofstrom, Magnus

2008-01-01

We use data from the Texas Schools Microdata Panel (TSMP) to examine the extent to which dropouts use the GED as a route to post-secondary education. The paper develops a model pointing out the potential biases in estimating the effects of taking the "GED path" to postsecondary education. Lacking suitable instruments that would allow us…

Longitudinal Examination of Aggression and Study Skills From Middle to High School: Implications for Dropout Prevention.

PubMed

Orpinas, Pamela; Raczynski, Katherine; Hsieh, Hsien-Lin; Nahapetyan, Lusine; Horne, Arthur M

2018-03-01

High school completion provides health and economic benefits. The purpose of this study is to describe dropout rates based on longitudinal trajectories of aggression and study skills using teacher ratings. The sample consisted of 620 randomly selected sixth graders. Every year from Grade 6 to 12, a teacher completed a nationally normed behavioral rating scale. We used latent class mixture modeling to identify the trajectories. Participants followed 3 trajectories of aggression (Low, Medium Desisting, and High Desisting) and 5 trajectories of study skills (Low, Average-Low, Decreasing, Increasing, and High). Over three-quarters of the sample were in stable trajectories of study skills over time. Most students in the High Desisting Aggression group were in the Low Study Skills group, and all students in the High Study Skills group were in the Low Aggression group. The overall dropout rate was 17%, but varied dramatically across combined aggression and study skills groups, ranging from 2% to 50%. The results highlight the importance of early prevention that combines academic enhancement and behavioral management for reducing school dropout. © 2018, American School Health Association.

High School Dropout Rates among Minority Students in a Northern California Suburban Area

ERIC Educational Resources Information Center

Chapman, Alexander

2011-01-01

This study which has much of its base in the Education, Excellence & Equity (E3) program is about the dropout rates among minority students within a certain county in Northern California. Why are minority students dropping out at higher rates than their white counterparts? The research hypothesis is that the dropout rate is higher among…

Impact of dropout of female volunteer community health workers: An exploration in Dhaka urban slums

PubMed Central

2012-01-01

Background The model of volunteer community health workers (CHWs) is a common approach to serving the poor communities in developing countries. BRAC, a large NGO in Bangladesh, is a pioneer in this area, has been using female CHWs as core workers in its community-based health programs since 1977. After 25 years of implementing of the CHW model in rural areas, BRAC has begun using female CHWs in urban slums through a community-based maternal health intervention. However, BRAC experiences high dropout rates among CHWs suggesting a need to better understand the impact of their dropout which would help to reduce dropout and increase program sustainability. The main objective of the study was to estimate impact of dropout of volunteer CHWs from both BRAC and community perspectives. Also, we estimated cost of possible strategies to reduce dropout and compared whether these costs were more or less than the costs borne by BRAC and the community. Methods We used the ‘ingredient approach’ to estimate the cost of recruiting and training of CHWs and the so-called ‘friction cost approach’ to estimate the cost of replacement of CHWs after adapting. Finally, we estimated forgone services in the community due to CHW dropout applying the concept of the friction period. Results In 2009, average cost per regular CHW was US$ 59.28 which was US$ 60.04 for an ad-hoc CHW if a CHW participated a three-week basic training, a one-day refresher training, one incentive day and worked for a month in the community after recruitment. One month absence of a CHW with standard performance in the community meant substantial forgone health services like health education, antenatal visits, deliveries, referrals of complicated cases, and distribution of drugs and health commodities. However, with an additional investment of US$ 121 yearly per CHW BRAC could save another US$ 60 invested an ad-hoc CHW plus forgone services in the community. Conclusion Although CHWs work as volunteers in Dhaka urban slums impact of their dropout is immense both in financial term and forgone services. High cost of dropout makes the program less sustainable. However, simple and financially competitive strategies can improve the sustainability of the program. PMID:22897922

Successful School Downsizing.

ERIC Educational Resources Information Center

Raywid, Mary Anne

1997-01-01

Solid research evidence links smaller schools to fewer discipline problems, lower dropout rates, higher student participation levels, and steadier academic progress. Large buildings are no obstacle. Creating small schools requires top administrators to lend impetus and support, facilitate teacher volunteer groups, develop clear policies, adjust…

Development of Cities Mentor Project: An Intervention to Improve Academic Outcomes for Low-Income Urban Youth through Instruction in Effective Coping Supported by Mentoring Relationships and Protective Settings

ERIC Educational Resources Information Center

Grant, Kathryn E.; Farahmand, Farahnaz; Meyerson, David A.; Dubois, David L.; Tolan, Patrick H.; Gaylord-Harden, Noni K.; Barnett, Alexandra; Horwath, Jordan; Doxie, Jackie; Tyler, Donald; Harrison, Aubrey; Johnson, Sarah; Duffy, Sophia

2014-01-01

This manuscript summarizes an iterative process used to develop a new intervention for low-income urban youth at risk for negative academic outcomes (e.g., disengagement, failure, drop-out). A series of seven steps, building incrementally one upon the other, are described: 1) identify targets of the intervention; 2) develop logic model; 3)…

An Examination of the Relationship between Inclusion of Students with Disabilities in General Education Classrooms and Student Success as Measured by Public School District Graduation Rates, Dropout Rates, and ACT Mathematics Performance

ERIC Educational Resources Information Center

Rudloff, Renee

2014-01-01

The accountability of No Child Left Behind (NCLB, 2001) provided assurance that "all children (would) have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments" (Section 1001). According to…

Academic Ranking--From Its Genesis to Its International Expansion

ERIC Educational Resources Information Center

Vieira, Rosilene C.; Lima, Manolita C.

2015-01-01

Given the visibility and popularity of rankings that encompass the measurement of quality of post-graduate courses, for instance, the MBA (Master of Business Administration) or graduate studies program (MSc and PhD) as do global academic rankings--Academic Ranking of World Universities-ARWU, Times Higher/Thomson Reuters World University Ranking…

The Career Intern Program: A Serious Solution to Youth Unemployment. A Decade of Difference: 1972-1982.

ERIC Educational Resources Information Center

Opportunities Industrialization Centers of America, Inc., Philadelphia, PA.

The Career Intern Program (CIP), inititated by the Opportunities Industrialization Centers of America (OIC/A) in Philadelphia, Pennsylvania, in 1972, is an alternative high school for dropouts and potential dropouts and for youth who are otherwise educationally and economically disadvantaged and unemployable. CIP operates with the endoresment of,…

The Urban Academy: A Dropout Prevention and Demonstration Project 1988-89. OREA Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

This report evaluates the effectiveness of the Urban Academy program, a dropout prevention demonstration program involving a collaborative effort between Community School District 10 in the Bronx (New York) and the Victim Services Agency (VSA), a social service agency, to provide increased instructional support and social services to 78 at-risk…

Valuing Brazilian Youth: IDRA's Coca Cola Valued Youth Program in Latin America

ERIC Educational Resources Information Center

Montecel, Maria Robledo

2008-01-01

Intercultural Development Research Association (IDRA) is an independent, non-profit organization with a vision for schools that work for all children. It partnered with Coca-Cola in 1984 and began a dropout prevention program just as it was conducting the first comprehensive study of school dropouts in Texas. Its annual studies since then have…

Evaluation of the Universal Immunization Program and Challenges in Coverage of Migrant Children in Haridwar, Uttarakhand, India.

PubMed

Nath, Latika; Kaur, Prabhdeep; Tripathi, Saurabh

2015-01-01

Studies show that immunization among migrant children is poor. India has a dropout rate of 17.7% between Bacillus Calmette-Guιrin (BCG) and measles (District Level Household Survey (DLHS)-3). Haridwar district had the highest dropout rate of 27.4% from BCG to diphtheria, pertussis, and tetanus (DPT) 3 (DLHS-3) in Uttarakhand. We evaluated the Universal Immunization Programme (UIP) among migrants in Haridwar in two blocks. We developed input, process, and output indicators on infrastructure, human resources, and service delivery. A facility, session site and cross-sectional survey of 180 children were done and proportions for various indicators were estimated. We determined factors associated with not taking vaccination using multivariate analysis. We surveyed 11 cold chain centers, 25 subcenters, 14 sessions, and interviewed 180 mothers. Dropouts were supposed to be tracked using vaccination card counterfoils and tracking registers. The dropout rate from BCG to DPT3 was 30%. Lack of knowledge (adjusted odds ratio (AOR) 6.6,95% confidence interval (CI) 2.6-16.7), mother not being decision maker (AOR 4.0,95%CI 1.7-9.2), lack of contact by Accredited Social Health Activist (ASHA; AOR 3.0,95%CI 1.1-7.7), not being given four post-vaccination messages (AOR 7.7, 95% CI 2.9-20.2), and longer duration of stay in Haridwar (AOR 3.0 95% 1.9-7.6) were risk factors for nonimmunization. The reasons stated by mothers included lack of awareness of session site location (67%) and belief that child should only be vaccinated in their resident district (43%). There was low immunization coverage among migrants within adequate supervision, poor cold chain maintenance, and improper tracking of dropouts. Mobile immunization teams, prelisting of migrant children, and change in incentives of ASHAs for child tracking were needed. A monitoring plan for sessions and cold chain needed enforcement.

Crude childhood vaccination coverage in West Africa: Trends and predictors of completeness.

PubMed

Kazungu, Jacob S; Adetifa, Ifedayo M O

2017-02-15

Background : Africa has the lowest childhood vaccination coverage worldwide. If the full benefits of childhood vaccination programmes are to be enjoyed in sub-Saharan Africa, all countries need to improve on vaccine delivery to achieve and sustain high coverage. In this paper, we review trends in vaccination coverage, dropouts between vaccine doses and explored the country-specific predictors of complete vaccination in West Africa.  Methods : We utilized datasets from the Demographic and Health Surveys Program, available for Benin, Burkina Faso, The Gambia, Ghana, Guinea, Cote d'Ivoire, Liberia, Mali, Niger, Nigeria, Senegal, Sierra Leone and Togo, to obtain coverage for Bacillus Calmette-Guerin, polio, measles, and diphtheria, pertussis and tetanus (DPT) vaccines in children aged 12 - 23 months. We also calculated the DPT1-to-DPT3 and DPT1-to-measles dropouts, and proportions of the fully immunised child (FIC). Factors predictive of FIC were explored using Chi-squared tests and multivariable logistic regression.  Results : Overall, there was a trend of increasing vaccination coverage. The proportion of FIC varied significantly by country (range 24.1-81.4%, mean 49%). DPT1-to-DPT3 dropout was high (range 5.1% -33.9%, mean 16.3%). Similarly, DPT1-measles dropout exceeded 10% in all but four countries. Although no single risk factor was consistently associated with FIC across these countries, maternal education, delivery in a health facility, possessing a vaccine card and a recent post delivery visit to a health facility were the key predictors of complete vaccination.  Conclusions : The low numbers of fully immunised children and high dropout between vaccine doses highlights weaknesses and the need to strengthen the healthcare and routine immunization delivery systems in this region. Country-specific correlates of complete vaccination should be explored further to identify interventions required to increase vaccination coverage. Despite the promise of an increasing trend in vaccination coverage in West African countries, more effort is required to attain and maintain global vaccination coverage targets.

Role Management, Educational Satisfaction, and Role Dynamics in Post-Secondary, Re-entry Women.

ERIC Educational Resources Information Center

Edmondon, Mary Ellen; And Others

1986-01-01

A sample of 42 post-secondary, educational re-entry women completed questionnaires focusing on background status, role dynamics, and satisfaction with their re-entry experience. Results showed no differences between students in a vocational program and those in a traditional, academic program. Role-dynamic variables--but not background-status…

Study protocol: the Fueling Learning through Exercise (FLEX) study - a randomized controlled trial of the impact of school-based physical activity programs on children's physical activity, cognitive function, and academic achievement.

PubMed

Wright, Catherine M; Duquesnay, Paula J; Anzman-Frasca, Stephanie; Chomitz, Virginia R; Chui, Kenneth; Economos, Christina D; Langevin, Elizabeth G; Nelson, Miriam E; Sacheck, Jennifer M

2016-10-13

Physical activity (PA) is critical to preventing childhood obesity and contributes to children's overall physical and cognitive health, yet fewer than half of all children achieve the recommended 60 min per day of moderate-to-vigorous physical activity (MVPA). Schools are an ideal setting to meeting PA guidelines, but competing demands and limited resources have impacted PA opportunities. The Fueling Learning through Exercise (FLEX) Study is a randomized controlled trial that will evaluate the impact of two innovative school-based PA programs on children's MVPA, cognitive function, and academic outcomes. Twenty-four public elementary schools from low-income, ethnically diverse communities around Massachusetts were recruited and randomized to receive either 100 Mile Club® (walking/running program) or Just Move™ (classroom-based PA program) intervention, or control. Schoolchildren (grades 3-4, approximately 50 per school) were recruited to participate in evaluation. Primary outcome measures include PA via 7-day accelerometry (Actigraph GT3X+ and wGT3X-BT), cognitive assessments, and academic achievement via state standardized test scores. Additional measures include height and weight, surveys assessing psycho-social factors related to PA, and dietary intake. School-level surveys assess PA infrastructure and resources and intervention implementation. Data are collected at baseline, mid-point (5-6 months post-baseline), and post-intervention (approximately 1.5 years post-baseline). Demographic data were collected by parents/caregivers at baseline. Mixed-effect models will test the short- and long-term effects of both programs on minutes spent in MVPA, as well as secondary outcomes including cognitive and academic outcomes. The FLEX study will evaluate strategies for increasing children's MVPA through two innovative, low-cost, school-based PA programs as well as their impact on children's cognitive functioning and academic success. Demonstration of a relationship between school-based MVPA with neutral or improved, rather than diminished, academic outcomes in a naturalistic environment has the potential to positively influence investment in school PA programs and initiatives. ClinicalTrials.gov Identifier: NCT02810834 . Registered May 11, 2015. (Retrospectively registered).

School Dropouts in Hong Kong: Parents' Experiences

ERIC Educational Resources Information Center

Lau, Yuk King

2011-01-01

Chinese parenting emphasises parents' responsibility in training and governing children's appropriate and expected behaviors, including good academic performance. As reflected by the Attendance Ordinance and the strong involvement of parents in children's study, there is continuous emphasis on parental responsibility in children's education in…

The Effects Multiple Intervention and Prevention Programs Have on the Graduation and Dropout Rates of Two Major Urban School Districts in Texas

ERIC Educational Resources Information Center

Briones, Ernestina M.; Jones, Don; Challoo, Linda

2015-01-01

In the United States, seven thousand students drop out of school every day (Alliance for Excellence Education, 2010); that is more than one million per year (Balfanz & Bridgeland, 2014). Administrators, former educators and private entities have taken an interest in the dropout epidemic and have developed numerous dropout prevention and…

The Influence of Computer Technology Learning Program on Attitudes toward Computers and Self-Esteem among Arab Dropout Youth.

ERIC Educational Resources Information Center

Romi, Shlomo; Zoabi, Houssien

2003-01-01

Describes a study that examined the attitudes of Arab dropout youth in Israel toward the use of computer technology and the influence of this use on their self-esteem. Results supported the assumptions that exposure to computer technology would change the attitudes of dropout adolescents toward computers to positive ones. (Contains 43 references.)…

The Contribution of Therapist Effects to Patient Dropout and Deterioration in the Psychological Therapies.

PubMed

Saxon, David; Barkham, Michael; Foster, Alexis; Parry, Glenys

2017-05-01

In the psychological therapies, patient outcomes are not always positive. Some patients leave therapy prematurely (dropout), while others experience deterioration in their psychological well-being. The sample for dropout comprised patients (n = 10 521) seen by 85 therapists, who attended at least the initial session of one-to-one therapy and completed a Clinical Outcomes in Routine Evaluation-Outcome Measure (CORE-OM) at pre-treatment. The subsample for patient deterioration comprised patients (n = 6405) seen by the same 85 therapists but who attended two or more sessions, completed therapy and returned a CORE-OM at pre-treatment and post-treatment. Multilevel modelling was used to estimate the extent of therapist effects for both outcomes after controlling for patient characteristics. Therapist effects accounted for 12.6% of dropout variance and 10.1% of deterioration variance. Dropout rates for therapists ranged from 1.2% to 73.2%, while rates of deterioration ranged from 0% to 15.4%. There was no significant correlation between therapist dropout rate and deterioration rate (Spearman's rho = 0.07, p = 0.52). The methods provide a reliable means for identifying therapists who return consistently poorer rates of patient dropout and deterioration compared with their peers. The variability between therapists and the identification of patient risk factors as significant predictors has implications for the delivery of safe psychological therapy services. Copyright © 2016 John Wiley & Sons, Ltd. Therapists play an important role in contributing to patient dropout and deterioration, irrespective of case mix. Therapist effects on patient dropout and deterioration appear to act independently. Being unemployed as a patient was the strongest predictor of both dropout and deterioration. Patient risk to self or others was also an important predictor. Copyright © 2016 John Wiley & Sons, Ltd.

Improving the professionalism of post-certification teacher through academic supervision in vocational schools

NASA Astrophysics Data System (ADS)

Satyawati, Sophia Tri; Widyanto, I. Putu; Suemy

2017-03-01

This paper examines the principal's efforts in improving the professionalism of post-certification teachers through academic supervision in vocational school. The certification of educators is expected to improve the professionalism of teachers, there are significant changes between the before and after receiving the certificate of educators. One of the efforts made by the principal on increasing the professionalism of teachers is to carry out academic supervision completely and continuously. This paper examines about how principals at vocational schools carry out the programmed academic supervision, and continuing through mentoring, evaluation and coaching. Academic supervision is performed by individual supervision techniques which includes: classroom or practical visit, classroom or practical observation, individual meetings, inter-class or practical places visit, and self-assessment.

Freshmen Program Withdrawal: Types and Recommendations.

PubMed

Bernardo, Ana; Cervero, Antonio; Esteban, María; Tuero, Ellian; Casanova, Joana R; Almeida, Leandro S

2017-01-01

University program dropout is a problem that has important consequences not only for the student that leaves but also for the institution in which the withdrawal occurs. Therefore, higher education institutions must study the problem in greater depth to establish appropriate prevention measures in the future. However, most research papers currently focus primarily on the characteristics of students who leave university, rather than on those who choose to pursue alternative courses of study and therefore fail to take into account the different kinds of abandonment. The aim of this paper is to identify the different types of dropout to define their characteristics and propose some recommendations. Thus, an ex post facto study was carried out on a sample of 1,311 freshmen from a university in the north of Spain using data gathered using an ad-hoc designed questionnaire, applied by telephone or an online survey, and completed with data available in the university data warehouse. A descriptive analysis was performed to characterize the sample and identify five different groups, including 1. Students persisting in their initiated degree 2. Students who change of program (within the same university) 3. Students transferring to a different university 4. Students enrolling in non-higher-education studies 5. Students that quit studying. Also, data mining techniques (decision trees) were applied to classify the cases and generate predictive models to aid in the design of differentiated intervention strategies for each of the corresponding groups.

Freshmen Program Withdrawal: Types and Recommendations

PubMed Central

Bernardo, Ana; Cervero, Antonio; Esteban, María; Tuero, Ellian; Casanova, Joana R.; Almeida, Leandro S.

2017-01-01

University program dropout is a problem that has important consequences not only for the student that leaves but also for the institution in which the withdrawal occurs. Therefore, higher education institutions must study the problem in greater depth to establish appropriate prevention measures in the future. However, most research papers currently focus primarily on the characteristics of students who leave university, rather than on those who choose to pursue alternative courses of study and therefore fail to take into account the different kinds of abandonment. The aim of this paper is to identify the different types of dropout to define their characteristics and propose some recommendations. Thus, an ex post facto study was carried out on a sample of 1,311 freshmen from a university in the north of Spain using data gathered using an ad-hoc designed questionnaire, applied by telephone or an online survey, and completed with data available in the university data warehouse. A descriptive analysis was performed to characterize the sample and identify five different groups, including 1. Students persisting in their initiated degree 2. Students who change of program (within the same university) 3. Students transferring to a different university 4. Students enrolling in non-higher-education studies 5. Students that quit studying. Also, data mining techniques (decision trees) were applied to classify the cases and generate predictive models to aid in the design of differentiated intervention strategies for each of the corresponding groups. PMID:28983263

Determinants of High-School Dropout: A Longitudinal Study in a Deprived Area of Japan.

PubMed

Tabuchi, Takahiro; Fujihara, Sho; Shinozaki, Tomohiro; Fukuhara, Hiroyuki

2018-05-19

Our objective in this study was to find determinants of high-school dropout in a deprived area of Japan using longitudinal data, including socio-demographic and junior high school-period information. We followed 695 students who graduated the junior high school located in a deprived area of Japan between 2002 and 2010 for 3 years after graduation (614 students: follow-up rate, 88.3%). Multivariable log-binomial regression models were used to calculate the prevalence ratios (PRs) for high-school dropout, using multiple imputation (MI) to account for non-response at follow-up. The MI model estimated that 18.7% of students dropped out of high school in approximately 3 years. In the covariates-adjusted model, three factors were significantly associated with high-school dropout: ≥10 days of tardy arrival in junior high school (PR 6.44; 95% confidence interval [CI], 1.69-24.6 for "10-29 days of tardy arrival" and PR 8.01; 95% CI, 2.05-31.3 for "≥30 days of tardy arrival" compared with "0 day of tardy arrival"), daily smoking (PR 2.01; 95% CI, 1.41-2.86) and severe problems, such as abuse and neglect (PR 1.66; 95% CI, 1.16-2.39). Among students with ≥30 days of tardy arrival in addition to daily smoking or experience of severe problems, ≥50% high-school dropout rates were observed. Three determinants of high-school dropout were found: smoking, tardy arrival, and experience of severe problems. These factors were correlated and should be treated as warning signs of complex behavioral and academic problems. Parents, educators, and policy makers should work together to implement effective strategies to prevent school dropout.

Sampling-based approaches to improve estimation of mortality among patient dropouts: experience from a large PEPFAR-funded program in Western Kenya.

PubMed

Yiannoutsos, Constantin T; An, Ming-Wen; Frangakis, Constantine E; Musick, Beverly S; Braitstein, Paula; Wools-Kaloustian, Kara; Ochieng, Daniel; Martin, Jeffrey N; Bacon, Melanie C; Ochieng, Vincent; Kimaiyo, Sylvester

2008-01-01

Monitoring and evaluation (M&E) of HIV care and treatment programs is impacted by losses to follow-up (LTFU) in the patient population. The severity of this effect is undeniable but its extent unknown. Tracing all lost patients addresses this but census methods are not feasible in programs involving rapid scale-up of HIV treatment in the developing world. Sampling-based approaches and statistical adjustment are the only scaleable methods permitting accurate estimation of M&E indices. In a large antiretroviral therapy (ART) program in western Kenya, we assessed the impact of LTFU on estimating patient mortality among 8,977 adult clients of whom, 3,624 were LTFU. Overall, dropouts were more likely male (36.8% versus 33.7%; p = 0.003), and younger than non-dropouts (35.3 versus 35.7 years old; p = 0.020), with lower median CD4 count at enrollment (160 versus 189 cells/ml; p<0.001) and WHO stage 3-4 disease (47.5% versus 41.1%; p<0.001). Urban clinic clients were 75.0% of non-dropouts but 70.3% of dropouts (p<0.001). Of the 3,624 dropouts, 1,143 were sought and 621 had their vital status ascertained. Statistical techniques were used to adjust mortality estimates based on information obtained from located LTFU patients. Observed mortality estimates one year after enrollment were 1.7% (95% CI 1.3%-2.0%), revised to 2.8% (2.3%-3.1%) when deaths discovered through outreach were added and adjusted to 9.2% (7.8%-10.6%) and 9.9% (8.4%-11.5%) through statistical modeling depending on the method used. The estimates 12 months after ART initiation were 1.7% (1.3%-2.2%), 3.4% (2.9%-4.0%), 10.5% (8.7%-12.3%) and 10.7% (8.9%-12.6%) respectively. CONCLUSIONS/SIGNIFICANCE ABSTRACT: Assessment of the impact of LTFU is critical in program M&E as estimated mortality based on passive monitoring may underestimate true mortality by up to 80%. This bias can be ameliorated by tracing a sample of dropouts and statistically adjust the mortality estimates to properly evaluate and guide large HIV care and treatment programs.

Evaluating the Impact of a Summer Dropout Prevention Program for Incoming Freshmen Attending an Under-Resourced High School

ERIC Educational Resources Information Center

Vera, Elizabeth; Shriberg, David; Alves, Alison; de Oca, Jessie Montes; Reker, Kassandra; Roche, Meghan; Salgado, Manuel; Stegmaier, Jessica; Viellieu, Lindsay; Karahalios, Vicky; Knoll, Michael; Adams, Kristen; Diaz, Yahaira; Rau, Ellen

2016-01-01

Low high school completion rates are an ongoing challenge for educators. This study provides the results of an evaluation of a ninth-grade summer transition program offered at a large public school with a high freshman dropout rate. The evaluation consisted of preprogram and postprogram surveys and interviews with 64 incoming freshman…

Evaluation of a therapeutic community treatment program: a long-term follow-up study in Spain.

PubMed

Fernández-Montalvo, Javier; López-Goñi, José J; Illescas, Cristina; Landa, Natalia; Lorea, Iñaki

2008-01-01

The aims of this study is to carry out a long-term follow-up evaluation of a well-established therapeutic community treatment for addictions in Navarre (Spain) and to make a comparison between the program completers and the dropouts, as well as between relapsing and nonrelapsing patients, on a broad set of variables. A long-term follow-up design (mean of 6 years after leaving treatment) was used to analyze the outcomes of the therapeutic program. The sample consisted of 155 subjects (113 completers and 42 dropouts). A personal interview was carried out with each one of the located subjects. The interviews took place between September 2000 and September 2004. Treatment "dropouts" manifested a higher and earlier rate both of relapses, and of new treatments for their drug addiction than the completion group. The program was also effective in reducing criminal behavior and improving the state of health. Significant differences were found across outcome variables when comparison was made between treatment completers and "dropouts." All subjects improved on outcome variables after receiving the treatment. When relapsing and nonrelapsing patients were compared, significant outcome differences were also found between groups. The study's limitations are noted and future needed research is suggested.

The Effects of a Combined Academic and Personal Counselling Initiative for Post-Secondary Student Retention

ERIC Educational Resources Information Center

Bilodeau, Cynthia; Meissner, John

2018-01-01

This study investigated the effectiveness of a combined academic and personal counselling initiative on student performance and emotional well-being outcomes of 289 at-risk students at a Canadian University. Criterion for risk included academic struggles, mental health distress, or both. The program was developed to be tailored to individual…

20 CFR 632.253 - Special operating provisions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... appropriate efforts to encourage educational agencies and post-secondary institutions to award academic credit... appropriate efforts are made to closely monitor the performance of the summer program and measure program...

Preventing Youth Incarceration through Reading Remediation: Issues and Solutions

ERIC Educational Resources Information Center

Christle, Christine A.; Yell, Mitchell L.

2008-01-01

The majority of court-involved youths have experienced academic failure, school exclusion, and dropout. Researchers have identified factors that increase a youth's risk for court involvement and incarceration. The risk factors include individual, family, community, peer, and school factors. Researchers actually have identified specific…

School Roles: A Way to Investigate Participation

ERIC Educational Resources Information Center

Specht, Jacqueline A.; King, Gillian A.; Servais, Michelle; Kertoy, Marilyn; Spencer, Terry

2011-01-01

Students who are more engaged in school have higher academic achievement, lower dropout rates, and increased involvement in activities during early adulthood. Unfortunately, children with disabilities participate less than children without disabilities, thus increasing their risk for depression and anxiety. This study investigated the lack of…

Using State Child Labor Laws to Identify the Causal Effect of Youth Employment on Deviant Behavior and Academic Achievement

PubMed Central

Bushway, Shawn D.; Paternoster, Raymond; Brame, Robert; Sweeten, Gary

2013-01-01

On the basis of prior research findings that employed youth, and especially intensively employed youth, have higher rates of delinquent behavior and lower academic achievement, scholars have called for limits on the maximum number of hours per week that teenagers are allowed to work. We use the National Longitudinal Survey of Youth 1997 to assess the claim that employment and work hours are causally related to adolescent problem behavior. We utilize a change model with age-graded child labor laws governing the number of hours per week allowed during the school year as instrumental variables. We find that these work laws lead to additional number of hours worked by youth, which then lead to increased high school dropout but decreased delinquency. Although counterintuitive, this result is consistent with existing evidence about the effect of employment on crime for adults and the impact of dropout on youth crime. PMID:23825897

Foreign Language Dropouts: Problems and Solutions. An Examination of the Reasons Why Students Do Not Continue Foreign Language Instruction and a List of Suggested Solutions to the Problem.

ERIC Educational Resources Information Center

Torres, Edgardo E.; And Others

This comprehensive investigation into the reasons behind the crucial problem of the student dropout in foreign language programs focuses on seven interrelated areas. These are: (1) student, (2) teacher, (3) administration, (4) counselor, (5) parent, (6) community, and (7) teacher training. A fault-tree analysis of the dropout problem provides a…

Testing the Efficacy of a Scholarship Program for Single Parent, Post-Freshmen, Full Time Undergraduates

ERIC Educational Resources Information Center

Carpenter, Dick M., II; Kaka, Sarah J.; Tygret, Jennifer A.; Cathcart, Katy

2018-01-01

This study examines the efficacy of a scholarship program designed to assist single parent, post-freshmen, full time undergraduate students and predictors of success among a sample of said students, where success is defined as progress toward completion, academic achievement, and degree completion. Results of fixed effects regression and…

Academic administrators' attitudes towards interprofessional education in Canadian schools of health professional education.

PubMed

Curran, Vernon R; Deacon, Diana R; Fleet, Lisa

2005-05-01

Interprofessional education is an approach to educating and training students and practitioners from different health professions to work in a collaborative manner in providing client and/or patient-centred care. The introduction and successful implementation of this educational approach is dependent on a variety of factors, including the attitudes of students, faculty, senior academic administrators (e.g., deans and directors) and practitioners. The purpose of this study was to examine attitudes towards interprofessional teamwork and interprofessional education amongst academic administrators of post-secondary health professional education programs in Canada. A web-based questionnaire in English and French was distributed via e-mail messaging during January 2004 to academic administrators in Canada representing medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy post-secondary educational programs. Responses were sought on attitudes towards interprofessional teamwork and interprofessional education, as well as opinions regarding barriers to interprofessional education and subject areas that lend themselves to interprofessional education. In general, academic administrators responding to the survey hold overall positive attitudes towards interprofessional teamwork and interprofessional education practices, and the results indicate there were no significant differences between professions in relation to these attitudinal perspectives. The main barriers to interprofessional education were problems with scheduling/calendar, rigid curriculum, turf battles and lack of perceived value. The main pre-clinical subject areas which respondents believed would lend themselves to interprofessional education included community health/prevention, ethics, communications, critical appraisal, and epidemiology. The results of this study suggest that a favourable perception of both interprofessional teamwork and interprofessional education exists amongst academic administrators of Canadian health professional education programs. If this is the case, the post-secondary system in Canada is primed for the introduction of interprofessional education initiatives which support the development of client and patient-centred collaborative practice competencies.

What predicts retention on an in-prison drug treatment program?

PubMed

Casares-López, María José; González-Menéndez, Ana; Fernández, Paula; Secades-Villa, Roberto; Fernández-Hermida, José Ramón

2012-11-01

The effectiveness of treatments for substance use disorders is strongly related to retention, since early dropout from treatment is associated with greater likelihood of relapse. The purpose of this prospective, ex post facto study is to analyze the effect of individual variables on retention in a treatment program carried out in a prison drug-free unit. The Addiction Severity Index, motivation and personality profile of fifty inmates were assessed on entry to the prison. Inmates were monitored for a year to identify length of stay. Motivation variables at intake play a vital role in the prediction of retention in a prison drug-free unit; scores on the Aggressive-Sadistic and Narcissistic scales are also strong predictors of treatment retention.

Relative age-related participation and dropout trends in German youth sports clubs.

PubMed

Wattie, Nick; Tietjens, Maike; Cobley, Stephen; Schorer, Jörg; Baker, Joseph; Kurz, Dietrich

2014-01-01

Relative age describes a youth's age within their age group cohort. Compared to relatively younger peers, relatively older youth in an annual age group cohort have been found more likely to be selected to sports teams, and to receive higher grades in education. This study examined the influence of youth sport participants' relative age on participation and dropout. Using data from the 1995 German Youth Sport Survey (N total=2612), comparisons (stratified by gender and sport type) were made between the relative age of current and former participants. Analyses also considered the type of school youths were enrolled in while exploring the influence of relative age on sport participations. No relative age effects for dropout emerged among males in team or individual sport contexts. Female dropouts were more likely to be relatively older (Q1, OR adjusted: 0.52, 95% CI: 0.34-0.80; Q2, OR adjusted: 0.55, 95% CI: 0.36-0.84; Q3, OR adjusted: 0.59, 95% CI: 0.39-0.89), an effect that was mirrored among 'artistic' sport participants. Boys and girls in schools that were for children of higher academic proficiency were more likely to be currently participating in sport. Findings suggest that relative age-related dropout effects may be context sensitive and different for males and females. For the most part, relative age did not appear to have any relationship with dropout in this sample, with some notable exceptions for females. Overall, factors such as the type of school youths were enrolled in appear to be a more salient influence on sport participation than relative age.

[A frame nearly without retouch of the Public Health post-graduation alumni, 1998-2007].

PubMed

Gomes, Mara Helena de Andréa; Goldenberg, Paulete

2010-07-01

We present the results of a data collection that allowed to identify where are and what the alumni of the Public Health post-graduation programs think about some attributes of their post-graduation, from 1998 to 2007. By means of two distinctive and concomitant phases, this subproject was initiated with information request along with the programs. The answers allowed the construction of a student census that defended thesis or equivalent, in three modalities: doctorate, academic and professional master. Besides the data provision that allowed us to construct and describe an academic-professional profile of the Public Health area alumni, the information allowed electronic contact with most of the alumni located. In the second phase, we sent the alumni a form to be answered online, with appreciative questions regarding the role of the post graduation on their intellectual and professional path, aiming to characterize their post-graduation degree. We forwarded some suggestions to future researches, as for example the creation of a standardized and digitalized enrollment form open to consultation.

Weight loss and dropout during a commercial weight-loss program including a very-low-calorie diet, a low-calorie diet, or restricted normal food: observational cohort study.

PubMed

Hemmingsson, Erik; Johansson, Kari; Eriksson, Jonas; Sundström, Johan; Neovius, Martin; Marcus, Claude

2012-11-01

The effectiveness of commercial weight-loss programs consisting of very-low-calorie diets (VLCDs) and low-calorie diets (LCDs) is unclear. The aim of the study was to quantify weight loss and dropout during a commercial weight-loss program in Sweden (Itrim; cost: $1300/€1000; all participants paid their own fee). This observational cohort study linked commercial weight-loss data with National Health Care Registers. Weight loss was induced with a 500-kcal liquid-formula VLCD [n = 3773; BMI (in kg/m(2)): 34 ± 5 (mean ± SD); 80% women; 45 ± 12 y of age (mean ± SD)], a 1200-1500-kcal formula and food-combination LCD (n = 4588; BMI: 30 ± 4; 86% women; 50 ± 11 y of age), and a 1500-1800-kcal/d restricted normal-food diet (n = 676; BMI: 29 ± 5; 81% women; 51 ± 12 y of age). Maintenance strategies included exercise and a calorie-restricted diet. Weight loss was analyzed by using an intention-to-treat analysis (baseline substitution). After 1 y, mean (±SD) weight changes were -11.4 ± 9.1 kg with the VLCD (18% dropout), -6.8 ± 6.4 kg with the LCD (23% dropout), and -5.1 ± 5.9 kg with the restricted normal-food diet (26% dropout). In an adjusted analysis, the VLCD group lost 2.8 kg (95% CI: 2.5, 3.2) and 3.8 kg (95% CI: 3.2, 4.5) more than did the LCD and restricted normal-food groups, respectively. A high baseline BMI and rapid initial weight loss were both independently associated with greater 1-y weight loss (P < 0.001). Younger age and low initial weight loss predicted an increased dropout rate (P < 0.001). Treatment of depression (OR: 1.4; 95% CI: 1.1, 1.9) and psychosis (OR: 2.6; 95% CI: 1.1, 6.3) were associated with an increased dropout rate in the VLCD group. A commercial weight-loss program, particularly one using a VLCD, was effective at reducing body weight in self-selected, self-paying adults.

Teachers Make the Critical Difference in Dropout Prevention.

ERIC Educational Resources Information Center

Bucci, John A.; Reitzammer, Ann F.

1992-01-01

Teachers' daily interaction is a powerful influence on at-risk students. Effective dropout prevention components include positive instructional environment, enhancement of self-esteem, alternative education, absence monitoring, mentoring, parent involvement, social and health services, teen parent programs, and transition strategies. (SK)

Programs and policies to assist high school dropouts in the transition to adulthood.

PubMed

Bloom, Dan

2010-01-01

Dan Bloom of MDRC examines policies and programs designed to help high school dropouts improve their educational attainment and labor market outcomes. So called "second-chance" programs, he says, have long provided some combination of education, training, employment, counseling, and social services. But the research record on their effectiveness is fairly thin, he says, and the results are mixed. Bloom describes eleven employment- or education-focused programs serving high school dropouts that have been rigorously evaluated over the past thirty years. Some relied heavily on paid work experience, while others focused more on job training or education. Some programs, especially those that offered paid work opportunities, generated significant increases in employment or earnings in the short term, but none of the studies that followed participants for more than a couple of years found lasting improvements in economic outcomes. Nevertheless, the findings provide an important foundation on which to build. Because of the high individual and social costs of ignoring high school dropouts, the argument for investing more public funds in services, systems, and research for these young people is strong. The paucity of conclusive evidence, however, makes it hard to know how to direct resources and magnifies the importance of ensuring that all new initiatives provide for rigorous evaluation of their impacts. Bloom concludes with recommendations for policy and research aimed at building on current efforts to expand and improve effective programs for dropouts while simultaneously developing and testing new approaches that might be more effective and strengthening local systems to support vulnerable young people. He stresses the importance of identifying and disseminating strategies to engage young people who are more seriously disconnected and unlikely to join programs. A recurring theme is that providing young people with opportunities for paid work may be useful both as an engagement tool and as a strategy for improving long-term labor market outcomes.

[Effects of Mental Disorders on the Academic Outcomes of University Students--A Retrospective Study Using Medical Records from a Health Services Center].

PubMed

Ishii, Terumi; Tachikawa, Hirokazu; Hori, Takafumi; Ishikawa, Masanori; Hatanaka, Kimitaka; Aiba, Miyuki; Asada, Takashi

2015-01-01

Falling behind in class is a serious problem for university students as it can lead to social problems and increase the risk of suicide. Although it is common for students suffering from mental disorders to fall behind academically, there have been few studies investigating the difficulties these students face in order to graduate from university. Therefore, we investigated factors associated with dropping out of school with the purpose of creating a strategy to improve the academic outcomes of students who regularly seek psychiatric consultation. We investigated undergraduate students who received consultation at Tsukuba University's Health Services Center Psychiatry Department and whose academic outcomes between the 2004 and 2013 academic years were known. Academic outcomes were obtained from Tsukuba University's grade management system by permission of the authority. The students were divided into either a graduate or dropout group depending on their academic outcomes. The medical records for both groups were retrospectively investigated, and factors that were predicted to affect academic outcomes were assessed using statistical methods. The dropout group was younger in grade and had a greater severity of illness at initial consultation. Moreover, this group had a greater number of consultation visits, showed less cooperation with the instructor in charge, had a significantly longer duration of social with drawal and temporary leave of absence from school, and had a significantly greater number of students with grade retention. When a time factor was incorporated in the analysis, the presence of grade retention/temporary leave of absence from school and social withdrawal was significantly correlated with dropping out of school. It was revealed that not only the mental disorder itself, but also psychosocial severity and the maladjusted state that occur secondary to such mental disorder influence academic outcomes. These results indicated that in order to improve academic outcomes, it is necessary not only to appropriately treat the disorder, but to also provide university community support for social maladjusted states of the students in psychiatric treatments, such as social withdrawal, educational support for daily living, individual support for daily living, and academic support, through cooperation with the educational organization.

Impact of academic facility type and volume on post-surgical outcomes following diagnosis of glioblastoma.

PubMed

Hauser, Alan; Dutta, Sunil W; Showalter, Timothy N; Sheehan, Jason P; Grover, Surbhi; Trifiletti, Daniel M

2018-01-01

To identify if facility type and/or facility volume impact overall survival (OS) following diagnosis of glioblastoma (GBM). We also sought to compare early post-surgical outcomes based on these factors. The National Cancer Database was queried for patients with GBM diagnosed from 2004 to 2013 with known survival. Patients were grouped based on facility type and facility volume. Multivariable analyses were performed to investigate factors associated OS following diagnosis and Chi-square tests were used to compare early post-surgical outcomes. 89,839 patients met inclusion criteria. Factors associated with improved OS on multivariable analysis included younger patient age, female gender, race, lower comorbidity score, higher performance score, smaller tumor size, unifocal tumors, MGMT hypermethylation, fully resected tumors, radiotherapy, and chemotherapy (each p < .001). Also, OS was improved among patients treated at centers averaging at least 30.2 cases per year (HR 0.948, compared to <7.4 cases/year, p < .001), and patients treated at Academic/Research programs had improved survival compared to those treated at Comprehensive Community Cancer programs (HR 1.069, p < .001) and Integrated Network Cancer programs (HR 1.126, p < .001). Similarly, Academic/Research programs and high volume centers demonstrated improved 30- and 90-day morality as well as 30-day readmission rates (p < .001). This study suggests that patients treated in Academic/Research programs and high patient-volume centers have increased survival and more favorable early-postsurgical outcomes. The extent to which differences in patient populations, socioeconomic factors, and/or provider expertise play into this cause will be areas of future research. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teachers' Experiences with and Expectations of Children with Incarcerated Parents

ERIC Educational Resources Information Center

Dallaire, Danielle H.; Ciccone, Anne; Wilson, Laura C.

2010-01-01

Children with incarcerated parents, and mothers in particular, are at increased risk for academic failure and school dropout. In two studies, we examined teachers' experiences with children with incarcerated parents and their expectations for competence of children with incarcerated mothers. In Study 1, a descriptive, qualitative study, teachers…

Greater Expectations

ERIC Educational Resources Information Center

McCloskey, Patrick J.

2006-01-01

Julius Bennett was once a disinterested student destined to become a dropout. Then he enrolled in Amistad Academy, an academically focused charter middle school intent on narrowing the achievement gap between urban and suburban kids located in New Haven, Connecticut. Now Julius is making plans for college. In this article the author details the…

Keeping Academically Marginal Youth in School.

ERIC Educational Resources Information Center

Alpert, Geoffrey; Dunham, Roger

1986-01-01

From among factors theoretically considered relevant to preventing school dropouts, empirical procedures identified five variables that predicted most of the variance among marginal youth: (1) extent of misbehavior in school; (2) belief in school's relevance to employment; (3) feelings of success in school; (4) parental monitoring of behavior; (5)…

Cannabis Use and Performance in Adolescents

ERIC Educational Resources Information Center

Malhotra, Anil; Biswas, Parthasarathy

2006-01-01

Cannabis is a widely used illicit drug among adolescents, many of whom perceive little risk from cannabis. Cannabis use is associated with poor academic performance and increased school drop-outs. It is also associated with high-risk behaviors in adolescents like crime, violence, unprotected sexual encounters, and car accidents. Many of these…

Conducting an Academic Audit

ERIC Educational Resources Information Center

Knowles, Paul D.

2010-01-01

Frustrated with years of below-average performance on standardized tests, high dropout rates and a negative image of its schools, the board of education in Maine School Administrative District 11, a 2,200-student school district in central Maine, charged a 15-member committee of educators, school board members and community representatives to…

College Student Disclosure of Non-Apparent Disabilities to Receive Classroom Accommodations

ERIC Educational Resources Information Center

Kranke, Derrick; Jackson, Sarah E.; Taylor, Debbie A.; Anderson-Fye, Eileen; Floersch, Jerry

2013-01-01

College students with psychiatric (non-apparent) disabilities have a much higher dropout rate and tend to underperform academically when compared with peers who do not have non-apparent disabilities. These students are also vulnerable because their disability could delay the development of milestones critical to adulthood. Limited research…

Maximizing the Benefits of Student Diversity: Lessons from School Desegregation Research.

ERIC Educational Resources Information Center

Schofield, Janet Ward

This chapter considers the implications for higher education of existing research on the effects of desegregation at the elementary and secondary school level. Research shows that school desegregation enhances the academic progress of African American students, increases suspension rates but cuts dropout rates among minority students, positively…

Adolescent School Experiences and Dropout, Adolescent Pregnancy, and Young Adult Deviant Behavior.

ERIC Educational Resources Information Center

Kasen, Stephanie; Cohen, Patricia; Brook, Judith S.

1998-01-01

This study examined predictability of inappropriate behavior in a random sample of 452 adolescents. Behaviors examined included dropping out, teen pregnancy, criminal activities and conviction, antisocial personality disorder, and alcohol abuse. Found that academic achievement and aspirations, and learning-focused school settings related to…

Truancy Offenders in the Juvenile Justice System: A Multicohort Study

ERIC Educational Resources Information Center

Zhang, Dalun; Willson, Victor; Katsiyannis, Antonis; Barrett, David; Ju, Song; Wu, Jiun-Yu

2010-01-01

Truancy remains a persistent concern, with serious consequences for the individual, family, and society, as truancy is often linked to academic failure, disengagement with school, school dropout, and delinquency. This study analyzed large-scale data covering multiple years of cohorts of delinquent youths born between 1981 and 1988. Truancy…

African American Children and Mental Health. Child Psychology and Mental Health

ERIC Educational Resources Information Center

Hill, Nancy E., Ed.; Mann, Tammy L., Ed.; Fitzgerald, Hiram E., Ed.

2011-01-01

This groundbreaking two-volume set examines the psychological, social, physical, and environmental factors that undermine or support healthy development in African American children while considering economic, historical, and public policies. African American children are at the highest risk for becoming school dropouts, for academic disengagement…

Promoting Student Engagement in the Classroom

ERIC Educational Resources Information Center

Bundick, Matthew J.; Quaglia, Russell J.; Corso, Michael J.; Haywood, Dawn E.

2014-01-01

Background/Context: Much progress has been made toward a greater understanding of student engagement and its role in promoting a host of desirable outcomes, including academic outcomes such as higher achievement and reduced dropout, as well as various well-being and life outcomes. Nonetheless, disengagement in our schools is widespread. This may…

Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study

ERIC Educational Resources Information Center

Otis, Nancy; Grouzet, Frederick M. E.; Pelletier, Luc G.

2005-01-01

This research examined changes in intrinsic and extrinsic motivation during the transition from junior to senior high school as well as the impact of motivational changes on various educational consequences (i.e., dropout intentions, absenteeism, homework frequency, and educational aspirations). A total of 646 participants completed a…

The Benjamin Franklin High School Urban League Street Academies Program. Evaluation of ESEA Title I Projects in New York City, 1967-68.

ERIC Educational Resources Information Center

Guerriero, Michael A.

This New York City school district educational project sought to locate actual dropouts and identify potential dropouts from Benjamin Franklin High School, and to involve them in the Urban Street Academy Program as a means of resolving their school problems and helping them continue their education. The objectives of the Academy were (1)…

Restoring Opportunity for Dropouts: Reasons & Results.

ERIC Educational Resources Information Center

Crist, Kerry

1991-01-01

The 70001 Training & Employment Institute is currently designing a new dropout prevention program for public schools, the Work, Achievement, and Values in Education (WAVE) project. WAVE exercises will be competency based, helping demonstrate concrete learning gains and emphasizing experiential learning activities and sensitivity to local…

Foiled Aspirations: The Influence of Unauthorized Status on the Educational Expectations of Latino Immigrant Youth

PubMed Central

Perreira, Krista; Spees, Lisa

2015-01-01

Latino immigrant adolescents have the highest high school dropout rates of any race-ethnic or nativity group in the United States. One potential reason for high dropout rates among Latino immigrant youth is that many are unauthorized entrants. These unauthorized Latino immigrant youth have few opportunities to attend college, and, as they become aware of barriers to their educational progress and employment, they may lower their educational expectations. Using data from the Latino Adolescent Migration, Health, and Adaptation Project (N=275), we examine the association of unauthorized entry into the U.S. with the educational expectations of Latino immigrant youth. We find that adolescents entering the U.S. without authorization have lower educational expectations than those who enter with authorization. These differences in their expectations persist after controlling for differences in their pre-migration, migration, and post-migration experiences. Policies and programs that reduce barriers to higher education and labor market opportunities can potentially help to foster higher educational expectations among unauthorized immigrant youth and may promote their high school completion. PMID:26451064

Dropping Out or Keeping Up? Early-Dropouts, Late-Dropouts, and Maintainers Differ in Their Automatic Evaluations of Exercise Already before a 14-Week Exercise Course.

PubMed

Antoniewicz, Franziska; Brand, Ralf

2016-01-01

The aim of this study was to examine how automatic evaluations of exercising (AEE) varied according to adherence to an exercise program. Eighty-eight participants (24.98 years ± 6.88; 51.1% female) completed a Brief-Implicit Association Task assessing their AEE, positive and negative associations to exercising at the beginning of a 3-month exercise program. Attendance data were collected for all participants and used in a cluster analysis of adherence patterns. Three different adherence patterns (52 maintainers, 16 early dropouts, 20 late dropouts; 40.91% overall dropouts) were detected using cluster analyses. Participants from these three clusters differed significantly with regard to their positive and negative associations to exercising before the first course meeting ([Formula: see text] = 0.07). Discriminant function analyses revealed that positive associations to exercising was a particularly good discriminating factor. This is the first study to provide evidence of the differential impact of positive and negative associations on exercise behavior over the medium term. The findings contribute to theoretical understanding of evaluative processes from a dual-process perspective and may provide a basis for targeted interventions.

Dropping Out or Keeping Up? Early-Dropouts, Late-Dropouts, and Maintainers Differ in Their Automatic Evaluations of Exercise Already before a 14-Week Exercise Course

PubMed Central

Antoniewicz, Franziska; Brand, Ralf

2016-01-01

The aim of this study was to examine how automatic evaluations of exercising (AEE) varied according to adherence to an exercise program. Eighty-eight participants (24.98 years ± 6.88; 51.1% female) completed a Brief-Implicit Association Task assessing their AEE, positive and negative associations to exercising at the beginning of a 3-month exercise program. Attendance data were collected for all participants and used in a cluster analysis of adherence patterns. Three different adherence patterns (52 maintainers, 16 early dropouts, 20 late dropouts; 40.91% overall dropouts) were detected using cluster analyses. Participants from these three clusters differed significantly with regard to their positive and negative associations to exercising before the first course meeting (ηp2 = 0.07). Discriminant function analyses revealed that positive associations to exercising was a particularly good discriminating factor. This is the first study to provide evidence of the differential impact of positive and negative associations on exercise behavior over the medium term. The findings contribute to theoretical understanding of evaluative processes from a dual-process perspective and may provide a basis for targeted interventions. PMID:27313559

Early dropout predictive factors in obesity treatment.

PubMed

Michelini, Ilaria; Falchi, Anna Giulia; Muggia, Chiara; Grecchi, Ilaria; Montagna, Elisabetta; De Silvestri, Annalisa; Tinelli, Carmine

2014-02-01

Diet attrition and failure of long term treatment are very frequent in obese patients. This study aimed to identify pre-treatment variables determining dropout and to customise the characteristics of those most likely to abandon the program before treatment, thus making it possible to modify the therapy to increase compliance. A total of 146 outpatients were consecutively enrolled; 73 patients followed a prescriptive diet while 73 followed a novel brief group Cognitive Behavioural Treatment (CBT) in addition to prescriptive diet. The two interventions lasted for six months. Anthropometric, demographic, psychological parameters and feeding behaviour were assessed, the last two with the Italian instrument VCAO Ansisa; than, a semi-structured interview was performed on motivation to lose weight. To identify the baseline dropout risk factors among these parameters, univariate and multivariate logistic models were used. Comparison of the results in the two different treatments showed a higher attrition rate in CBT group, despite no statistically significant difference between the two treatment arms (P = 0.127). Dropout patients did not differ significantly from those who did not dropout with regards to sex, age, Body Mass Index (BMI), history of cycling, education, work and marriage. Regardless of weight loss, the most important factor that determines the dropout appears to be a high level of stress revealed by General Health Questionnaire-28 items (GHQ-28) score within VCAO test. The identification of hindering factors during the assessment is fundamental to reduce the dropout risk. For subjects at risk, it would be useful to dedicate a stress management program before beginning a dietary restriction.

Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds.

PubMed

Kraus, Nina; Hornickel, Jane; Strait, Dana L; Slater, Jessica; Thompson, Elaine

2014-01-01

Children from disadvantaged backgrounds often face impoverished auditory environments, such as greater exposure to ambient noise and fewer opportunities to participate in complex language interactions during development. These circumstances increase their risk for academic failure and dropout. Given the academic and neural benefits associated with musicianship, music training may be one method for providing auditory enrichment to children from disadvantaged backgrounds. We followed a group of primary-school students from gang reduction zones in Los Angeles, CA, USA for 2 years as they participated in Harmony Project. By providing free community music instruction for disadvantaged children, Harmony Project promotes the healthy development of children as learners, the development of children as ambassadors of peace and understanding, and the development of stronger communities. Children who were more engaged in the music program-as defined by better attendance and classroom participation-developed stronger brain encoding of speech after 2 years than their less-engaged peers in the program. Additionally, children who were more engaged in the program showed increases in reading scores, while those less engaged did not show improvements. The neural gains accompanying music engagement were seen in the very measures of neural speech processing that are weaker in children from disadvantaged backgrounds. Our results suggest that community music programs such as Harmony Project provide a form of auditory enrichment that counteracts some of the biological adversities of growing up in poverty, and can further support community-based interventions aimed at improving child health and wellness.

The Role of the Graduate-Level Academic Advisor for Military and Student Veterans: An Ethnographic Study

ERIC Educational Resources Information Center

Miller, Michelle A.

2013-01-01

The role of a graduate-level academic advisor is essential to all levels of higher education. With the introduction of the Post 9/11 GI Bill, there has been an influx of military and student veterans enrolling in postsecondary and graduate-level education programs. The role of the academic advisor has increased significantly with the influx of…

Effectiveness of a Web-based Intervention for Problem Drinkers and Reasons for Dropout: Randomized Controlled Trial

PubMed Central

de Haan, Hein A; ter Huurne, Elke D; Becker, Eni S; de Jong, Cor AJ

2010-01-01

Background Online self-help interventions for problem drinkers show promising results, but the effectiveness of online therapy with active involvement of a therapist via the Internet only has not been examined. Objective The objective of our study was to evaluate an e-therapy program with active therapeutic involvement for problem drinkers, with the hypotheses that e-therapy would (1) reduce weekly alcohol consumption, and (2) improve health status. Reasons for dropout were also systematically investigated. Method In an open randomized controlled trial, Dutch-speaking problem drinkers in the general population were randomly assigned (in blocks of 8, according to a computer-generated random list) to the 3-month e-therapy program (n = 78) or the waiting list control group (n = 78). The e-therapy program consisted of a structured 2-part online treatment program in which the participant and the therapist communicated asynchronously, via the Internet only. Participants in the waiting list control group received “no-reply” email messages once every 2 weeks. The primary outcome measures were (1) the difference in the score on weekly alcohol consumption, and (2) the proportion of participants drinking under the problem drinking limit. Intention-to-treat analyses were performed using multiple imputations to deal with loss to follow-up. A dropout questionnaire was sent to anyone who did not complete the 3-month assessment. Reasons for dropout were independently assessed by the first and third author. Results Of the 156 individuals who were randomly assigned, 102 (65%) completed assessment at 3 months. In the intention-to-treat analyses, the e-therapy group (n = 78) showed a significantly greater decrease in alcohol consumption than those in the control group (n = 78) at 3 months. The e-therapy group decreased their mean weekly alcohol consumption by 28.8 units compared with 3.1 units in the control group, a difference in means of 25.6 units on a weekly basis (95% confidence interval 15.69-35.80, P < .001). The between-group effect size (pooled SD) was large (d = 1.21). The results also showed that 68% (53/78) of the e-therapy group was drinking less than 15 (females) or 22 (males) units a week, compared with 15% (12/78) in the control group (OR 12.0, number needed to treat 1.9, P < .001). Dropout analysis showed that the main reasons for dropouts (n = 54) were personal reasons unrelated to the e-therapy program, discomfort with the treatment protocol, and satisfaction with the positive results achieved. Conclusions E-therapy for problem drinking is an effective intervention that can be delivered to a large population who otherwise do not seek help for their drinking problem. Insight into reasons for dropout can help improve e-therapy programs to decrease the number of dropouts. Additional research is needed to directly compare the effectiveness of the e-therapy program with a face-to-face treatment program. Trial registration ISRCTN39104853; http://controlled-trials.com/ISRCTN39104853/ISRCTN39104853 (Archived by WebCite at http://www.webcitation.org/5uX1R5xfW) PMID:21163776

The Development and Assessment of an NIH-Funded Research Ethics Training Program

PubMed Central

DuBois, James M.; Dueker, Jeffrey M.; Anderson, Emily E.; Campbell, Jean

2015-01-01

In an effort to increase the number of researchers with skills “in identifying and addressing the ethical, legal, and social implications of their research,” the National Institutes of Health (NIH) solicited training grant proposals from 1999 to 2004 and subsequently funded approved programs. The authors describe the content, format, and outcomes of one such training program that ran from 2002–2006 and shares key lessons learned about program formats and assessment methods. Jointly developed by the Saint Louis University Center for Health Care Ethics and the Missouri Institute of Mental Health Continuing Education department, the training program focused on mental health research and adopted a train-the-trainer model. It was offered in onsite and distance-learning formats. Key outcomes of the program included educational products (such as 70 case studies posted on the course website, a textbook, and an instructional DVD) and program completion by 40 trainees. Assessment involved pre- and post-testing focused on knowledge of research ethics, ethical problem-solving skills, and levels of confidence in addressing ethical issues in mental health research. The program succeeded in increasing participants’ knowledge of ethical issues and their beliefs that they could identify issues, identify problem-solving resources, and solve ethical problems. However, scores on the case-based problem-solving assessment dropped in post-testing, apparently due to diminished confidence about the right course of action in the specific dilemma presented; the implications of this finding for ethics assessment are discussed. Overall satisfaction was high and dropout rates were low, but 3 times higher for distance-learners than onsite participants. PMID:18520469

Reasons for dropout from drug abuse treatment: symptoms, personality, and motivation.

PubMed

Ball, Samuel A; Carroll, Kathleen M; Canning-Ball, Monica; Rounsaville, Bruce J

2006-02-01

Previous research has identified risk factors for early attrition from substance abuse treatment, but has not assessed reasons for dropout from the client's perspective. Interview and self-report assessment data were collected from 24 clients who prematurely terminated outpatient treatment to evaluate their subjective reasons for dropping out and the association of these reasons with demographic and clinical variables. Items from scales indicating problems with client motivation or conflicts with program staff were the most commonly endorsed. The severity of participant's symptoms and logistical problems interfering with appointments were less commonly reported as reasons for dropping out. Demographic, substance abuse, and motivational stage indicators were infrequently associated with subjective reasons for dropout. In contrast, indicators of maladaptive personality functioning were strongly associated with many reasons for dropping out, especially concerns about privacy and boundary issues within the program. Results from this preliminary evaluation will guide the development of an instrument and intervention focused on dropout risk factors and treatment reengagement.

Increasing Academic Growth through Motivating Students To Read.

ERIC Educational Resources Information Center

Duignan, Sandra; Klioris, Ann; Porter, Jennifer; Rockett, Nicole; Vogwill, Kathy

This report describes a program for increasing academic growth through motivating students to read. The targeted population includes kindergarten, first, third, and high school special education students. The lack of motivation in reading was documented through data revealed by pre-surveys and post-surveys of students' interest in books. Analysis…

A Smart Break? College Tenure Interruption and Graduating Student Outcomes

ERIC Educational Resources Information Center

Routon, P. Wesley; Walker, Jay K.

2015-01-01

Using data from a longitudinal survey of college students from over 400 institutions, we examine the impacts of occupational internship programs and voluntary academic leave on returning academic achievement, post-college ambitions, and general facets of the college experience. Previous literature on college internships has focused on labor market…

Developmental Kindergarten Program Evaluation Report.

ERIC Educational Resources Information Center

Blois, George T.; Cushing, Katherine S.

The evaluation of the Developmental Kindergarten (DK) Program at the Harrison School District #2, Colorado Springs, Colorado, involved pre- and post-testing of student academic gains and interviewing of principals and teachers. The program aimed to provide developmentally appropriate activities for students believed to be "at risk" of…

The Relationship of Explicit-Implicit Evaluative Discrepancy to Exercise Dropout in Middle-Aged Adults.

PubMed

Berry, Tanya R; Rodgers, Wendy M; Divine, Alison; Hall, Craig

2018-06-19

Discrepancies between automatically activated associations (i.e., implicit evaluations) and explicit evaluations of motives (measured with a questionnaire) could lead to greater information processing to resolve discrepancies or self-regulatory failures that may affect behavior. This research examined the relationship of health and appearance exercise-related explicit-implicit evaluative discrepancies, the interaction between implicit and explicit evaluations, and the combined value of explicit and implicit evaluations (i.e., the summed scores) to dropout from a yearlong exercise program. Participants (N = 253) completed implicit health and appearance measures and explicit health and appearance motives at baseline, prior to starting the exercise program. The sum of implicit and explicit appearance measures was positively related to weeks in the program, and discrepancy between the implicit and explicit health measures was negatively related to length of time in the program. Implicit exercise evaluations and their relationships to oft-cited motives such as appearance and health may inform exercise dropout.

Risk factors associated with academic difficulty in an Australian regionally located medical school.

PubMed

Malau-Aduli, Bunmi S; O'Connor, Teresa; Ray, Robin A; van der Kruk, Yolanda; Bellingan, Michelle; Teague, Peta-Ann

2017-12-28

Despite the highly selective admission processes utilised by medical schools, a significant cohort of medical students still face academic difficulties and are at a higher risk of delayed graduation or outright dismissal. This study used survival analysis to identify the non-academic and academic risk factors (and their relative risks) associated with academic difficulty at a regionally located medical school. Retrospective non-academic and academic entry data for all medical students who were enrolled at the time of the study (2009-2014) were collated and analysed. Non-academic variables included age at commencement of studies, gender, Indigenous status, origin, first in family to go to University (FIF), non-English speaking background (NESB), socio-economic status (SES) and rurality expressed as Australian Standard Geographical Classification-Remoteness Area (ASGC-RA). Academic variables included tertiary entrance exam score expressed as overall position (OP) and interview score. In addition, post-entry mid- and end-of-year summative assessment data in the first and second years of study were collated. The results of the survival analysis indicated that FIF, Indigenous and very remote backgrounds, as well as low post-entry Year 1 (final) and Year 2 (mid-year and final) examination scores were strong risk factors associated with academic difficulty. A high proportion of the FIF students who experienced academic difficulty eventually failed and exited the medical program. Further exploratory research will be required to identify the specific needs of this group of students in order to develop appropriate and targeted academic support programs for them. This study has highlighted the need for medical schools to be proactive in establishing support interventions/strategies earlier rather than later, for students experiencing academic difficulty because, the earlier such students can be flagged, the more likely they are able to obtain positive academic outcomes.

Skin in the game: Does paying for obesity treatment out of pocket lead to better outcomes compared to insurance coverage?

PubMed

Ard, Jamy D; Emery, Matt; Cook, Miranda; Hale, Erica; Frain, Annette; Lewis, Kristina H; Song, Eunyoung

2017-06-01

To determine whether insurance coverage for medical weight loss treatment was associated with different program engagement and weight loss outcomes compared to those who paid out of pocket. One-year outcomes from an academic medical weight management program were used to compare two groups: employees (n = 480) with insurance coverage ("covered") versus nonemployees (n = 463) who paid out of pocket ("self-pay"). Demographics and weight were abstracted from medical records. Socioeconomic status was estimated using neighborhood demographics. Group differences in weight were analyzed using generalized linear modeling adjusted for age, baseline BMI, sex, program type, and neighborhood socioeconomic status. Covered patients were younger (46.5 ± 10.6 vs. 51.6 ± 12.5) with a lower BMI (38.5 ± 7.5 vs. 41.3 ± 9.9) compared to self-pay (P < 0.001). Self-pay patients resided in higher annual per capita income neighborhoods (+$4,545, P < 0.001). Program dropout was lower for covered patients (12.7% vs. 17.6%, P = 0.03). There was no significant difference in 12-month weight loss between groups in adjusted models; covered patients lost 13.4%, compared to 13.6% for self-pay. Data from an academic medical weight management program suggest that individuals with access to insurance coverage for nonsurgical obesity treatment have lower levels of attrition and similar levels of participation and outcomes as those who pay out of pocket. © 2017 The Obesity Society.

Children with Co-occurring Academic and Behavior Problems in First grade: Distal Outcomes in Twelfth Grade

PubMed Central

Darney, Dana; Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa; Ialongo, Nicholas S.

2012-01-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. PMID:23375176

Racial Disparities in New Millennium Schools: Implications for School Counselors

ERIC Educational Resources Information Center

LeBeauf, Ireon

2008-01-01

This article explores the role of race in new millennium schools and its impact on students. Multicultural, psycho-social, and academic issues are addressed, and interventions for school counselors are discussed. Racially correlated disparities in K-12 education are apparent in: test scores, grades, retention and drop-out rates, identification for…

PREVENTIVE PSYCHIATRY ON THE COLLEGE CAMPUS.

ERIC Educational Resources Information Center

KYSAR, JOHN E.

THE ELIMINATION PROCESSES OF AMERICAN COLLEGES, DETRIMENTAL TO THE MENTAL HEALTH OF STUDENTS, ARE RESULTING IN MANY DROP-OUTS WHO ARE NOT LACKING IN ACADEMIC SKILLS. THE "SURVIVAL OF THE FITTEST" METHOD OF ELIMINATION PRESUPPOSES FAILURE OF THE STUDENTS AND OVERLOOKS PSYCHO-SOCIAL FACTORS WHICH MAY HANDICAP LOWER-MIDDLE OR LOWER CLASS STUDENTS.…

Are Perceived School Climate Dimensions Predictive of Students' Engagement?

ERIC Educational Resources Information Center

Fatou, Nicolas; Kubiszewski, Violaine

2018-01-01

Students' engagement is known to be associated with academic success and to prevent school dropouts. While many studies have considered this variable when examining school trajectories, more research is needed to investigate the factors that may sustain and promote engagement in school, regarded as a multidimensional construct (affective vs.…

Indian Education in New Mexico.

ERIC Educational Resources Information Center

Smith, Anne M.

The percentage of Indian children in New Mexico public schools is increasing, but dropout rates remain high and a low level of academic achievement by Indian children persists. An effort should be made to increase Johnson-O'Malley funds for Indian students, and more detailed accounting procedures should be required to ensure that these funds are…

Responding to the Needs of Foster Teens in a Rural School District

ERIC Educational Resources Information Center

DeGarmo, John Nelson

2012-01-01

As more children are placed under foster care, schools often have difficulty in responding to newly placed foster teens. Foster teens often exhibit both academic and behavioral adjustment issues, leading to disciplinary problems and high failure, and dropout rates. Attachment theory related to placement disruptions, school performance and…

The Use of Student Self-Report Screening Data for Mental Health Risk Surveillance

ERIC Educational Resources Information Center

Dever, B. V.; Raines, T. C.

2013-01-01

Child and adolescent mental health disorders are known to increase the risk for numerous poor school and life outcomes for children and adolescents including suicidal ideation and attempts, academic underachievement and school dropout, substance use and disorders, and physical fighting or victimization by a weapon (Bradley, Doolittle, &…

Online Course Selection: Using Course Dashboards to Inform Student Enrollment Decisions

ERIC Educational Resources Information Center

Marshall, James

2016-01-01

This article explores the potential of course dashboards as a front-end strategy for decreasing online course dropout rates. Scholarship has addressed course attrition once students are enrolled in online courses. However, supporting academic success by assisting students in the making of effective decisions about which online courses to take has…

Imaging Teachers: In Fact and in the Mass Media.

ERIC Educational Resources Information Center

Reyes, Xae Alicia; Rios, Diana I.

2003-01-01

The impact of mass media on public images of teachers and students is considered in a dialogue between two educational and mass media researchers. Stereotypes in films, such as teacher-savior and student-failure, and abundant reports about Latino dropout rates and low academic achievement impact teachers and the public, who accept negative images…

The Academic and Social Adjustment of First Generation College Students

ERIC Educational Resources Information Center

Jean, Daniel

2010-01-01

First-generation college students face many issues that impede their progress within academia with the most glaring concern being they graduate at rates much lower than their counterparts. Further investigation revealed that fast-generation college students are more likely to dropout during their first-year with a high attrition rate during the…

Career Academies. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Career Academies" were developed more than 30 years ago as a drop-out prevention strategy and targeted youth considered most at risk of dropping out of high school. More recently, "Career Academies" have broadened the kinds of students they serve, consistent with efforts to integrate rigorous academic curricula with career themes and to attract…

Closing the Gap: An Overview. The Achievement Gap: An Overview. Info Brief. Number 44

ERIC Educational Resources Information Center

Poliakoff, Anne Rogers

2006-01-01

Persistent gaps between the academic achievements of different groups of children are thoroughly documented by the U.S. National Assessment of Educational Progress and other statistical analyses of state assessments, grades, course selection, and dropout rates. Despite improvements in some years, the gap endures as a consistent and disturbing…

Function and Functional Explanation in Social Capital Theory: A Philosophical Appraisal

ERIC Educational Resources Information Center

Vorhaus, John

2014-01-01

Social capital is frequently offered up as a variable to explain such educational outcomes as academic attainment, drop-out rates and cognitive development. Yet, despite its popularity amongst social scientists, social capital theory remains the object of some scepticism, particularly in respect of its explanatory ambitions. I provide an account…

Poverty, Race and Youth: Challenges and Promising Practices in Education

ERIC Educational Resources Information Center

Hughes, Carolyn; Stenhjem, Pamela H.; Newkirk, Reginald

2007-01-01

The transition from high school to adult life is an exciting time for many young people. Youth from high poverty backgrounds, however, are considered at-risk for a host of unfavorable outcomes including academic failure, school dropout, drug abuse, unemployment and incarceration. These adolescents are more likely than their more affluent peers to…

Language of Instruction and Ethnic Disparities in School Success

ERIC Educational Resources Information Center

Bakhshaei, Mahsa; Georgiou, Theophano; McAndrew, Marie

2016-01-01

In Quebec's French-language secondary schools, youth originating from South Asia have the highest dropout rate among all immigrant-origin students, whereas in the English sector, their coethnic peers have a more positive academic profile than third-plus-generation students. Using quantitative data, this paper aims to understand the difference in…

School Engagement among Urban Youth of Color: Criterion Pattern Effects of Vocational Exploration and Racial Identity

ERIC Educational Resources Information Center

Perry, Justin C.

2008-01-01

School engagement is a multifaceted psychosocial process that functions as a key mediator of academic achievement, motivation, and school dropout. This study investigated the effects of vocational exploration and racial identity on behavioral (attendance, attention, time spent on class work) and psychological (identification with school) factors…

A Phenomenological Study on Academic Advising: Perspectives of Community College Faculty

ERIC Educational Resources Information Center

O'Connor, Dianna M.

2017-01-01

Retention and student graduation rates are a major concern for community colleges nationwide. As student dropout rates continue to climb and graduation figures languish, many studies have been conducted to investigate the causes of student attrition. Numerous reports have found faculty advising to be a contributing factor in student retention,…

High School Employment, School Performance, and College Entry

ERIC Educational Resources Information Center

Lee, Chanyoung; Orazem, Peter F.

2010-01-01

The proportion of U.S. high school students working during the school year ranges from 23% in the freshman year to 75% in the senior year. This study estimates how cumulative work histories during the high school years affect probability of dropout, high school academic performance, and the probability of attending college. Variations in…

Applied STEM Coursework, High School Dropout Rates, and Students with Learning Disabilities

ERIC Educational Resources Information Center

Plasman, Jay Stratte; Gottfried, Michael A.

2018-01-01

Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career…

Please, Not Another Push to Get Tough on Student Retention

ERIC Educational Resources Information Center

Norton, M. Scott

2011-01-01

Standardized academic testing, under-performing schools, demands for high standards in America's schools and current levels of student dropouts have resulted in renewed calls for "getting tough on student retention." The push for student retention is demanded by school boards and others in spite of the overwhelming research evidence that…

Dropping out of High School: The Role of School Organization and Structure.

ERIC Educational Resources Information Center

Lee, Valerie E.; Burkam, David T.

This paper explores how high schools, through their structures and organizations, may influence their students' decisions about whether to stay in school until graduation or drop out. Traditional explanations for dropout behavior have focused on individual students' social background and academic behaviors. What high schools do to push out or hold…

Student Engagement and Reading Competence: Important Connections and the Moderating Role of Parent Support

ERIC Educational Resources Information Center

Bradley, Tera Lynn

2013-01-01

Student engagement is a multidimensional construct believed to be a critical component for understanding school dropout (Christenson et al., 2008). The majority of related research has focused primarily on overt (academic and behavioral) rather than covert (psychological and cognitive) subtypes of engagement; however, there is evidence to suggest…

The Evolution of an Online Substance Abuse Counseling Certificate Program

ERIC Educational Resources Information Center

Crozier, Mary K.

2012-01-01

In the field of rehabilitation services, substance abuse counseling requires unique skills. Post-baccalaureate academic certificate programs offer professionals an opportunity to retool or expand their skills and meet licensure needs in this evolving field. East Carolina University's online Substance Abuse Counseling Certificate Program was…

New Start Program Report: September 1985--June 1989.

ERIC Educational Resources Information Center

Winchell, Anne

In 1985, Kingsborough Community College (KCC) in Brooklyn, established the New Start Program to assist students who began their post-secondary education at cooperating senior colleges, but encountered academic difficulties there. The program offers individual and group counseling to help participants overcome previous difficulties and work toward…

Attendance and Truancy Programs. Research Brief

ERIC Educational Resources Information Center

Walker, Karen

2007-01-01

According to the 2000 census, high school dropouts had a 52% employment rate, compared to 71% for high school graduates and 83% for college graduates. According to NCSE, the national dropout rate is 30% of which 80% had been chronically absent from school ("School attendance tracking: Challenges and effective practices"), which puts the…

Models for At Risk Youth. Final Report.

ERIC Educational Resources Information Center

Woloszyk, Carl A.

Secondary data sources, including the ERIC and National Dropout Prevention Center databases, were reviewed to identify programs and strategies effective in keeping at-risk youth in school and helping them make successful school-to-work transitions. The dropout prevention model that was identified features a system of prevention, mediation,…

Effective Dropout Prevention Strategies Developed by the High/Scope Educational Research Foundation.

ERIC Educational Resources Information Center

Stellar, Arthur

2002-01-01

Introduces a collection of papers that address the High/Scope Foundation's approach to risk reduction and dropout prevention. Examines High/Scope's history and describes various High/Scope efforts (e.g., the Michigan School Readiness Program Evaluation, preschool and elementary curriculum development and training, movement and music curriculum…

Project SAIL: An Evaluation of a Dropout Prevention Program.

ERIC Educational Resources Information Center

Thompson, John L.; And Others

Project SAIL (Student Advocates Inspire Learning) is a Title IV-C Project located in Hopkins, Minnesota, designed to prevent students from dropping out of school by keeping them successfully involved in the mainstream environment. This study presents a review of other dropout prevention approaches, describes the intervention strategies involved in…

School Expulsions, Suspensions, and Dropouts: Understanding the Issues. Hot Topics Series.

ERIC Educational Resources Information Center

Gallegos, Arnold, Ed.

This collection of papers examines the causal and contextual issues surrounding the emerging rash of student expulsions, suspensions, and dropouts; discusses legal restrictions that school personnel must consider when establishing and implementing student codes of conduct; and presents promising programs and practices to reduce the number of…

National Environmental/Energy Workforce Assessment, Phase II, Post-Secondary Education Profile: Pesticides.

ERIC Educational Resources Information Center

National Field Research Center Inc., Iowa City, IA.

Pesticide- and toxicology-related programs were reviewed in 21 states and in 26 academic institutions. These programs represent a sample, only, of the various programs available nationwide. Enrollment profiles are given for both pesticide and toxicology programs. The programs described in these profiles are served by a total of 620 faculty.…

Collaborative Work Competency in Online Postgraduate Students and Its Prevalence on Academic Achievement

ERIC Educational Resources Information Center

Castillo, Marisela; Heredia, Yolanda; Gallardo, Katherina

2017-01-01

The purpose of this research was aimed to establish a relationship between the level of collaborative work competency and the academic performance of students in an online master's degree program. An ex-post-facto investigation was conducted through a quantitative methodology and descriptive analysis. A collaborative competency checklist was…

Testing Program Reveals Deficient Mathematics for Health Science Students Commencing University

ERIC Educational Resources Information Center

McNaught, Keith; Hoyne, Gerard

2013-01-01

In response to staff concerns about literacy and numeracy standards of commencing students, the School of Health Sciences at the University of Notre Dame Australia (UNDA) Fremantle campus worked with academic support staff from the University's Academic Enabling and Support Centre (AESC) to develop a Post Entrance Numeracy Assessment (PENA). The…

Effectiveness of the Self-Regulation Empowerment Program with Urban High School Students

ERIC Educational Resources Information Center

Cleary, Timothy J.; Platten, Peter; Nelson, Amy

2008-01-01

Impacting the academic performance of high school students in core academic content areas is important because of the high-stakes nature of secondary school course grades relative to their vocational and post-secondary pursuits. Getting students to become more active, strategic participants in their learning by teaching them empirically supported…

Impact of Latino Parent Engagement on Student Academic Achievement: A Pilot Study

ERIC Educational Resources Information Center

Araque, Juan Carlos; Wietstock, Cathy; Cova, Heather M.; Zepeda, Steffanie

2017-01-01

The current pilot study examines the impact of the "Ten Education Commandments for Parents" program on (1) new immigrant Latino parents' knowledge of the U.S. public education system, (2) parent engagement, and (3) their children's academic achievement. Utilizing a pre-experimental, pre- and post-test research design, four schools with…

Evaluation of the New York City Dropout Prevention Initiative. Final Report on the High Schools for Year Three, 1987-88. Part Two: Special Studies of the High School Program in Year Three.

ERIC Educational Resources Information Center

Grannis, Joseph; And Others

This document comprises part 2 of a two-part evaluation of the third-year implementation of the New York City Board of Education's 3-year high school Dropout Prevention Initiative (DPI). It consists of reports on 8 special substudies of the program in year 3 (part 1 describes the DPI and presents the evaluation findings and recommendations.) The…

Cultural Capital and Academic Achievement in Post-Socialist Eastern Europe

ERIC Educational Resources Information Center

Bodovski, Katerina; Jeon, Haram; Byun, Soo-yong

2017-01-01

Using the 2000 and 2009 waves of Program for International Student Assessment (PISA) data, we examined the relationships between family socio-economic status (SES), cultural capital, and reading achievement among students in five post-socialist Eastern European countries while comparing the findings with three Western bench-marking countries.…

Post-Secondary Education and Rural Women Enrolled in Liberal Arts Undergraduate Degrees

ERIC Educational Resources Information Center

Bourgeois, Monique; Kirby, Dale

2012-01-01

The significance of post-secondary education is investigated for rural Newfoundland women enrolled in undergraduate liberal arts degree programs. Data collection for this research involved comprehensive, detailed semi-structured biographical interviews with rural women studying liberal arts disciplines during the 2006-2007 academic year at…

Follow Up Study of Female Radio and TV Servicing Apprentices. Part 1.

ERIC Educational Resources Information Center

Society for Research on Women, Auckland (New Zealand).

Female program completers and dropouts from a one-year course in radio and television servicing at Auckland Technical Institute (New Zealand) were followed up. Respondents included nine completers from the 1977 course, eight completers from the 1978 course, and three dropouts. Background information showed that 10 completers started the course…

A SUGGESTED GUIDANCE PROGRAM FOR COMBATING SCHOOL "DROP-OUTS."

ERIC Educational Resources Information Center

Boys Club of New York, NY.

THE PROBLEM OF SCHOOL DROPOUTS WAS CAUSED BY CONSISTENT FAILURE TO ACHIEVE IN REGULAR SCHOOL WORK, GRADE RETENTION, READING802RETARDATI RETARDATION, AND POOR SELF-IMAGE. THE CLUB'S STAFF WOULD HELP SOLVE THIS PROBLEM THROUGH TEACHING, DIRECTING, AND COUNSELING BOYS IN THE AREAS OF HEALTH, COMPATIBILITY, RESPECT, STAYING IN SCHOOL, PLANNING…

Risk Factors and Levels of Risk for High School Dropouts

ERIC Educational Resources Information Center

Suh, Suhyun; Suh, Jingyo

2007-01-01

The study in this article identifies three major risk categories of high school dropouts and evaluates the impact of possible prevention strategies. As students accumulate these risks, they became more likely to drop out and prevention programs become less effective. Additionally, it was found that factors influencing the decision to drop out vary…

Self-reported assistive technology outcomes and personal characteristics in college students with less-apparent disabilities.

PubMed

Malcolm, Matt P; Roll, Marla C

2017-11-20

The impact of assistive technology (AT) services for college students with less-apparent disabilities is under-reported. Using the Canadian Occupational Performance Measure (COPM), we assessed student Performance and Satisfaction ratings of common academic tasks at the start and end of a semester during which 105 student-clients with less-apparent disabilities received AT services. We examined if COPM scores related to personal characteristics of gender, class-level (e.g., Sophomore), and STEM education; if personal characteristics predicted a student's follow-through with an AT service referral (n=231); and if personal characteristics and initial COPM scores predicted dropout from AT services (n=187). COPM ratings significantly increased in all academic tasks (p<.001). Gender predicted initial Satisfaction (male ratings > female ratings; p=.01), and Performance changes (females were more likely to have a service-meaningful change; p=.02). Higher class-level predicted better follow-through with a referral for AT services (p=.006). Increasing class-level (p=.05) and higher initial studying (p<.006) and reading (p<.029) ratings predicted a lower likelihood for dropout. These findings demonstrate that college students with less-apparent disabilities experience substantial improvements in their self-ratings of academic performance and satisfaction following AT services. Gender, class-level, and initial self-perceived reading and studying abilities may influence if and how the student participates with AT services.

Vocational & Social Outcomes with Mentally Handicapped Adults: A Longitudinal Study. Final Report.

ERIC Educational Resources Information Center

Keystone Area Education, Elkader, IA.

This final report concentrates on conclusions and recommendations from a three-year longitudinal study of 48 mentally retarded adults who were graduates or dropouts from senior high schools in six rural Iowa school districts during academic years 1976-1982. Using data from structured interviews, the study sought to assess social and vocational…

Assessing the Impact of Academic Support: University of the Witwatersrand First-Year Engineering

ERIC Educational Resources Information Center

Onsongo, W. M.

2006-01-01

On average the B.Sc. (Eng.) degree programmes in South Africa universities graduate about 50-60 per cent of the students admitted. Generally, the highest dropout occurs in the first year of registration. This article reviews admission and graduation statistics at the University of the Witwatersrand (Wits) and assesses the impact of recent academic…

Advocating the Broad Use of the Decision Tree Method in Education

ERIC Educational Resources Information Center

Gomes, Cristiano Mauro Assis; Almeida, Leandro S.

2017-01-01

Predictive studies have been widely undertaken in the field of education to provide strategic information about the extensive set of processes related to teaching and learning, as well as about what variables predict certain educational outcomes, such as academic achievement or dropout. As in any other area, there is a set of standard techniques…

Truancy and Chronic Absence in Redwood City. Youth Data Archive Issue Brief

ERIC Educational Resources Information Center

Sanchez, Monika

2012-01-01

When students are not in school, they miss the opportunity to grow academically, socially, and emotionally. These skills are critical for continued success in school, in the community, and onward into adulthood. Students with low attendance have been shown to be at heightened risk of high school dropout, as well as other potentially deleterious…

Cultural Transition and Academic Achievement of Students from Ethnic Minority Backgrounds: A Content Analysis of Empirical Research on Acculturation

ERIC Educational Resources Information Center

Makarova, Elena; Birman, Dina

2015-01-01

Background: The achievement gap between immigrant and non-immigrant students that has been identified in most OECD countries and the considerable educational dropout rate among students from ethnic minority backgrounds in some countries have become serious challenges for national educational systems. The educational underachievement of young…

Investigating the Effectiveness of SW-PBIS on School's Accountability at Both Elementary and Middle Schools

ERIC Educational Resources Information Center

Ryoo, Ji Hoon; Hong, Saahoon

2011-01-01

Due to the lack of effectiveness of the punitive school approach toward challenging behaviors (Luiselli, Putnam, Handler, & Feinberg, 2005; Reynolds, Skiba, Graham, Sheras, Conoley, & Garcia-Vazquez, 2006), public schools have searched for an innovative approach to better serve students who are at risk for academic failure and dropout/expulsion. A…

Benchmarking the Habits and Behaviours of Successful Students: A Case Study of Academic-Business Collaboration

ERIC Educational Resources Information Center

Archer, Elizabeth; Chetty, Yuraisha Bianca; Prinsloo, Paul

2014-01-01

Student success and retention is a primary goal of higher education institutions across the world. The cost of student failure and dropout in higher education is multifaceted including, amongst other things, the loss of revenue, prestige, and stakeholder trust for both institutions and students. Interventions to address this are complex and…

"Everybody Grieves, but Still Nobody Sees": Toward a Praxis of Recognition for Latina/o Students in U.S. Schools

ERIC Educational Resources Information Center

Rodriguez, Louie F.

2012-01-01

Background/Context: The academic success and failure of low-income youth, and Black and Latina/o youth in particular, has received significant attention in the educational literature, particularly in relation to school dropout. Over the last decade, several studies have demonstrated that student-teacher relationships, committed teachers, and…

Effects of School Mobility on Adolescent Social Ties and Academic Adjustment

ERIC Educational Resources Information Center

Langenkamp, Amy G.

2016-01-01

Why are transfer students at an increased risk for disengagement and dropout? Previous research suggests that the loss of school-based social relationships play a role. Data from the National Longitudinal Study of Adolescent Health (Add Health) are used to analyze what predicts student transfer and what effect this has on students' social…

Mexican Origin Students in the Borderlands: The Construction of Social Identity in the School Context

ERIC Educational Resources Information Center

Villarreal Sosa, Leticia

2011-01-01

There has been continued concern over the continued high dropout rate among Mexican origin youth. The purpose of this study is to understand how everyday experiences in school shape the content and meaning of Mexican origin students' social identities and how those social identities influence their academic trajectories over the transition to…

An Exploratory Study of the Effects of Mindfulness on Perceived Levels of Stress among School-Children from Lower Socioeconomic Backgrounds

ERIC Educational Resources Information Center

Costello, Elizabeth; Lawler, Margaret

2014-01-01

Children from lower socioeconomic backgrounds are at increased risk of experiencing stress and associated social-emotional difficulties and behavioural problems, which can undermine academic performance and lead to school drop-out. Previous studies investigating the effects of mindfulness have evidenced positive outcomes among children pertaining…

Restructuring Neighborhood High Schools: The House Plan Solution.

ERIC Educational Resources Information Center

Oxley, Diana; And Others

This report concludes that the house plan should be the centerpiece of a systematic restructuring of New York City neighborhood high schools to reduce the dropout rate and improve academic achievement. The house plan is based on the subdivision of one or more grades into smaller schools within schools. Long-term monitoring of New York City dropout…

Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning

ERIC Educational Resources Information Center

Dweck, Carol S.; Walton, Gregory M.; Cohen, Geoffrey L.

2014-01-01

In a nationwide survey of high school dropouts conducted in 2006, 69 percent said that school had not motivated or inspired them to work hard. The majority of educational reforms have focused on curriculum and pedagogy--what material is taught and how it is taught. However, psychological factors--often called motivational or non-cognitive…

From the Inside: STARS High-School

ERIC Educational Resources Information Center

Durr, Olga Vaca

2002-01-01

High school dropouts are a growing concern throughout the United States. So much so that the issue has been included in the Goals 2000: Educate America Act and the No Child Left Behind Act. Some students drop out to help support their families, others are starting their own families as teenagers, while others are experiencing academic problems,…

A Bayesian Hierarchical Selection Model for Academic Growth with Missing Data

ERIC Educational Resources Information Center

Allen, Jeff

2017-01-01

Using a sample of schools testing annually in grades 9-11 with a vertically linked series of assessments, a latent growth curve model is used to model test scores with student intercepts and slopes nested within school. Missed assessments can occur because of student mobility, student dropout, absenteeism, and other reasons. Missing data…

School Motivation and High School Dropout: The Mediating Role of Educational Expectation

ERIC Educational Resources Information Center

Fan, Weihua; Wolters, Christopher A.

2014-01-01

Background: A good deal of evidence indicates that students' motivational beliefs and attitudes play a critical role in their academic success. Research studies on how motivational factors may help determine whether students remain in high school or drop out, however, are relatively few. More specifically, there is a lack of research…

College Student Attrition and Retention. College Board Report No. 81-1.

ERIC Educational Resources Information Center

Ramist, Leonard

Research on college student attrition and retention is reviewed. Overall dropout rates and the reasons students give for dropping out are examined, and an attempt is made to assess the outcomes of going straight through college, as opposed to dropping out, temporarily leaving school, and not going to college at all. The demographic, academic,…

Implementing Educational Policies in Swaziland. World Bank Discussion Papers No. 88. Africa Technical Department Series.

ERIC Educational Resources Information Center

Magalula, Cisco

At the time of independence in 1968, education in Swaziland was characterized by poor quality, uneven distribution of schools, high dropout and repeater rates, serious shortages of teachers, and inappropriate and highly academic curricula. This paper describes the status of present-day education in Swaziland in terms of the effect of government…

Provision of Education to the "Hard to Reach" amidst Discontinuity in Nomadic Communities in Kenya

ERIC Educational Resources Information Center

Ayiro, Laban P.; Sang, James K.

2016-01-01

This study explores why nomadic children in the counties of Turkana and West Pokot are left behind in the primary education process despite free primary education (FPE), and considers the variables that contribute to high dropout rates, low enrollment, poor attendance, and unsatisfactory academic achievement with a view of bringing out possible…

Predictors of Teacher Support: Turkey and Shanghai in the Programme for International Student Assessment, 2012

ERIC Educational Resources Information Center

Akgul, Gulendam; Cokamay, Gokce; Demir, Ergul

2016-01-01

Problem Statement: Although teacher support is important for many student outcomes, including academic achievement, attendance, well-being, and dropout, related factors remain unexamined. The Purpose of the Study: The aim of this study was to investigate predictors of perceived teacher support of 15-year-old students who participated in the 2012…

Urban Youth and Schooling: The Effect of School Climate on Student Disengagement and Dropout.

ERIC Educational Resources Information Center

Pellerin, Lisa A.

This study investigated the effects of schools' academic and disciplinary climates on student disengagement and dropping out, noting whether these effects varied by race/ethnic group. Data came from the High School Effectiveness Study (HSES), which allows contextual analysis of urban youth in their high schools, and the Common Core of Data, from…

Latent profile analysis of sixth graders based on teacher ratings: Association with school dropout.

PubMed

Orpinas, Pamela; Raczynski, Katherine; Peters, Jaclyn Wetherington; Colman, Laura; Bandalos, Deborah

2015-12-01

The goal of this study was to identify meaningful groups of sixth graders with common characteristics based on teacher ratings of assets and maladaptive behaviors, describe dropout rates for each group, and examine the validity of these groups using students' self-reports. The sample consisted of racially diverse students (n = 675) attending sixth grade in public schools in Northeast Georgia. The majority of the sample was randomly selected; a smaller group was identified by teachers as high risk for aggression. Based on teacher ratings of externalizing behaviors, internalizing problems, academic skills, leadership, and social assets, latent profile analysis yielded 7 classes that can be displayed along a continuum: Well-Adapted, Average, Average-Social Skills Deficit, Internalizing, Externalizing, Disruptive Behavior with School Problems, and Severe Problems. Dropout rate was lowest for the Well-adapted class (4%) and highest for the Severe Problems class (58%). However, students in the Average-Social Skills Deficit class did not follow the continuum, with a large proportion of students who abandoned high school (29%). The proportion of students identified by teachers as high in aggression consistently increased across the continuum from none in the Well-Adapted class to 84% in the Severe Problems class. Students' self-reports were generally consistent with the latent profile classes. Students in the Well-Adapted class reported low aggression, drug use, and delinquency, and high life satisfaction; self-reports went in the opposite direction for the Disruptive Behaviors with School Problems class. Results highlight the importance of early interventions to improve academic performance, reduce externalizing behaviors, and enhance social assets. (c) 2015 APA, all rights reserved).

Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds

PubMed Central

Kraus, Nina; Hornickel, Jane; Strait, Dana L.; Slater, Jessica; Thompson, Elaine

2014-01-01

Children from disadvantaged backgrounds often face impoverished auditory environments, such as greater exposure to ambient noise and fewer opportunities to participate in complex language interactions during development. These circumstances increase their risk for academic failure and dropout. Given the academic and neural benefits associated with musicianship, music training may be one method for providing auditory enrichment to children from disadvantaged backgrounds. We followed a group of primary-school students from gang reduction zones in Los Angeles, CA, USA for 2 years as they participated in Harmony Project. By providing free community music instruction for disadvantaged children, Harmony Project promotes the healthy development of children as learners, the development of children as ambassadors of peace and understanding, and the development of stronger communities. Children who were more engaged in the music program—as defined by better attendance and classroom participation—developed stronger brain encoding of speech after 2 years than their less-engaged peers in the program. Additionally, children who were more engaged in the program showed increases in reading scores, while those less engaged did not show improvements. The neural gains accompanying music engagement were seen in the very measures of neural speech processing that are weaker in children from disadvantaged backgrounds. Our results suggest that community music programs such as Harmony Project provide a form of auditory enrichment that counteracts some of the biological adversities of growing up in poverty, and can further support community-based interventions aimed at improving child health and wellness. PMID:25566109

Dual Enrollment Programs: A Comparative Study of High School Students' College Academic Achievement at Different Settings

ERIC Educational Resources Information Center

Flores, Agnes L. Acker

2012-01-01

The "ex post facto" causal-comparative study examined the academic achievement of high school students who took their dual credit English or mathematics college credit-bearing course in two different environments, namely, the college setting and the high school setting. Due to non-experimental nature of the study, no causal inferences…

Enhancing International Collaboration among Academic Developers in Established and Emerging Contexts: Moving toward a Post-Colonial Perspective

ERIC Educational Resources Information Center

Lee, Virginia S.; DeZure, Deborah; Debowski, Shelda; Ho, Angela; Li, Kang

2013-01-01

With the acceleration of globalization, academic developers from institutions and countries with established educational development programs and networks are called upon increasingly to share their expertise and offer guidance to colleagues in emerging higher education contexts. Based on a higher education conference held in Beijing in 2009, this…

Registered Nurse to Bachelor of Science in Nursing: nesting a fast-track to traditional generic program, teachings from nursing education in Burkina Faso.

PubMed

Beogo, Idrissa; Liu, Chieh-Yu; Dlamini, Colile P; Gagnon, Marie-Pierre

2015-01-01

Nursing education has evolved over time to fit societies' increasing care needs. Innovations in nursing education draw thorny debates on potential jeopardy in the quality, safety, and efficacy of nurse graduates. Accelerated nursing education programs have been among landmark strategic changes to address the persistent bedside nurse shortage. Despite the dearth of empirical studies in sub-Saharan Africa (SSA), the National School of Public Health of Burkina Faso has developed a State Diploma Nursing (SDN) fast-track program. With innovative features, the program is nested into the traditional SDN program. This study investigates preliminary outcomes of the implemented policy using the initial cohort that went through the program. Comparison of the traditional generic program and the fast-track one is drawn to inform nursing education policy. The study was conducted in the three campuses delivering the SDN program. Data collected from a representative sample included 255 students from the 2006-2009 cohort, after concluding the program. Surveyed students were assessed according to the program entry status. Outcomes were measured using students' academic performance. Besides descriptive analysis, bivariate t-test, F-test, and multivariate ordinary least square regression (OLSR) were employed to determine the comparative pattern between the traditional generic and the newly nested fast-track program. Students' varied statuses (private pre-registration, state pre-registration, private post-registration, and state post-registration) were kept to better outline the findings trend. A fifth (19.6 %) of surveyed students were enrolled in the fast-track stream from which, one third (33.7 %) consisted of post-registered students. Fast-track students comparatively achieved the best academic performance (mean: 73.68/100, SD: 5.52). Multivariate OLSR confirmed that fast-track students performed better (β: 5.559, p < 0.001), and further informed differences between campuses. Students entry status also displayed significant differences, yet the academic performance of post-registered students from traditional generic versus fast-track was similar (p = 0.409). Findings suggest that fast-track program students performed better than the ones from the traditional generic program. The uniqueness and success of this mixed nursing program experience sheds light for nursing educators engaged in policy making. The study results can serve as a crucial foundation for policymakers to alleviate the nurse shortage in SSA.

A retrospective study on anthropometrical, physical fitness, and motor coordination characteristics that influence dropout, contract status, and first-team playing time in high-level soccer players aged eight to eighteen years.

PubMed

Deprez, Dieter N; Fransen, Job; Lenoir, Matthieu; Philippaerts, Renaat M; Vaeyens, Roel

2015-06-01

The goal of this article was twofold, and a 2-study approach was conducted. The first study aimed to expose the anthropometrical, physical performance, and motor coordination characteristics that influence dropout from a high-level soccer training program in players aged 8-16 years. The mixed-longitudinal sample included 388 Belgian youth soccer players who were assigned to either a "club group" or a "dropout group." In the second study, cross-sectional data of anthropometry, physical performance, and motor coordination were retrospectively explored to investigate which characteristics influence future contract status (contract vs. no contract group) and first-team playing time for 72 high-level youth soccer players (mean age = 16.2 years). Generally, club players outperformed their dropout peers for motor coordination, soccer-specific aerobic endurance, and speed. Anthropometry and estimated maturity status did not discriminate between club and dropout players. Contract players jumped further (p = 0.011) and had faster times for a 5-m sprint (p = 0.041) than no contract players. The following prediction equation explains 16.7% of the variance in future playing minutes in adolescent youth male soccer players: -2,869.3 + 14.6 × standing broad jump. Practitioners should include the evaluation of motor coordination, aerobic endurance, and speed performances to distinguish high-level soccer players further succeeding a talent development program and future dropout players, between 8 and 16 years. From the age of 16 years, measures of explosivity are supportive when selecting players into a future professional soccer career.

The global context of the 14 November 2012 storm event

DOE PAGES

Hwang, K. -J.; Sibeck, D. G.; Fok, M. -C. H.; ...

2015-03-01

From 2 to 5 UT on 14 November 2012, the Van Allen Probes observed repeated particle flux dropouts during the main phase of a geomagnetic storm as the satellites traversed the post-midnight to dawnside inner magnetosphere. Each flux dropout corresponded to an abrupt change in the magnetic topology, i.e., from a more dipolar configuration to a configuration with magnetic field lines stretched in the dawn-dusk direction. Geosynchronous GOES spacecraft located in the dusk and near-midnight sectors and the LANL constellation with wide local time coverage also observed repeated flux dropouts and stretched field lines with similar occurrence patterns to thosemore » of the Van Allen Probe events. THEMIS recorded multiple transient abrupt expansions of the evening-side magnetopause ~20–30 min prior to the sequential Van Allen Probes observations. Ground-based magnetograms and all sky images demonstrate repeatable features in conjunction with the dropouts. We combine the various in-situ and ground-based measurements to define and understand the global spatiotemporal features associated with the dropouts observed by the Van Allen Probes. We discuss various proposed hypotheses for the mechanism that plausibly caused this storm-time dropout event as well as formulate a new hypothesis that explains the combined in-situ and ground-based observations: the earthward motion of magnetic flux ropes containing lobe plasmas that form along an extended magnetotail reconnection line in the near-Earth plasma sheet.« less

A Bridge Program's Effect on Non-College Ready Student Veterans

ERIC Educational Resources Information Center

Morris, Brett Eugene

2013-01-01

This study examined whether a bridge program designed to remediate academic deficiencies for a cohort of student veterans has any bearing on their post-secondary success and persistence. Specifically, this study examined the Veterans Bridge to College Success (VBCS) pilot program at Eastern Kentucky University, which provides an admission pathway…

Labor Market Substitution Between Schooling and On-the-Job Training: Final Report.

ERIC Educational Resources Information Center

Rahm, Carl M.

The report describes a study designed to examine substitution between formal schooling and dropouts' post-school training or experience in the labor market. The basic hypothesis is that if formal schooling and post-school training are substitutes, then experience-earnings profiles measured in the logarithm of earnings should tend to converge. To…

Patient Profile of Drop-Outs From a Pulmonary Rehabilitation Program.

PubMed

Almadana Pacheco, Virginia; Pavón Masa, María; Gómez-Bastero Fernández, Ana Paulina; Muñiz Rodríguez, Ana Mirian; Tallón Moreno, Rodrigo; Montemayor Rubio, Teodoro

2017-05-01

While the benefits of pulmonary rehabilitation programs (PR) in COPD have been demonstrated, poor adherence, related with worse clinical outcomes, is common. The purpose of this study was to examine causes for drop-out during a 12-week multidisciplinary pulmonary rehabilitation program and to investigate the characteristics of patients with poor adherence, with special emphasis on functional and clinical characteristics. A prospective study was performed between February and November 2015in 83 COPD patients enrolled in an outpatient program of 36 strength +resistance training sessions. Ambulances were provided to facilitate access to the clinic. Patients were divided into: adherent (A) (attended at least 70% of the program) or non-adherent (NA) (at least one session). A total of 83 patients were evaluated and 26 excluded; 15.7% refused to participate. The drop-out rate was 38.5%. The main causes were low motivation and transport problems. Lower forced vital capacity (NA, 58.9% vs A, 67.8%; P=.03), worse results on submaximal exercise test (NA, 6.2minutes vs A, 9.2minutes; P=.02), in total distance walked (NA, 42.6 vs A, 56.5; P=.03) and VO 2 in ml/min/kg (NA, 11.4 vs A, 13.6; P=.03) and in ml/min (NA, 839 vs A, 1020; P=.04) were found in the non-adherent group. This group also showed higher use of oral steroids (NA, 23.8% vs A, 2.9%; P=.01). More than 1/3 of patients leave programs. The main causes are related to motivation and transport. The patients who dropout are those with worse functional tests, more exacerbations, steroids and smoking habit. Copyright © 2016 SEPAR. Publicado por Elsevier España, S.L.U. All rights reserved.

Factors associated with pretreatment and treatment dropouts: comparisons between Aboriginal and non-Aboriginal clients admitted to medical withdrawal management

PubMed Central

2013-01-01

Background Addiction treatment faces high pretreatment and treatment dropout rates, especially among Aboriginals. In this study we examined characteristic differences between Aboriginal and non-Aboriginal clients accessing an inpatient medical withdrawal management program, and identified risk factors associated with the probabilities of pretreatment and treatment dropouts, respectively. Methods 2231 unique clients (Aboriginal = 451; 20%) referred to Vancouver Detox over a two-year period were assessed. For both Aboriginal and non-Aboriginal groups, multivariate logistic regression analyses were conducted with pretreatment dropout and treatment dropout as dependent variables, respectively. Results Aboriginal clients had higher pretreatment and treatment dropout rates compared to non-Aboriginal clients (41.0% vs. 32.7% and 25.9% vs. 20.0%, respectively). For Aboriginal people, no fixed address (NFA) was the only predictor of pretreatment dropout. For treatment dropout, significant predictors were: being female, having HCV infection, and being discharged on welfare check issue days or weekends. For non-Aboriginal clients, being male, NFA, alcohol as a preferred substance, and being on methadone maintenance treatment (MMT) at referral were associated with pretreatment dropout. Significant risk factors for treatment dropout were: being younger, having a preferred substance other than alcohol, having opiates as a preferred substance, and being discharged on weekends. Conclusions Our results highlight the importance of social factors for the Aboriginal population compared to substance-specific factors for the non-Aboriginal population. These findings should help clinicians and decision-makers to recognize the importance of social supports especially housing and initiate appropriate services to improve treatment intake and subsequent retention, physical and mental health outcomes and the cost-effectiveness of treatment. PMID:24325629

Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum. Part II. Outcomes for New Graduate Nurses 12 Months Post-Graduation.

PubMed

Waddell, Janice; Spalding, Karen; Navarro, Justine; Jancar, Sonya; Canizares, Genevieve

2015-11-28

New graduate nurses' (NGNs) transition into the nursing workforce is characterized as stressful and challenging. Consequently, a high percentage of them leave their first place of employment or the profession entirely within one year of graduation. Nursing literature describes this complicated shift from student to registered nurse, however, limited attention has focused on strategies that could be implemented during students' academic programs to prepare them for this difficult transition period. Therefore, a longitudinal intervention study was conducted to examine the influence of a career planning and development (CPD) program on the development of career resilience in baccalaureate nursing students and at 12 months post-graduation (NGN). The findings support including structured and progressive curriculum-based CPD opportunities in academic programs, not only for the positive outcomes that accrue to students, but also because of the benefits they extend to NGNs as they make the transition to their first professional nursing role.

The fundamentals of integrating service in a post-licensure RN to BSN program.

PubMed

Washington-Brown, Linda; Ritchie, Arlene

2014-01-01

Integrating service in a post-licensure registered nurse to bachelor of science in nursing (RN to BSN) program provides licensed registered nurse (RN) students the opportunity to learn, develop, and experience different cultures while serving the community and populations in need (McKinnon & Fitzpatrick, 2012). Service to the community, integrated with academic learning can be applied in a wide variety of settings, including schools, universities, and community faith-based organizations. Academic service-learning (ASL) can involve a group of students, a classroom, or an entire school. In the RN to BSN program, the authors use a student-directed service learning approach that integrates service-learning throughout the curriculum. RN students are introduced to service-learning at program orientation prior to the start of classes and receive reinforcement and active engagement throughout the curriculum. The students and volunteer agencies receive and give benefits from the services provided and the life lessons gained through mentorship, education, and hands-on experiences.

Face-to-Face vs On-Line: An Analysis of Profile, Learning, Performance and Satisfaction among Post Graduate Students

ERIC Educational Resources Information Center

Ortega-Maldonado, Alberto; Llorens, Susana; Acosta, Hedy; Coo, Cristián

2017-01-01

The aim of this study is to explore the differences between face-to-face and on-line students in a post graduate education program. The variables considered are Post Graduate Student's profile, competences and learning outcomes, academic performance and satisfaction. The sample was composed by 47 students (64% face-to-face). Analysis of variance…

Preresidency Publication Number Does Not Predict Academic Career Placement in Neurosurgery.

PubMed

Daniels, Marcus; Garzon-Muvdi, Tomas; Maxwell, Russell; Tamargo, Rafael J; Huang, Judy; Witham, Tim; Bettegowda, Chetan; Chaichana, Kaisorn L

2017-05-01

It is unclear if preresidency and/or residency research work impacts academic neurosurgery placement post residency. The goal of this study is to evaluate the impact that preresidency and residency research publication has on attaining academic faculty positions. Alumni information was collected from 65 of the 108 (60%) neurosurgery residency websites. Graduates from these programs between 2005 and 2015 (n = 949) were analyzed to determine factors associated with an academic career. Information on publications, citations, and H-index were obtained from Web of Science. Current position was designated as academic if the physician had a teaching position at a university hospital and private if the physician was not affiliated with a university hospital. Univariate and multivariate logistic regression models were used to identify factors associated with academic faculty positions post residency. Of the 949 physicians included in the analysis, 339 (36%) were in academic positions, 518 (55%) in private practice, and 92 (10%) were still in training. More than a fifth (212, or 22%) of physicians performed a research fellowship (8.2%) or attained a Ph.D. (14.1%) during medical school. Among those who had completed training, an academic career was associated with having 2 or more publications during residency (odds ratio [OR] [95% confidence interval, CI]: 3.87 [1.59-9.45]; P < 0.003), H-index ≥ 2 during residency (OR [95% CI]: 2.32 [1.40-1.69]; P < 0.0001) and having devoted research time before residency (OR [95% CI]: 1.56 [1.10-2.22]; P < 0.012). Notably, publications before residency were not an independent indicator of academic placement. These findings may help guide residency programs to identify and/or cultivate neurosurgeons to become academic neurosurgeons. Copyright © 2017 Elsevier Inc. All rights reserved.

A Mixed-Method Efficacy and Fidelity Study of Check and Connect

ERIC Educational Resources Information Center

Powers, Kristin; Hagans, Kristi; Linn, Megan

2017-01-01

The effectiveness of the Check and Connect dropout prevention program was examined, over the course of 2.5 years, with 54 middle school students from diverse backgrounds experiencing one or more conditions of risk for dropout. Participants were randomly assigned to receive the Check and Connect intervention or business as usual (i.e., control) in…

20 CFR 628.804 - Authorized services.

Code of Federal Regulations, 2012 CFR

2012-04-01

.... (c) An individual who is a school dropout, as defined in section 4(38) of the Act, and under the age... section, in order to participate in programs under this part an individual who is under the age of 18 and a school dropout, as defined in section 4(38) of the Act, shall enroll in and attend a school...

Detecting genotyping errors and describing black bear movement in northern Idaho

Treesearch

Michael K. Schwartz; Samuel A. Cushman; Kevin S. McKelvey; Jim Hayden; Cory Engkjer

2006-01-01

Non-invasive genetic sampling has become a favored tool to enumerate wildlife. Genetic errors, caused by poor quality samples, can lead to substantial biases in numerical estimates of individuals. We demonstrate how the computer program DROPOUT can detect amplification errors (false alleles and allelic dropout) in a black bear (Ursus americanus) dataset collected in...

Project LIVE: A Literacy and Dropout Prevention Program that Works. Evaluation Study.

ERIC Educational Resources Information Center

Collier, Walter V.; And Others

Through Project Learning through Industry and Volunteer Educators (Project LIVE), the Children's Aid Society has been addressing problems of literacy and school dropout in an educational partnership between junior high schools in New York City and a number of major corporations. LIVE brings together junior high school students (grades 7 and 8) who…

Student Leadership Characteristics Leading to Success in an Online Community College Program

ERIC Educational Resources Information Center

Waters, Elsa G.

2012-01-01

This study was an effort to fill a gap in the research about why there are higher drop-out rates for students in online classrooms than students in traditional classrooms. Educators and administrators at online higher education institutions need information with which to address drop-out rates because the decreased number of completed online…

SOME DIMENSIONS OF THE DROP-OUT PROBLEM IN APPRENTICESHIP TRAINING.

ERIC Educational Resources Information Center

JOHNSON, RONALD W.

DURING THE 1966 SUMMER RESEARCH PROGRAM, THE NEW BRUNSWICK DEPARTMENT OF LABOUR CONDUCTED A STUDY OF THE HIGH DROPOUT RATE AMONG THE 2,673 APPRENTICES IN THE PROVINCE. THE PURPOSE WAS TO FIND AN ADEQUATE SELECTION METHOD FOR TRAINEES. DATA FROM EXISTING FILES AND FROM A QUESTIONNAIRE FILLED IN BY FORMER EMPLOYERS AND DISTRICT SUPERVISORS WERE…

Factors that Influence Students' Decision to Dropout of Online Courses

ERIC Educational Resources Information Center

Willging, Pedro A.; Johnson, Scott D.

2009-01-01

Although there are many reasons why students dropout of college courses, those reasons may be unique for students who are enrolled in an online program. Issues of isolation, disconnectedness, and technological problems may be factors that influence a student to leave a course. To understand these factors, an online survey was developed to collect…

Correlates of Successful Dropout Prevention Strategies for At-Risk Children in Urban Schools.

ERIC Educational Resources Information Center

Baecher, Richard E.; And Others

This report examines the correlates of successful social and educational strategies of a dropout prevention program for minority children in an urban school district. In 1986, Fordham University's Graduate School of Education and Social Services became partners with a heavily-populated minority public school district in New York City. This paper…

The American Indian Graduate: After High School, What?

ERIC Educational Resources Information Center

Selinger, Alphonse D.

American Indian students who graduated from high schools in 6 states in 1962 were located to determine experience patterns in the first 6 post high school years. Interviews were conducted with 287 graduates in 13 states. About 70 percent entered post high school academic or training programs which approximately one half completed. Employment was…

An Inclusive Rural Post Secondary Education Program for Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Ryan, Susan M.

2014-01-01

Post secondary education is a life long dream for many students with and without intellectual disabilities. This dream is particularly difficult to attain for students with intellectual disabilities living in rural and remote communities with little access to social, academic, or employment opportunities. This article describes the philosophy,…

Taking the Easy Way Out: How the GED Testing Program Induces Students to Drop Out.

PubMed

Heckman, James J; Humphries, John Eric; Lafontaine, Paul A; Rodríguez, Pedro L

2012-07-01

The option to obtain a General Education Development (GED) certificate changes the incentives facing high school students. This paper evaluates the effect of three different GED policy innovations on high school graduation rates. A six point decrease in the GED pass rate due to an increase in passing standards produced a 1.3 point decline in overall dropout rates. The introduction of a GED certification program in high schools in Oregon produced a four percent decrease in graduation rates. Introduction of GED certificates in California increased dropout rates by 3 points. The GED program induces high school students to drop out.

Taking the Easy Way Out: How the GED Testing Program Induces Students to Drop Out

PubMed Central

Heckman, James J.; Humphries, John Eric; LaFontaine, Paul A.; Rodríguez, Pedro L.

2011-01-01

The option to obtain a General Education Development (GED) certificate changes the incentives facing high school students. This paper evaluates the effect of three different GED policy innovations on high school graduation rates. A six point decrease in the GED pass rate due to an increase in passing standards produced a 1.3 point decline in overall dropout rates. The introduction of a GED certification program in high schools in Oregon produced a four percent decrease in graduation rates. Introduction of GED certificates in California increased dropout rates by 3 points. The GED program induces high school students to drop out. PMID:24634564

Children with co-occurring academic and behavior problems in first grade: distal outcomes in twelfth grade.

PubMed

Darney, Dana; Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Ialongo, Nicholas S

2013-02-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. Published by Elsevier Ltd.

The Effect of Scratch-Based Game Activities on Students' Attitudes, Self-Efficacy and Academic Achievement

ERIC Educational Resources Information Center

Korkmaz, Özgen

2016-01-01

The purpose of the present research is to designate the effects of Scratch-based game activities on students' attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. The research was conducted through a pre-test-post-test control group quasi-experimental study. The study group consists of 49…

Toward a New Predictive Model of Student Retention in Higher Education: An Application of Classical Sociological Theory

ERIC Educational Resources Information Center

Kerby, Molly B.

2015-01-01

Theoretical models designed to predict whether students will persist or not have been valuable tools for retention efforts relative to the creation of services in academic and student affairs. Some of the early models attempted to explain and measure factors in the "college dropout process." For example, in his seminal work, Tinto…

Creating Safer and More Nurturing Schools: Expanding the Capacity of Schools in the Era of Future National Reform

ERIC Educational Resources Information Center

Hughes, Tammy L.; Fenning, Pamela A.; Crepeau-Hobson, Franci; Reddy, Linda A.

2017-01-01

Positive academic performance is a strong indicator of subsequent positive life course outcomes (e.g., employment) as well as underrepresentation in psychiatric populations, drug use, school dropout, and subsequent legal trouble (A. Farn & J. Adams, 2016). As such, helping all children to be successful in school is a top priority for parents,…

The Influence of Student Mobility on Mathematics Achievement and Classroom Climate in Secondary Education

ERIC Educational Resources Information Center

Mattes, Kimberly

2017-01-01

Student Mobility is increasing on Long Island, NY, the site of the present study related to the demographic changes of increasing immigration and poverty. Mobile students often struggle academically, and are at risk for school drop-out or failure. Mobility is sometimes combined with other risk factors such as gender, ethnicity, limited English,…

The Gender Gap in Student Engagement: The Role of Teachers' Autonomy Support, Structure, and Involvement

ERIC Educational Resources Information Center

Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke

2015-01-01

Background: The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. Aims: This study investigated, for Dutch language classes, (1) how boys and…

Motives for Becoming a Teacher and Their Relations to Academic Engagement and Dropout among Student Teachers

ERIC Educational Resources Information Center

Jungert, Tomas; Alm, Fredrik; Thornberg, Robert

2014-01-01

Difficulties in attracting student teachers have resulted in research focusing on student teachers' motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers' motives and their…

Rethinking Remedial Education and the Academic-Vocational Divide: Complementary Perspectives

ERIC Educational Resources Information Center

Grubb, W. Norton

2012-01-01

Mike Rose points out that this is a crucial moment in the history of education in the United States. On one hand, Americans see a rhetoric of College for All, and pressure to get more racial minorities and low-income students into higher education, while the high school dropout rate stays stubbornly high near 30%. There is another rhetoric, about…

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

ERIC Educational Resources Information Center

Rowtho, Vikash

2017-01-01

Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students…

High School Graduation Rates of Potential First Generation College Students: A Qualitative Case Study

ERIC Educational Resources Information Center

Dansby, Jacqueline O.; Dansby-Giles, Gloria

2011-01-01

Educational reform in the United States has focused on several factors such as academic achievement, performance on standardized test scores, dropout rates, the mandate of the No Child Left Behind (NCLB) Act of 2001 (Dee and Jacob, 2010) and other changes. A new call for a broader and bolder strategy for educational reform that focused on…

Preventing School Dropout and Ensuring Success for English Language Learners and Native American Students. CSR Connection.

ERIC Educational Resources Information Center

Housman, Naomi G.; Martinez, Monica R.

This Spring 2002 issue of the occasional paper, CSR Connection, reports on information that builds the capacity of schools to raise the academic achievement of all students. The success of English language learners and Native American students in U.S. public schools has been, and continues to be, impeded by deep "disconnects" between schools and…

Dropping Out: A Cross-Case Exploration of Why Students in One West Virginia County Choose to Leave School

ERIC Educational Resources Information Center

Young, Debra Hunt

2010-01-01

The indicators and predictors of dropout as documented in the literature are vast and encompass influences such as family, motivation, socio-economic status, and academic achievement, and could be accepted as universal reasons students choose to leave school and not return. This qualitative study investigated the reasons why students in one West…

Evaluating the Efficacy of the High Point Curriculum in the Coastline Unified School District Using CST, CAHSEE, and CELDT Data

ERIC Educational Resources Information Center

Peralta, Aaron A.

2012-01-01

The academic achievement gap between ethno-linguistic minority students and other students, as represented by test scores, dropout rates, and college admissions and completion rates, is the most persistent and pressing challenge facing public schools nationwide. The existing achievement gap indicates that many of our students are not receiving the…

Values Education: The Power2Achieve Approach for Building Sustainability and Enduring Impact

ERIC Educational Resources Information Center

Davidson, Matthew; Khmelkov, Vladimir; Baker, Kyle; Lickona, Thomas

2011-01-01

Schools today struggle to prepare students for the moral and performance character challenges they will face in the 21st Century. Whether it is bolstering academic performance, reducing dropout, or improving integrity and safety, developing the character and culture of excellence and ethics is a critical need of schools--and yet they must do so…

The Relationship between Correlates of Effective Schools and Social Emotional Learning within Single Gender Schools Serving Boys of Color

ERIC Educational Resources Information Center

Green, Curt R.

2013-01-01

Urban school districts throughout the United States are creating single gender classrooms or schools to improve student achievements for their lowest performing subgroups (Noguera, 2009). It is hoped that separating the sexes will improve domains such as discipline, attendance and academic performance, while decreasing the dropout rate. If single…

Listening to youth: reflections on the effect of a youth development program.

PubMed

Kalish, Robin E; Voigt, Bridget; Rahimian, Afsaneh; Dicara, Joseph; Sheehan, Karen

2010-05-01

To identify key elements that contribute to the effectiveness of a youth development program, interviews were conducted with 35 former Chicago Youth Programs (CYP) participants who remained in the program until age 18 years and went on to attend college, and 25 participants who left the program (and are currently older than age 18). Of the college participants who remained in CYP until age 18, 97% reported that the program had helped them by providing tutoring, mentoring, and financial support. In comparison, only 56% of the CYP dropouts had completed some college, and nearly 50% reported being involved in illegal activities. Many of the CYP dropouts were drawn to illegal activities for financial reasons or because they felt there was inadequate adolescent programming. All reported benefiting from their CYP participation. Incorporating financial incentives or specific adolescent programming may lead to longer youth program participation and, perhaps, more positive outcomes.

Academic nursing administrators' workplace satisfaction and intent to stay.

PubMed

Emory, Jan; Lee, Peggy; Miller, Michael T; Kippenbrock, Thomas; Rosen, Chris

In nursing education, the academic administrator is critical given the multitude of challenges associated with program delivery (e.g., shortages of faculty, strict and changing regulations for program accreditation, and the sheer demand for more nurses). Unfortunately, with the focus on recruiting and retaining new novice faculty to teach students, academic nursing administrators have been overlooked in recent studies. As such, this study aims to explore the workplace satisfaction and intent to stay of academic nursing administrators by considering their relation to a variety of demographic and work related variables. A secondary data source was used from the Collaborative on Academic Careers in Higher Education (COACHE). One-way Analysis of Variance (ANOVA) with post hoc Fisher's Least Significant Difference tests and t-tests were used in the analysis. Results indicate that several modifiable work factors positively relate to both job satisfaction and intent to stay. Copyright © 2016 Elsevier Inc. All rights reserved.

Real Estate Education: A Curriculum Guide for a Two-year Post Secondary Program.

ERIC Educational Resources Information Center

Overton, R. Jean

This curriculum guide was designed to assist in the development of associate degree programs and/or options for real estate education in North Carolina community colleges. The real estate education program prescribed by this guide spans six academic quarters. The 28 courses listed cover such subject areas as real estate fundamentals, human…

Children and Families First: An Evaluation of the Philadelphia Say Yes to Education Program

ERIC Educational Resources Information Center

Gold, Eva; Hartmann, Tracey; Lewis, Kristine

2005-01-01

Say Yes to Education is a scholarship guarantee program that pledges to young children and their families a fully paid, post-secondary education along with academic and social supports that follow children throughout their elementary and high school careers. Since its inception in 1987, the Say Yes to Education program has "adopted"…

Effects of participation in the Executive Leadership in Academic Medicine (ELAM) program on women faculty's perceived leadership capabilities.

PubMed

McDade, Sharon A; Richman, Rosalyn C; Jackson, Gregg B; Morahan, Page S

2004-04-01

This study measured the impact of participation by women academics in the Executive Leadership in Academic Medicine (ELAM) program as part of a robust evaluation agenda. The design is a classic pre/post, within-group, self-report study. The survey elicits self-perception about leadership in ten constructs: knowledge of leadership, management, and organizational theory; environmental scanning; financial management; communication; networking and coalition building; conflict management; general leadership; assessment of strengths and weaknesses; acceptance of leadership demands; and career advancement sophistication. The post surveys inquire additionally about perceived program usefulness. Data were collected from 79 participants (1997-98, 1998-99, and 2000-01 classes). Response rates were nearly 100% (pre) and 69% to 76% (post). Statistically significant increases (p <.01) in perceived leadership capabilities were identified across all ten leadership constructs. Gains were large in knowledge of leadership and organizational theory, environmental scanning, financial management, and general leadership. Gains in career building knowledge were large to moderate. More modest were gains in communication, networking, and conflict management. There were significant correlations between each leadership construct and perceived usefulness of the program. Significant improvements were reported on all leadership constructs, even when participants viewed themselves as already skilled. While it cannot be concluded that participation in ELAM directly and solely caused all improvements, it seems unlikely that midcareer women faculty would improve on all ten constructs in 11 months after program completion by natural maturation alone. Future research will investigate whether the changes are due to ELAM or other factors, and assess whether participants show more rapid advancement into leadership than comparable women not participating in ELAM.

Preventing Truancy and Dropout among Urban Middle School Youth: Understanding Community-Based Action from the Student's Perspective

ERIC Educational Resources Information Center

Rodriguez, Louie F.; Conchas, Gilberto Q.

2009-01-01

This case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth. Findings suggest that community-school partnerships are critical in the quest to combat truancy and the alarming dropout rate among…

Can Social-Emotional Learning Reduce School Dropout in Developing Countries?

ERIC Educational Resources Information Center

Wang, Huan; Chu, James; Loyalka, Prashant; Xin, Tao; Shi, Yaojiang; Qu, Qinghe; Yang, Chu

2016-01-01

An alarming number of students drop out of junior high school in developing countries. In this study, we examine the impacts of providing a social-emotional learning (SEL) program on the dropout behavior and learning anxiety of students in the first two years of junior high. We do so by analyzing data from a randomized controlled trial involving…

Counting Chickens before They Are Hatched: An Examination of Student Retention, Graduation, Attrition, and Dropout Measurement Validity in an Online Master's Environment

ERIC Educational Resources Information Center

Haydarov, Rustam; Moxley, Virginia; Anderson, Dawn

2013-01-01

This article examines definitions, rationales, and calculations associated with higher education performance measures: persistence, retention rate, attrition rate, drop-out rate, and graduation rate. Strengths and limitations of these measures are scrutinized relative to online master's programs. Outcomes of a sample of students (N = 96) enrolled…

Effectiveness of Corrective Reading on Reading Comprehension and Fluency in At-Risk Students

ERIC Educational Resources Information Center

Weaver, Barbara Jean Alexander

2012-01-01

One of the greatest predictors and characteristics of a high school dropout has been poor reading skills. Students with low achievement levels in reading by the end of third grade are at greater risk of becoming a dropout. The study sought to determine whether the Corrective Reading Program impacted reading comprehension and fluency skills of…

Final Evaluation Report of the Benjamin Franklin High School--Urban League Street Academies.

ERIC Educational Resources Information Center

Urban Ed, Inc., New York, NY.

The Street Academy is a program designed to meet the dropout as an individual--to assist, help and support him continually in his daily life. The academies operate from store-fronts located in neighborhoods where there are large concentrations of school dropouts. They are staffed, at the minimum, by a project director, a street worker, and a…

Project Lead the Ways' Long-Term Effects on Post-Secondary Engineering Academic Success

NASA Astrophysics Data System (ADS)

Zion, George H.

The purpose of this study was to investigate the relationship between students' high school Project Lead They Way participation and their subsequent academic success in post-secondary engineering studies and to assess to what degree, if any, their level of Project Lead The Way (PLTW) participation, gender, and AALANA status (African American, Latino/a American and Native American) effected this success. PLTW is the nation's single largest provider of pre-engineering curriculums, the subject of this research study, currently being offered in over 3,200 secondary schools nationwide. Despite this level of integration, the amount of research on PLTW's effectiveness has been very limited. To date, the majority of the literature on PLTW has examined its impact on students' high school academic performance or their desire to further their engineering studies. The findings from these studies have been overwhelmingly positive, indicating that PLTW students often had greater achievements in math and science and either plan to, or have actually enrolled, in post-secondary studies at higher rates. Nevertheless, the amount of literature on PLTW's effects on students' academic success in post-secondary engineering studies is very limited. Furthermore, no research has yet to examine for the moderating effects of gender, ethnicity, or level of PLTW participation on students' post-secondary academics success. The population of interest for this research study was 1,478 students who entered an undergraduate engineering program from 2007 to 2009 at a privately endowed, co-educational university located in the northeastern United States. The findings of this research study were that virtually all the effects of PLTW participation, gender, and AALANA status had on academic success were observed during students' freshmen and sophomore years. These effects were positive for PLTW participation, and adverse for female and AALANA students. Additionally, PLTW participation, gender, and AALANA status only explained a small amount of the variance for each of the academic success metrics. These conclusions suggest that future research on PLTW should focus on the first and second year of study and expand the factors examined, both quantitative and qualitative, to gain a greater understanding of the complex factors that influence students' initial academic success in post-secondary engineering studies.

Predictors of dropout from internet-based self-help cognitive behavioral therapy for insomnia.

PubMed

Yeung, Wing-Fai; Chung, Ka-Fai; Ho, Fiona Yan-Yee; Ho, Lai-Ming

2015-10-01

Dropout from self-help cognitive-behavioral therapy for insomnia (CBT-I) potentially diminishes therapeutic effect and poses clinical concern. We analyzed the characteristics of subjects who did not complete a 6-week internet-based CBT-I program. Receiver operator characteristics (ROC) analysis was used to identify potential variables and cutoff for predicting dropout among 207 participants with self-report insomnia 3 or more nights per week for at least 3 months randomly assigned to self-help CBT-I with telephone support (n = 103) and self-help CBT-I (n = 104). Seventy-two participants (34.4%) did not complete all 6 sessions, while 42 of the 72 (56.9%) dropped out prior to the fourth session. Significant predictors of non-completion are total sleep time (TST) ≥ 6.82 h, Hospital Anxiety and Depression Scale depression score ≥ 9 and Insomnia Severity Index score < 13 at baseline in this ranking order. Only TST ≥ 5.92 h predicts early dropout. Longer TST and less severe insomnia predict dropout in this study of self-help CBT-I, in contrast to shorter TST as a predictor in 2 studies of face-to-face CBT-I, while greater severity of depression predicts dropout in both this study and a study of face-to-face CBT-I. Strategies for minimizing dropout from internet-based CBT-I are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Introduction to the special section from recent Association of Psychologists in Academic Health Centers (APAHC) programs.

PubMed

Klepac, Robert K; Dixon, Kim E

2010-12-01

The Association of Psychologists in Academic Health Centers (APAHC) offers programming at the annual American Psychological Association (APA) conventions as well as periodic APAHC conferences. Participants from academic health centers across the country convened in St. Louis, Missouri, October 15-17, 2009, for the 4th National Conference of the Association of Psychologists in Academic Health Centers (APAHC). The title of the conference was ''Psychologists in Academic Health Centers: Facing Tomorrow's Challenges to AHC Programs and Careers.'' Efforts were made to include topics relevant to academic health center (AHC) practice including the unique challenges of working in AHCs and issues pertinent to the different stages of AHC careers. To facilitate networking, opportunities for discussion among conferees and presenters with shared interests and concerns were provided throughout the conference. This paper introduces the special section of JCPMS dedicated to the conference and provides a brief overview of its development and organization. Articles selected for inclusion represent a sampling of the four conference themes: (1) challenges to AHC programs, (2) staying current in critical clinical areas, (3) professional issues and challenges, and (4) challenges to developing careers. Post-conference evaluation data are presented as evidence of the need for further conferences with similar foci. The programming offered by APAHC at the APA convention in San Diego in 2010 built on the themes offered at the 2009 APAHC conference.

Interventions Using Regular Activities to Engage High-Risk School-Age Youth: a Review of After-School Programs in Latin America and the Caribbean.

PubMed

Cid, Alejandro

2017-10-01

In this paper, I review an issue that is an urgent challenge in the development field-the effectiveness of after-school programs for preventing school-age youth violence in vulnerable settings in Latin American and the Caribbean. These programs have proliferated in the region and include sports, recreation, music, tutoring, and other focused activities. Given their popularity and because they target known risk factors for violence (such as drop-out from school, poor academic performance, lack of motivation, too much idle time, low quality and quantity of adult supervision, and social isolation), it is critical to examine empirically whether they can be effective prevention strategies. Unfortunately, most rigorous trials of after-school interventions to prevent youth violence have been conducted in developed countries, with far fewer in Latin America. In this review, a broad range of databases was searched systematically. Only six studies in five Latin American and Caribbean countries were identified. Reported results indicate at least some benefits for youth behavior, although not across all youth. Additional concerns regarding how these programs are implemented and whether specific components can be tied to violence prevention are noted. The need for more rigorous evaluation of these programs is noted.

Predicting Academic Success in a Post-Secondary Vocational Studies Program Utilizing the A. S. V. A. B. Part One.

ERIC Educational Resources Information Center

Dumont, Richard G.

This study assesses the utility of the Armed Services Vocational Aptitude Battery (A.S.V.A.B.) in predicting the academic success of students enrolled in the Automotive Service Specialist curriculum at the State University of New York Agricultural and Technical College (Alfred, New York). This document, part I of a two-part study, describes the…

Characteristics of drug-abusing women with children in residential treatment: a preliminary evaluation of program retention and treatment completion.

PubMed

Simons, Lori

2008-01-01

An ex post facto study was conducted to investigate treatment outcomes for 80 women and 168 children admitted into a residential substance-abuse treatment program. The results indicated childhood emotional neglect is a barrier for remaining in and completing treatment for African-American women with comorbid psychological disorders but not for those with crack cocaine dependent disorders. African-American women with comorbid psychological disorders were also three times more likely to dropout of treatment. In addition, there were relatively few differences for between drug-exposed and nonexposed children. However, the results indicated that children of substance-abusing women who completed treatment were more likely to have behavioral problems, to receive early intervention services, and to have mothers as legal guardians by the end of treatment. Implications for gender-specific interventions for African-American women and their children in residential treatment are discussed.

Demystifying the Publication Process--A Structured Writing Program to Facilitate Dissemination of Teaching and Learning Scholarship

ERIC Educational Resources Information Center

Weaver, Debbi; Robbie, Diane; Radloff, Alex

2014-01-01

This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the…

The Predictive Validity of Using Admissions Testing and Multiple Mini-Interviews in Undergraduate University Admissions

ERIC Educational Resources Information Center

Makransky, Guido; Havmose, Philip; Vang, Maria Louison; Andersen, Tonny Elmose; Nielsen, Tine

2017-01-01

The aim of this study was to evaluate the predictive validity of a two-step admissions procedure that included a cognitive ability test followed by multiple mini-interviews (MMIs) used to assess non-cognitive skills, compared to grade-based admissions relative to subsequent drop-out rates and academic achievement after one and two years of study.…

Agenda nacional para lograr mejores resultados para los ninos y jovenes con desordenes emocionales serios (National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance).

ERIC Educational Resources Information Center

Chesapeake Inst., Washington, DC.

This report documents the problem of educating students with serious emotional disturbance, reviews the legislative and administrative background, and identifies seven strategic targets in a national agenda for these children. Data for these students on academic outcomes, graduation rates, school placement, school absenteeism, dropout rates,…

We Have a Choice: Students at Risk of Leaving Chicago Public Schools. A Report to the Chicago Board of Education and the Illinois Attorney General.

ERIC Educational Resources Information Center

Kyle, Charles L.; And Others

This report presents findings from a study of dropouts and students at risk in Chicago public schools. It is divided into five major chapters. Chapter 1 describes the study's grouping of Chicago high schools into four "types": selective academic; selective vocational; non-selective integrated; and non-selective segregated. A…

Chronic Elementary Absenteeism: A Problem Hidden in Plain Sight. A Research Brief from Attendance Works and Child & Family Policy Center

ERIC Educational Resources Information Center

Bruner, Charles; Discher, Anne; Chang, Hedy

2011-01-01

Chronic absenteeism--or missing 10 percent or more of school days for any reason--is a proven early warning sign of academic risk and school dropout. Too often, though, this problem is overlooked, especially among elementary students, because of the way attendance data are tracked. This study confirms the premise that districts and schools may…

Demographic and Psychological Predictors of Grade Point Average (GPA) in North-Norway: A Particular Analysis of Cognitive/School-Related and Literacy Problems

ERIC Educational Resources Information Center

Saele, Rannveig Grøm; Sørlie, Tore; Nergård-Nilssen, Trude; Ottosen, Karl-Ottar; Goll, Charlotte Bjørnskov; Friborg, Oddgeir

2016-01-01

Approximately 30% of students drop out from Norwegian upper secondary schools. Academic achievement, as indexed by grade point average (GPA), is one of the strongest predictors of dropout. The present study aimed to examine the role of cognitive, school-related and affective/psychological predictors of GPA. In addition, we examined the…

Building Community Power for Better Schools: An Evaluation of the Parent and Youth Education Policy Collaborative, 2001-2003

ERIC Educational Resources Information Center

Keleher, Terry; Morita, Josina

2004-01-01

School reform in Chicago, the third largest school district in the country, has been a major public concern for decades. In the 1970s and 1980s, the Chicago Public Schools (CPS) suffered through financial crises, a bloated bureaucracy, and repeated teacher strikes, as academic achievement plummeted and dropout rates soared. In 1987, U.S. Secretary…

Higher Education and Native Nation Building: Using a Human Capital Framework to Explore the Role of Postsecondary Education in Tribal Economic Development

ERIC Educational Resources Information Center

Marling, David

2012-01-01

Native American Nations have perpetually had the highest rates of poverty and unemployment and the lowest per capita income of any ethnic population in the United States. Additionally, American Indian students have the highest high school dropout rates and lowest academic performance rates as well as the lowest college admission and retention…

Differential Validities for Shop Courses: Proposal B: Follow-Up of Subjects' Work Experiences. Final Report. Vol I: Procedures and Results.

ERIC Educational Resources Information Center

Isabelle, L. A.; Lokan, J. J.

Follow-up information was collected on 1500 students who attended a two-year occupational high school, in order to relate predictor measures to success during training and subsequent job success. Although not predictive of dropouts, variables in the pre-test battery did predict performance in academic and shop courses; ratings of job success were…

The Relationship between Academic Integration and Student Success in Distance Learning in the Kentucky Community and Technical College System

ERIC Educational Resources Information Center

Johnson, Robert White

2009-01-01

This dissertation is a study of factors that contribute to dropout from distance learning classes in the Kentucky Community and Technical College System (KCTCS). It is divided into five chapters. Chapter One gives a history of distance learning through in KCTCS. It includes the background of the study, statement of the problem, purpose of the…

Predicting High School Graduation for Latino Males Using Expectancy Value Theory of Motivation and Tenth Grade Reading Achievement Scores

ERIC Educational Resources Information Center

Knape, Erin Oakley

2010-01-01

National education data indicate that young men of color and students living in poverty are not experiencing the same academic success as their female, White, or higher socioeconomic status peers, as evidenced by low reading achievement levels and high dropout rates. Of particular concern is the underachievement of Latino males, who currently have…

Drop-Out in Schools in India: Minor Field Studies in Orissa 1990. Educational and Psychological Interactions. No. 112.

ERIC Educational Resources Information Center

Ekstrand, Gudrun, Ed.

This document consists of a report on the Minor Field Studies (MFS) program of the Swedish International Development Authority (SIDA) and contains two MFS papers by teacher trainees at the Malmo School of Education in Sweden. The papers presented are "Drop-outs in Orissa," by Elisabeth Rosen, and "Education in India: A Study of…

The Economic and Fiscal Costs of Failing to Reform K-12 Education in Georgia. School Choice Issues in the State

ERIC Educational Resources Information Center

Gottlob, Brian J.

2009-01-01

This study documents the public costs of high school dropouts in Georgia, and examines how policies that increase school choice, such as the recently-enacted tuition tax credit scholarship program will provide large public benefits by increasing public school graduation rates. The study calculates the annual cost of Georgia dropouts caused by…

The Link between Learning and Earning: A Comprehensive Service Delivery Model Designed To Improve the Quality of Life of High School Dropouts and "At-Risk" Youth.

ERIC Educational Resources Information Center

Jackson, Cheryl D.

Many youth face the following educational and economic barriers to success: (1) increased high school dropout rates; (2) adolescent pregnancy; (3) chronic unemployment; (4) poverty; (5) drug abuse; (6) suicide; and (7) crime and delinquency. The Atlantic Community College (New Jersey) Youth Corps Program, a successful conservation and service…

Thinking, Fast and Slow? Some Field Experiments to Reduce Crime and Dropout in Chicago. NBER Working Paper 21178

ERIC Educational Resources Information Center

Heller, Sara B.; Shah, Anuj K.; Guryan, Jonathan; Ludwig, Jens; Mullainathan, Sendhil; Pollack, Harold A.

2015-01-01

We present the results of three large-scale randomized controlled trials (RCTs) carried out in Chicago, testing interventions to reduce crime and dropout by changing the decision-making of economically disadvantaged youth. We study a program called Becoming a Man (BAM), developed by the non-profit Youth Guidance, in two RCTs implemented in 2009-10…

Factors affecting the academic performance of optometry students in Mozambique.

PubMed

Shah, Kajal; Naidoo, Kovin; Bilotto, Luigi; Loughman, James

2015-06-01

The Mozambique Eyecare Project is a higher education partnership for the development, implementation, and evaluation of a model of optometry training at UniLúrio in Mozambique. There are many composite elements to the development of sustainable eye health structures, and appropriate education for eye health workers remains a key determinant of successful eye care development. However, from the first intake of 16 students, only 9 students graduated from the program, whereas only 6 graduated from the second intake of 24 students. This low graduation rate is attributable to a combination of substandard academic performance and student dropout. The aim of this article was to identify factors affecting the academic performance of optometry students in Mozambique. Nine lecturers (the entire faculty) and 15 students (9 from the first intake and 6 from the second) were recruited to the study. Clinical competency assessments were carried out on the students, semistructured individual interviews were conducted with the course lecturers, and a course evaluation questionnaire was completed by students. The results were combined to understand the complexities surrounding the optometry student training and performance. One student out of nine from the first intake and three students out of six from the second were graded as competent in all the elements of the refraction clinical competency examination. Analysis of data from the interviews and questionnaire yielded four dominant themes that were viewed as important determinants of student refraction competencies: student learning context, teaching context, clinic conditions and assessment, and the existing operating health care context. The evaluations have helped the university and course partners to better structure the teaching and adapt the learning environments by recommending a preparatory year and a review of the curriculum and clinic structure, implementing more transparent entry requirements, increasing awareness of the program, and improving Internet infrastructure.

School-based sleep education program improves sleep and academic performance of school-age children.

PubMed

Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

2016-05-01

The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Building International Relations for Children through Sister Schools.

ERIC Educational Resources Information Center

Pryor, Carolyn B.

1992-01-01

Inspired by Sister Cities International and the NASSP's school-to-school exchange program, "sister school" pairings have proved to be workable educational programs with long-range impact on participants. Some post-cold war efforts include U.S.-USSR High School Academic Partnerships, Project Harmony, and Center for U.S.-USSR Initiatives.…

Multi-Draft Composing: An Iterative Model for Academic Argument Writing

ERIC Educational Resources Information Center

Eckstein, Grant; Chariton, Jessica; McCollum, Robb Mark

2011-01-01

Post-secondary writing teachers in composition and English as a second language (ESL) writing programs are likely familiar with multi-draft composing. Both composition and ESL writing programs share nearly identical multi-draft models despite the very unique and different cultures of each group. We argue that multi-draft composing as it is…

Updating Higher Education Expectations and Choices with Learning

ERIC Educational Resources Information Center

Milla, Joniada

2017-01-01

This paper explores how expectations and post-secondary education (PSE) path disruption decisions are affected by a learning process that students experience once enrolled in a PSE program. An unexpected change in grades, between high school and first year PSE program, serves as an informative signal on how well their academic performance and…

Academic research opportunities at the National Geospatial-Intelligence Agency(NGA)

NASA Astrophysics Data System (ADS)

Loomer, Scott A.

2006-05-01

The vision of the National Geospatial-Intelligence Agency (NGA) is to "Know the Earth...Show the Way." To achieve this vision, the NGA provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. Academia plays a key role in the NGA research and development program through the NGA Academic Research Program. This multi-disciplinary program of basic research in geospatial intelligence topics provides grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program are: *NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. *Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. *Intelligence Community Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how researchers and institutions can apply for grants under the program. In addition, other opportunities for academia to engage with NGA through training programs and recruitment are discussed.

Predictive Value of the School-leaving Grade and Prognosis of Different Admission Groups for Academic Performance and Continuity in the Medical Course – a Longitudinal Study

PubMed Central

Kadmon, Guni; Resch, Franz; Duelli, Roman; Kadmon, Martina

2014-01-01

Background: The school-leaving GPA and the time since completion of secondary education are the major criteria for admission to German medical schools. However, the predictive value of the school-leaving grade and the admission delay have not been thoroughly examined since the amendment of the Medical Licensing Regulations and the introduction of reformed curricula in 2002. Detailed information on the prognosis of the different admission groups is also missing. Aim: To examine the predictive values of the school-leaving grade and the age at enrolment for academic performance and continuity throughout the reformed medical course. Methods: The study includes the central admission groups “GPA-best” and “delayed admission” as well as the primary and secondary local admission groups of three consecutive cohorts. The relationship between the criteria academic performance and continuity and the predictors school-leaving GPA, enrolment age, and admission group affiliation were examined up to the beginning of the final clerkship year. Results: The academic performance and the prolongation of the pre-clinical part of undergraduate training were significantly related to the school-leaving GPA. Conversely, the dropout rate was related to age at enrolment. The students of the GPA-best group and the primary local admission group performed best and had the lowest dropout rates. The students of the delayed admission group and secondary local admission group performed significantly worse. More than 20% of these students dropped out within the pre-clinical course, half of them due to poor academic performance. However, the academic performance of all of the admission groups was highly variable and only about 35% of the students of each group reached the final clerkship year within the regular time. Discussion: The school-leaving grade and age appear to have different prognostic implications for academic performance and continuity. Both factors have consequences for the delayed admission group. The academic prognosis of the secondary local admission group is as problematic as that of the delayed admission group. Additional admission instruments would be necessary, in order to recognise potentially able applicants independently of their school-leaving grade and to avoid the secondary admission procedure. PMID:24872856

Attrition from after school programs: characteristics of students who drop out.

PubMed

Weisman, S A; Gottfredson, D C

2001-09-01

A goal of many after-school programs is to provide supervision to youths who might potentially engage in delinquent activities during the afternoon hours. By comparing students who remained in a sample of Maryland after-school programs to students who withdrew prior to the end of the school year, this study provides evidence that after-school programs are serving a lower-risk population than intended. Findings indicate that prior to dropping out of the programs, dropouts scored in the more at-risk direction on 11 out of 12 indicators examined in this study and had significantly more peer drug models and days absent from school than students who stayed in the programs. Census data indicate that dropouts came from neighborhoods characterized by higher levels of social disorganization than students who stayed in the programs. Program attendance is also related to several of the risk-factors examined. The results suggest the need for improved communication with parents and further creativity in program planning as a means of retaining high-risk students.

Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists?

PubMed Central

Epstein, Nurith; Fischer, Martin R.

2017-01-01

A lack of physician scientists as well as a high female dropout rate from academic medicine and basic life sciences is a concern in many countries. The current study analyzes academic career intentions within a sample of recent doctoral graduates from medicine and basic life sciences (N = 1109), focusing on research self-efficacy beliefs as explanatory variable of gender and disciplinary differences. To ensure that differences in research self-efficacy could not be attributed solely to objective scientific performance, we controlled for number of publications and dissertation grade. The results of multivariate analyses pointed to a strong and significant association between research self-efficacy and academic career intentions (ß = 0.49, p<0.001). The lower academic career intentions of medical doctoral graduates were no longer significant when controlling for research self-efficacy. Within the field of medicine, female doctoral graduates expressed lower research self-efficacy beliefs and academic career intentions. When controlling for research self-efficacy, the correlation between gender and academic career intention was no longer significant. In contrast, no gender differences were found within the basic life sciences with respect to neither academic career intentions nor research self-efficacy. PMID:28910334

Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists?

PubMed

Epstein, Nurith; Fischer, Martin R

2017-01-01

A lack of physician scientists as well as a high female dropout rate from academic medicine and basic life sciences is a concern in many countries. The current study analyzes academic career intentions within a sample of recent doctoral graduates from medicine and basic life sciences (N = 1109), focusing on research self-efficacy beliefs as explanatory variable of gender and disciplinary differences. To ensure that differences in research self-efficacy could not be attributed solely to objective scientific performance, we controlled for number of publications and dissertation grade. The results of multivariate analyses pointed to a strong and significant association between research self-efficacy and academic career intentions (ß = 0.49, p<0.001). The lower academic career intentions of medical doctoral graduates were no longer significant when controlling for research self-efficacy. Within the field of medicine, female doctoral graduates expressed lower research self-efficacy beliefs and academic career intentions. When controlling for research self-efficacy, the correlation between gender and academic career intention was no longer significant. In contrast, no gender differences were found within the basic life sciences with respect to neither academic career intentions nor research self-efficacy.

National Geospatial-Intelligence Agency Academic Research Program

NASA Astrophysics Data System (ADS)

Loomer, S. A.

2004-12-01

"Know the Earth.Show the Way." In fulfillment of its vision, the National Geospatial-Intelligence Agency (NGA) provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. To achieve this, NGA conducts a multi-disciplinary program of basic research in geospatial intelligence topics through grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program (NARP) are: - NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. - Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. - Director of Central Intelligence Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how other researchers and institutions can apply for grants under the program.

Post-Katrina: study in crisis-related program adaptability.

PubMed

Pero, Colin D; Pou, Anna M; Arriaga, Moises A; Nuss, Daniel W

2008-03-01

To discuss disaster planning, didactic reorganization, and clinical realignments useful in rebuilding academic otolaryngology residency programs after disaster. We describe our reorganization and analysis of objective measures in resident education before and after Hurricane Katrina. Post-Katrina, the number of full-time faculty and part-time clinical instructors/gratis faculty has decreased (4 vs 9 and 36 vs 43, respectively), but the number of part-time LSU faculty (private-academic partnership) has increased (0 vs 3) with overall improved resident supervision. Resident complement decreased by 9.3%. Surgical case loads are essentially unchanged. Reorganization of the didactic schedule has increased attendance and maintained examination scores above national averages. Establishment of two new practice sites provided an adequate number of patients for residency training. Poststorm reorganization has maintained or exceeded pre-Katrina performance standards. Establishment of communication and data retrieval proved irreplaceable and demand advance preparation.

Reducing routine vaccination dropout rates: evaluating two interventions in three Kenyan districts, 2014.

PubMed

Haji, Adam; Lowther, S; Ngan'ga, Z; Gura, Z; Tabu, C; Sandhu, H; Arvelo, Wences

2016-02-16

Globally, vaccine preventable diseases are responsible for nearly 20% of deaths annually among children <5 years old. Worldwide, many children dropout from the vaccination program, are vaccinated late, or incompletely vaccinated. We evaluated the impact of text messaging and sticker reminders to reduce dropouts from the vaccination program. The evaluation was conducted in three selected districts in Kenya: Machakos, Langata and Njoro. Three health facilities were selected in each district, and randomly allocated to send text messages or provide stickers reminding parents to bring their children for second and third dose of pentavalent vaccine, or to the control group (routine reminder) with next appointment date indicated on the well-child booklet. Children aged <12 months presenting for their first dose of pentavalent vaccine were enrolled. A dropout was defined as not returning for vaccination ≥ 2 weeks after scheduled date for third dose of pentavalent vaccine. We calculated dropout rate as a percentage of the difference between first and third pentavalent dose. We enrolled 1,116 children; 372 in each intervention and 372 controls between February and October 2014. Median age was 45 days old (range: 31-99 days), and 574 (51%) were male. There were 136 (12%) dropouts. Thirteen (4%) children dropped out among those who received text messages, 60 (16%) among who received sticker reminders, and 63 (17%) among the controls. Having a caregiver with below secondary education [Odds Ratio (OR) 1.8, 95% Confidence Interval (CI) 1.1-3.2], and residing >5 km from health facility (OR 1.6, CI 1.0-2.7) were associated with higher odds of dropping out. Those who received text messages were less likely to drop out compared to controls (OR 0.2, CI 0.04-0.8). There was no statistical difference between those who received stickers and controls (OR 0.9, CI 0.5-1.6). Text message reminders can reduce vaccination dropout rates in Kenya. We recommend the extended implementation of text message reminders in routine vaccination services.

E-mail support as an adjunct to cognitive-behavioral group therapy for social anxiety disorder: Impact on dropout and outcome.

PubMed

Delsignore, Aba; Rufer, Michael; Emmerich, Juliane; Weidt, Steffi; Brühl, Annette Beatrix; Moergeli, Hanspeter

2016-10-30

The present study evaluates the impact of semi-individualized e-mail support as an adjunct to cognitive behavioral group therapy (CBGT) for social anxiety disorder (SAD) on dropout and outcome. The effectiveness of additional semi-individualized e-mail support was evaluated for the whole sample and for a subsample of patients at risk of dropping out of therapy. A total of 91 patients with SAD were allocated either to the intervention condition (CBGT with e-mail support), or to the control condition (CBGT without e-mail support). Anxiety symptoms, depression, global symptomatology and life satisfaction were assessed at pretreatment, post-treatment and follow-up (3, 6 and 12 months). From pre-treatment to post-treatment, both groups improved significantly on all symptom measures. Therapy gains were maintained at the 1-year follow-up. Subsample analyses showed that CBGT+e-mail was more effective than CGBT alone in reducing symptom severity among patients missing at least two therapy sessions. Additionally, in this subgroup, those receiving additional e-mail support showed a tendency towards lower dropout rates. Based on the results of this study, semi-individualized e-mail support between sessions seems to enhance the effectiveness of CBGT for SAD patients at risk of dropping out of treatment and should be considered as an additional tool in clinical practice. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Comorbidities and Psychosocial Characteristics as Determinants of Dropout in Outpatient Cardiac Rehabilitation.

PubMed

Pardaens, Sofie; De Smedt, Delphine; De Bacquer, Dirk; Willems, Anne-Marie; Verstreken, Sofie; De Sutter, Johan

Despite the clear benefits of cardiac rehabilitation (CR), a considerable number of patients drop out early. Therefore, we wanted to evaluate dropout in CR with a special focus on comorbidities and psychosocial background. Patients who attended CR after acute coronary syndrome, cardiac surgery, or heart failure (N = 489) were prospectively included. Dropout was defined as attending 50% of the training sessions or less (n = 96 [20%]). Demographic and clinical characteristics, exercise parameters, and psychosocial factors were analyzed according to dropout, and those with a trend toward a significant difference (P < .10) were entered in a multivariate logistic model. The presence of a cerebrovascular accident (4.18 [1.39-12.52]) involved a higher risk of dropout, and a comparable trend was seen for the presence of chronic obstructive pulmonary disease (2.55 [0.99-6.54]). Attending the training program only twice per week also implicated a higher risk of an early withdrawal (3.76 [2.23-6.35]). In contrast, patients on β-blockers were less likely to withdraw prematurely (0.47 [0.22-0.98]). Singles were more likely to drop out (2.89 [1.56-5.35]), as well as those patients who were dependent on others to get to CR (2.01 [1.16-3.47]). Finally, the reporting of severe problems on the anxiety/depression subscale of the EuroQOL-5D questionnaire involved a higher odds for dropout (7.17 [1.46-35.29]). Neither demographic characteristics nor clinical status or exercise capacity could independently identify patients who were at risk of dropout. The presence of comorbidities and a vulnerable psychosocial background rather seem to play a key role in dropout.

Indigenous Mexican Culture, Identity and Academic Aspirations: Results from a Community-Based Curriculum Project for Latina/Latino Students

ERIC Educational Resources Information Center

Luna, Nora; Evans, William P.; Davis, Bret

2015-01-01

The Latina/Latino population is the largest minority group in the United States and has the highest high school dropout rate of any ethnic group. Nationally, just over one-half of Latina/Latino students graduate on time with a regular diploma, compared to nearly 80% of Whites. Because of the growing population and the wide achievement gap, there…

Finishing high school: alternative pathways and dropout recovery.

PubMed

Tyler, John H; Lofstrom, Magnus

2009-01-01

John Tyler and Magnus Lofstrom take a close look at the problems posed when students do not complete high school. The authors begin by discussing the ongoing, sometimes heated, debate over how prevalent the dropout problem is. They note that one important reason for discrepancies in reported dropout rates is whether holders of the General Educational Development (GED) credential are counted as high school graduates. The authors also consider the availability of appropriate student data. The overall national dropout rate appears to be between 22 and 25 percent, but the rate is higher among black and Hispanic students, and it has not changed much in recent decades. Tyler and Lofstrom conclude that schools are apparently doing about as well now as they were forty years ago in terms of graduating students. But the increasingly competitive pressures associated with a global economy make education ever more important in determining personal and national well-being. A student's decision to drop out of school, say the authors, is affected by a number of complex factors and is often the culmination of a long process of disengagement from school. That decision, not surprisingly, carries great cost to both the student and society. Individual costs include lower earnings, higher likelihood of unemployment, and greater likelihood of health problems. Because minority and low-income students are significantly more likely than well-to-do white students to drop out of school, the individual costs fall unevenly across groups. Societal costs include loss of tax revenue, higher spending on public assistance, and higher crime rates. Tyler and Lofstrom go on to survey research on programs designed to reduce the chances of students' dropping out. Although the research base on this question is not strong, they say, close mentoring and monitoring of students appear to be critical components of successful programs. Other dropout-prevention approaches associated with success are family outreach and attention to students' out-of-school problems, as well as curricular reforms. The authors close with a discussion of second-chance programs, including the largest such program, the GED credential.

Illness Management & Recovery (IMR) in the Netherlands; a naturalistic pilot study to explore the feasibility of a randomized controlled trial.

PubMed

Roosenschoon, Bert-Jan; van Weeghel, Jaap; Bogaards, Moniek; Deen, Mathijs L; Mulder, Cornelis L

2016-11-09

Illness Management & Recovery (IMR) is a curriculum-based program for people with severe and persistent mental illness. To date, four randomized controlled trials (RCTs) have been published on it. As these produced mixed results, we conducted a pilot study to test the feasibility of conducting a new RCT in a Dutch psychiatric institute. Because our primary objective was to evaluate support for implementing IMR on a broader scale, we examined participant recruitment, client outcomes, and clients' and clinicians' satisfaction. Secondary objectives were to evaluate fidelity, trainers' training and supervision, and to explore program duration, dropout, and client characteristics related to dropout. For reporting, we used the checklist for pilot studies adopted from the CONSORT Statement. This program evaluation included a process-evaluation and an outcome evaluation with a One Group Pre-Posttest Design (N = 81). Interviews and internal reports were used to monitor participant numbers, program duration, dropout, and completers' characteristics. Clients' and clinicians' satisfaction and provision of trainers' training and supervision were assessed through interviews. Fidelity was assessed on the IMR Fidelity Scale; client outcomes were assessed on the IMR scale (client and clinician versions) and the Recovery Markers Questionnaire (RMQ). Eighty-one participants were recruited of 167 people who were assessed for eligibility. Completers and clinicians were satisfied, and scores for completers improved significantly on the IMR scale (clinician version) (d = 0.84) and RMQ (d = 0.52), and not significantly on the IMR scale client version (d = 0.41). Mean fidelity was good, but three groups had only moderate fidelity. Our feasibility criterion for trainers' education and supervision was partly attained. Dropout from treatment was 51 %; female participants and people who scored higher on both IMR-scales at baseline had a significantly lower chance of dropping out. The duration of IMR varied (M = 12.7 months, SD = 2.87). Results suggested that feasibility of conducting an RCT on IMR was good. Special attention is required to fidelity, IMR duration, trainers' education and supervision, and dropout, especially of men. One study limitation was our inability to conduct follow-up measurements of non-completers.

Measuring the Impact of Longitudinal Faculty Development: A Study of Academic Achievement.

PubMed

Newman, Lori R; Pelletier, Stephen R; Lown, Beth A

2016-12-01

Although faculty development programs in medical education have increased over the past two decades, there is a lack of rigorous program evaluation. The aim of this study was to determine quantifiable outcomes of Harvard Medical School's (HMS's) Fellowship in Medical Education and evaluate attainment of its goals. In 2005 and 2009 the authors collected curricula vitae (CVs) and conducted within-subject analysis of 42 fellowship graduates and also conducted comparison analysis between 12 academic year 2005 fellows and 12 faculty who did not participate in the program. The authors identified 10 metrics of academic advancement. CV analysis for the 42 graduates started 2 years prior to fellowship enrollment and continued for 2-year intervals until June 2009 (10 years of data collection). CV analysis for the comparison group was from 2003 to 2009. The authors also analyzed association between gender and academic outcomes. Fellowship graduates demonstrated significant changes in 4 of 10 academic metrics by the end of the fellowship year: academic promotion, educational leadership, education committees, and education funding. Two metrics-educational leadership and committees-showed increased outcomes two years post fellowship, with a positive trend for promotions. Fellowship graduates significantly outpaced the comparison group in 6 of 10 metrics. Women did significantly more committee work, secured more education funding, and were promoted more often than men. Findings indicate that the HMS Fellowship in Medical Education meets programmatic goals and produces positive, measurable academic outcomes. Standardized evaluation metrics of longitudinal faculty development programs would aid cross-institutional comparisons.

Interferon-based anti-viral therapy for hepatitis C virus infection after renal transplantation: an updated meta-analysis.

PubMed

Wei, Fang; Liu, Junying; Liu, Fen; Hu, Huaidong; Ren, Hong; Hu, Peng

2014-01-01

Hepatitis C virus (HCV) infection is highly prevalent in renal transplant (RT) recipients. Currently, interferon-based (IFN-based) antiviral therapies are the standard approach to control HCV infection. In a post-transplantation setting, however, IFN-based therapies appear to have limited efficacy and their use remains controversial. The present study aimed to evaluate the efficacy and safety of IFN-based therapies for HCV infection post RT. We searched Pubmed, Embase, Web of Knowledge, and The Cochrane Library (1997-2013) for clinical trials in which transplant patients were given Interferon (IFN), pegylated interferon (PEG), interferon plus ribavirin (IFN-RIB), or pegylated interferon plus ribavirin (PEG-RIB). The Sustained Virological Response (SVR) and/or drop-out rates were the primary outcomes. Summary estimates were calculated using the random-effects model of DerSimonian and Laird, with heterogeneity and sensitivity analysis. We identified 12 clinical trials (140 patients in total). The summary estimate for SVR rate, drop-out rate and graft rejection rate was 26.6% (95%CI, 15.0-38.1%), 21.1% (95% CI, 10.9-31.2%) and 4% (95%CI: 0.8%-7.1%), respectively. The overall SVR rate in PEG-based and standard IFN-based therapy was 40.6% (24/59) and 20.9% (17/81), respectively. The most frequent side-effect requiring discontinuation of treatment was graft dysfunction (14 cases, 45.1%). Meta-regression analysis showed the covariates included contribute to the heterogeneity in the SVR logit rate, but not in the drop-out logit rate. The sensitivity analyses by the random model yielded very similar results to the fixed-effects model. IFN-based therapy for HCV infection post RT has poor efficacy and limited safety. PEG-based therapy is a more effective approach for treating HCV infection post-RT than standard IFN-based therapy. Future research is required to develop novel strategies to improve therapeutic efficacy and tolerability, and reduce the liver-related morbidity and mortality in this important patient population.

Graduate Business Education: Profiling Successful Students and Its Relevance for Marketing and Recruitment Policy

ERIC Educational Resources Information Center

Eddey, Peter; Baumann, Chris

2009-01-01

The authors conducted an analysis of 1,049 graduates from post-graduate business programs at an Australian university primarily to determine whether students from nonbusiness backgrounds, after completing a business preparation program, perform at the same academic level as students with prior studies in business. The authors found that students…

Identification and Critique of the Values Education Notion Informing the "Itorero" Training Program for High School Leavers in Post-Genocide Rwanda

ERIC Educational Resources Information Center

Nzahabwanayo, Sylvestre

2018-01-01

While the academic literature is replete with affirming that 'values-explicit' citizenship education programs are biased and indoctrinatory, there is scant attention to substantiate this claim. The present paper fills this gap; it investigates the values education notion informing "Itorero," a non-formal citizenship education platform…

Cultural Membership and Web-Based Training: Does Everyone Really Have Equal Access to Programming?

ERIC Educational Resources Information Center

Harris, Nicholas R.

2017-01-01

The purpose of this study was to determine if differences exist in academic performance (grade point average) in online education programs based on cultural group membership at the undergraduate and graduate levels of post-secondary education. Participants consisted of 1,800 online college students recruited from a large midwestern university with…

Efficiency of Social Studies Integrated Character Education Program

ERIC Educational Resources Information Center

Katilmis, Ahmet; Eksi, Halil; Ozturk, Cemil

2011-01-01

In this research, it is aimed to find out (i) the efficiency of a character education program based on overt values of Turkish 7th grade social studies lesson, and (ii) its hidden effects on the academic success. This research employed a semi-experimental design with pre-test, post-test and control group For this research primarily character…

Using skin carotenoids to assess dietary changes in students after one academic year of participating in the shaping healthy choices program

USDA-ARS?s Scientific Manuscript database

Objective: To determine whether 4th-grade students participating in the Shaping Healthy Choices Program (SHCP), a school-based nutrition intervention, change vegetable intake Design: quasi-experimental single group pre-test, post-test with a self-selected, convenience sample of students recruited at...

Learning to Thrive: Building Diverse Scientists' Access to Community and Resources through the BRAINS Program

ERIC Educational Resources Information Center

Margherio, Cara; Horner-Devine, M. Claire; Mizumori, Sheri J. Y.; Yen, Joyce W.

2016-01-01

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health-funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD,…

The NLstart2run study: health effects of a running promotion program in novice runners, design of a prospective cohort study

PubMed Central

2013-01-01

Background Running is associated with desirable lifestyle changes. Therefore several initiatives have been undertaken to promote running. Exact data on the health effects as a result of participating in a short-term running promotion program, however, is scarce. One important reason for dropout from a running program is a running-related injury (RRI). The incidence of RRIs is high, especially in novice runners. Several studies examined potential risk factors for RRIs, however, due to the often underpowered studies it is not possible to reveal the complex mechanism leading to an RRI yet. The primary objectives are to determine short- and long-term health effects of a nationwide “Start to Run” program and to identify determinants for RRIs in novice runners. Secondary objectives include examining reasons and determinants for dropout, medical consumption and economical consequences of RRIs as a result of a running promotion program. Methods/design The NLstart2run study is a multi-center prospective cohort study with a follow-up at 6, 12, 24 and 52 weeks. All participants that sign up for the Start to Run program in 2013, which is offered by the Dutch Athletics Federation, will be asked to participate in the study. During the running program a digital running log will be completed by the participants every week to administer exposure and running related pain. After the running program the log will be completed every second week. An RRI is defined as any musculoskeletal ailment of the lower extremity or back that the participant attributed to running and hampers running ability for at least one week. Discussion The NLstart2run study will provide insight into the short- and long-term health effects as a result of a short-term running promotion program. Reasons and determinants for dropout from a running promotion program will be examined as well. The study will result in several leads for future RRI prevention and as a result minimize dropout due to injury. This information may increase the effectiveness of future running promotion programs and will thereby contribute positively to public health. Trial registration The Netherlands National Trial Register NTR3676. The NTR is part of the WHO Primary Registries. PMID:23890182

The NLstart2run study: health effects of a running promotion program in novice runners, design of a prospective cohort study.

PubMed

Kluitenberg, Bas; van Middelkoop, Marienke; Diercks, Ron L; Hartgens, Fred; Verhagen, Evert; Smits, Dirk-Wouter; Buist, Ida; van der Worp, Henk

2013-07-26

Running is associated with desirable lifestyle changes. Therefore several initiatives have been undertaken to promote running. Exact data on the health effects as a result of participating in a short-term running promotion program, however, is scarce. One important reason for dropout from a running program is a running-related injury (RRI). The incidence of RRIs is high, especially in novice runners. Several studies examined potential risk factors for RRIs, however, due to the often underpowered studies it is not possible to reveal the complex mechanism leading to an RRI yet.The primary objectives are to determine short- and long-term health effects of a nationwide "Start to Run" program and to identify determinants for RRIs in novice runners. Secondary objectives include examining reasons and determinants for dropout, medical consumption and economical consequences of RRIs as a result of a running promotion program. The NLstart2run study is a multi-center prospective cohort study with a follow-up at 6, 12, 24 and 52 weeks. All participants that sign up for the Start to Run program in 2013, which is offered by the Dutch Athletics Federation, will be asked to participate in the study.During the running program a digital running log will be completed by the participants every week to administer exposure and running related pain. After the running program the log will be completed every second week. An RRI is defined as any musculoskeletal ailment of the lower extremity or back that the participant attributed to running and hampers running ability for at least one week. The NLstart2run study will provide insight into the short- and long-term health effects as a result of a short-term running promotion program. Reasons and determinants for dropout from a running promotion program will be examined as well. The study will result in several leads for future RRI prevention and as a result minimize dropout due to injury. This information may increase the effectiveness of future running promotion programs and will thereby contribute positively to public health. The Netherlands National Trial Register NTR3676. The NTR is part of the WHO Primary Registries.

Targeted drug discovery and development, from molecular signaling to the global market: an educational program at New York University, 5-year metrics

PubMed Central

Lee, Gloria; Plaksin, Joseph; Ramasamy, Ravichandran; Gold-von Simson, Gabrielle

2018-01-01

Drug discovery and development (DDD) is a collaborative, dynamic process of great interest to researchers, but an area where there is a lack of formal training. The Drug Development Educational Program (DDEP) at New York University was created in 2012 to stimulate an improved, multidisciplinary DDD workforce by educating early stage scientists as well as a variety of other like-minded students. The first course of the program emphasizes post-compounding aspects of DDD; the second course focuses on molecular signaling pathways. In five years, 196 students (candidates for PhD, MD, Master’s degree, and post-doctoral MD/PhD) from different schools (Medicine, Biomedical Sciences, Dentistry, Engineering, Business, and Education) completed the course(s). Pre/post surveys demonstrate knowledge gain across all course topics. 26 students were granted career development awards (73% women, 23% underrepresented minorities). Some graduates of their respective degree-granting/post-doctoral programs embarked on DDD related careers. This program serves as a framework for other academic institutions to develop compatible programs designed to train a more informed DDD workforce. PMID:29657854

New-Media Scholars' Place in "The Pool" Could Lead to Tenure

ERIC Educational Resources Information Center

Foster, Andrea L.

2008-01-01

Re:Poste, a Web application that encourages academics to pick apart online articles from the mass media, is only in its infancy. The program has already generated buzz on a social-networking Web site called the Pool. Re:Poste is one of 600 creative works--games, art, and more--by new-media students and faculty members, most of them on the Orono…

Beyond Introductory Programming: Success Factors for Advanced Programming

ERIC Educational Resources Information Center

Hoskey, Arthur; Maurino, Paula San Millan

2011-01-01

Numerous studies document high drop-out and failure rates for students in computer programming classes. Studies show that even when some students pass programming classes, they still do not know how to program. Many factors have been considered to explain this problem including gender, age, prior programming experience, major, math background,…

Python and Roles of Variables in Introductory Programming: Experiences from Three Educational Institutions

ERIC Educational Resources Information Center

Nikula, Uolevi; Sajaniemi, Jorma; Tedre, Matti; Wray, Stuart

2007-01-01

Students often find that learning to program is hard. Introductory programming courses have high drop-out rates and students do not learn to program well. This paper presents experiences from three educational institutions where introductory programming courses were improved by adopting Python as the first programming language and roles of…

A Comparison of Student Outcomes and Overall Retention between a 10-Week Accelerated and a 15-Week Traditional Curriculum in a Postsecondary Apprenticeship Training Program

ERIC Educational Resources Information Center

Adams, Gilbert L.

2013-01-01

This ex post facto comparison study of a postsecondary apprenticeship program at a naval ship construction company examined 8 years of academic performance and program completion data for two curricular formats: a 15-week traditional group (1,259 apprentices) and a 10-week accelerated group (736 apprentices). The two groups were investigated to…

The positive impact of a facilitated peer mentoring program on academic skills of women faculty.

PubMed

Varkey, Prathibha; Jatoi, Aminah; Williams, Amy; Mayer, Anita; Ko, Marcia; Files, Julia; Blair, Janis; Hayes, Sharonne

2012-03-23

In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

The positive impact of a facilitated peer mentoring program on academic skills of women faculty

PubMed Central

2012-01-01

Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty. PMID:22439908

The Medical Academic Advancement Program at the University of Virginia School of Medicine.

PubMed

Fang, W L; Woode, M K; Carey, R M; Apprey, M; Schuyler, J M; Atkins-Brady, T L

1999-04-01

Since 1984 the University of Virginia School of Medicine has conducted the Medical Academic Advancement Program for minority and disadvantaged students interested in careers in medicine. The program is a six-week residential program for approximately 130 undergraduate and post-baccalaureate students per year. It emphasizes academic course work--biology, chemistry, physics, and essay writing--to prepare the participants for the Medical College Admission Test. Non-graded activities, such as a clinical medicine lecture series, clinical experiences, and a special lecture series, and special workshops are also offered. The participants take two simulated MCAT exams. Between 1984 and 1998, 1,497 students have participated in the program, with complete follow-up information available for 690 (46%). Of the 1,487 participants, 80 (5%) have graduated from the University of Virginia School of Medicine and 174 (12%) from other medical schools; 44 (3%) are attending the medical school now, and 237 (16%) are at other medical schools; 44 (3%) have graduated from other health professions schools, and 54 (3%) are attending such schools. The retention rate for participants at the University of Virginia School of Medicine is 91% (that is, all but seven of the 80 who matriculated have been retained past the first year). The Medical Academic Advancement Program has been successful in increasing the number of underrepresented minority students matriculating into and continuing in medical education. Such programs warrant continued support and encouragement.

Doctors currently in jobs with academic content and their future intentions to pursue clinical academic careers: questionnaire surveys.

PubMed

Lambert, Trevor W; Smith, Fay; Goldacre, Michael J

2015-02-01

Our aim was to report on doctors' descriptions of their current post at about 12 years after qualification, in respect of academic content, and to compare this with their long-term intentions. By academic content, we mean posts that are designated as clinical academic posts or clinical service posts that include research and/or teaching commitments. Questionnaire survey. All UK medical graduates of 1996 contacted in 2007, graduates of 1999 in 2012, and graduates of 2000 in 2012. UK. Responses about current posts and future intentions. Postal and email questionnaires. The response rate was 61.9% (6713/10844). Twenty eight per cent were working in posts with academic content (3.3% as clinical academics, 25% in clinical posts with some academic content). Seventeen per cent of women were working in clinical posts with some teaching and research, compared with 29% of men. A higher percentage of men than women intended to be clinical academics as their eventual career choice (3.9% overall, 5.4% of men, 2.7% of women). More doctors wished to move to a job with an academic component than away from one (N = 824 compared with 236). This was true for both men (433 compared with 118) and women (391 compared with 118). Women are under-represented both in holding posts with academic content and in aspirations to do so. It is noteworthy that many more doctors hoped to move into an academic role than to move out of one. Policy should facilitate this wish in order to address current shortfalls in clinical academic medicine.

The American Board of Radiology Holman Research Pathway: 10-year retrospective review of the program and participant performance.

PubMed

Wallner, Paul E; Ang, K Kian; Zietman, Anthony L; Harris, Jay R; Ibbott, Geoffrey S; Mahoney, Mary C; Mezwa, Duane G; Wilson, Lynn D; Becker, Gary J

2013-01-01

In 1999, the American Board of Radiology (ABR) implemented an innovative training program track in diagnostic radiology (DR) and radiation oncology (RO) designed to stimulate development of a cadre of future academic researchers and educators in the 2 disciplines. The program was designated the Holman Research Pathway (HRP). An in-depth retrospective review of initial certification examination performance, post-training career choices, and academic productivity has not been written. This report represents a 10-year retrospective review of post-training performance of a cohort of trainees who have had sufficient time to complete their training and initial certification process and to enter practice. All pertinent proceedings of the ABR and Accreditation Council for Graduate Medical Education (ACGME) Residency Review Committees for DR and RO between 1997 and May 2011 were reviewed. Thirty-four HRP candidates who fulfilled the established evaluation criteria were identified, and their ABR data files were analyzed regarding performance on the qualifying and certifying examinations. All candidates were contacted directly to obtain a current curriculum vitae. Twenty candidates in RO and 14 candidates in DR were identifiable for review. All candidates attained initial certification. At the time of analysis, 23 of 33 (66.6%) candidates were employed in full-time academic practice (1 DR candidate remained in a fellowship and was not evaluated regarding employment status). Fifteen of 20 (75%) RO candidates were in faculty positions compared with 7 of 13 (53.8%) DR trainees. Additional academic productivity metrics are reported. A high percentage of HRP trainees remained in academic practice and demonstrated significant academic productivity as measured by manuscript authorship and research support. Additional time and observation will be needed to determine whether these findings will be sustained by past, current, and future HRP trainees. Copyright © 2013 Elsevier Inc. All rights reserved.

The American Board of Radiology Holman Research Pathway: 10-Year Retrospective Review of the Program and Participant Performance

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wallner, Paul E., E-mail: pwallner@theabr.org; Ang, K. Kian; Zietman, Anthony L.

2013-01-01

Introduction: In 1999, the American Board of Radiology (ABR) implemented an innovative training program track in diagnostic radiology (DR) and radiation oncology (RO) designed to stimulate development of a cadre of future academic researchers and educators in the 2 disciplines. The program was designated the Holman Research Pathway (HRP). An in-depth retrospective review of initial certification examination performance, post-training career choices, and academic productivity has not been written. This report represents a 10-year retrospective review of post-training performance of a cohort of trainees who have had sufficient time to complete their training and initial certification process and to enter practice.more » Methods and Materials: All pertinent proceedings of the ABR and Accreditation Council for Graduate Medical Education (ACGME) Residency Review Committees for DR and RO between 1997 and May 2011 were reviewed. Thirty-four HRP candidates who fulfilled the established evaluation criteria were identified, and their ABR data files were analyzed regarding performance on the qualifying and certifying examinations. All candidates were contacted directly to obtain a current curriculum vitae. Results: Twenty candidates in RO and 14 candidates in DR were identifiable for review. All candidates attained initial certification. At the time of analysis, 23 of 33 (66.6%) candidates were employed in full-time academic practice (1 DR candidate remained in a fellowship and was not evaluated regarding employment status). Fifteen of 20 (75%) RO candidates were in faculty positions compared with 7 of 13 (53.8%) DR trainees. Additional academic productivity metrics are reported. Conclusions: A high percentage of HRP trainees remained in academic practice and demonstrated significant academic productivity as measured by manuscript authorship and research support. Additional time and observation will be needed to determine whether these findings will be sustained by past, current, and future HRP trainees.« less

15 CFR 8b.22 - Academic adjustments.

Code of Federal Regulations, 2012 CFR

2012-01-01

... AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post..., manual, or speaking skills (except where such skills are the factors that the test purports to measure... or study, or other devices or services of a personal nature. ...

15 CFR 8b.22 - Academic adjustments.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post..., manual, or speaking skills (except where such skills are the factors that the test purports to measure... or study, or other devices or services of a personal nature. ...

15 CFR 8b.22 - Academic adjustments.

Code of Federal Regulations, 2010 CFR

2010-01-01

... AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post..., manual, or speaking skills (except where such skills are the factors that the test purports to measure... or study, or other devices or services of a personal nature. ...

15 CFR 8b.22 - Academic adjustments.

Code of Federal Regulations, 2014 CFR

2014-01-01

... AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post..., manual, or speaking skills (except where such skills are the factors that the test purports to measure... or study, or other devices or services of a personal nature. ...

15 CFR 8b.22 - Academic adjustments.

Code of Federal Regulations, 2013 CFR

2013-01-01

... AGAINST THE HANDICAPPED IN FEDERALLY ASSISTED PROGRAMS OPERATED BY THE DEPARTMENT OF COMMERCE Post..., manual, or speaking skills (except where such skills are the factors that the test purports to measure... or study, or other devices or services of a personal nature. ...

Benchmarking First-Year English: An Analysis of the Language Proficiencies Required for Entry into First-Year English Composition

ERIC Educational Resources Information Center

Ostler, Catherine; Sheldrake, Charlotte; Vogel, Vicki; West, Elizabeth

2008-01-01

Increasing numbers of ESL (English as a Second Language) students are entering college and university programs, and educators in these programs are concerned about student preparedness. ESL students enter the post-secondary system from a variety of places, resulting in a lack of uniformity in entry level academic skills. A significant associated…

Dual Credit Instructor and Counselor Opinions Concerning the Effectiveness of Dual Credit Programs on Post-Secondary Readiness in Southwest Missouri

ERIC Educational Resources Information Center

Cook, Natalie Gail

2017-01-01

Dual enrollment numbers continue to increase in public school districts; therefore, dual credit programs must be effective for students, adequately challenging them academically and preparing them for the college environment (Flores, 2014). The intention of this study was to survey dual credit instructors and counselors to determine their opinions…

Development of a Parenting Support Program to Prevent Abuse of Adolescents in South Africa: Findings from a Pilot Pre-Post Study

ERIC Educational Resources Information Center

Cluver, Lucie D.; Lachman, Jamie M.; Ward, Catherine L.; Gardner, Frances; Peterson, Tshiamo; Hutchings, Judy M.; Mikton, Christopher; Meinck, Franziska; Tsoanyane, Sibongile; Doubt, Jenny; Boyes, Mark; Redfern, Alice A.

2017-01-01

Purpose: Violence against children increases in adolescence, but there is a research and practice gap in research-supported child abuse prevention for the adolescent years. A pilot program for low-resource settings was developed in collaboration with nongovernmental organizations, government, and academics in South Africa, using research-supported…

Examining Dosage Effects on Prevention Outcomes: Results from a Multi-Modal Longitudinal Preventive Intervention for Young Disruptive Boys

ERIC Educational Resources Information Center

Charlebois, Pierre; Brendgen, Mara; Vitaro, Frank; Normandeau, Sylvie; Boudreau, Jean-Francois

2004-01-01

The present study examined (a) the predictive effect of disruptive boys' attendance to a prevention program (i.e., dosage) on post-intervention academic achievement and behavior and (b) the potential moderating effects of child and family characteristics in this context. The 3-year intervention program included reading, self-regulation, and social…

Success in School for Justice-Involved Girls: Do Specific Aspects of Developmental Immaturity Matter?

PubMed Central

Haney-Caron, Emily; Goldstein, Naomi E. S.; Giallella, Christy L.; Kemp, Kathleen; Romaine, Christina Riggs

2016-01-01

Developmental immaturity (DI) may help explain some of the variability in aspects of academic achievement among girls in the juvenile justice system, a population with high rates of truancy, dropout, and school failure. This study examined the relationships among the decision making and independent functioning components of DI, verbal intelligence, and academic achievement within this population. Using data from 60 girls in residential juvenile justice facilities, multiple regression analyses indicated that verbal IQ moderated the relationship between the DI construct of decision making and academic achievement. Self-reported school attendance and number of previous arrests did not significantly mediate the relationship between DI and academic achievement. These results may indicate that the decision-making factor of DI may be particularly important, and, if results are replicated, future intervention efforts could focus more on improving this skill within this juvenile justice population. Additionally, the overall importance of the full DI construct is an important area of future study. PMID:28082833

Comparative Study of the academic performance between different curricula in Agricultural Engineering

NASA Astrophysics Data System (ADS)

Vazquez, J. L.; Serrano, A.; Caniego, J.

2012-04-01

Due to the introduction of new degrees on the College of Agricultural Engineering of the Technical University of Madrid adapted to the European Space for Higher Education (Bologna), we have made a comparative study of academic achievement obtained by the students during their first year at the Centre according to different curricula. We used data from 2 curricula leading to the degree in Agricultural Engineering, Curriculumn 74 (6 years and annual structure) and Curriculum 96 modified in 2006 (5 years with quarterly structure) and the new curriculum in grades (4 years semi-structured). It has been used as a data source, the qualifications of new students during the last three years prior to the extinction of the curriculum.The study shows that current rates of academic success or failure and dropout during the first year of college are very similar to those happening 12 years ago, when it was assumed that the preparation of students from high school was much higher than today. Keywords: Academic performance, curricula, Bologna.

Evaluating the Australian Traineeship System.

ERIC Educational Resources Information Center

Ryan, R. J.

1987-01-01

Describes the Australian Traineeship System (ATS), a program integrating formal education and employment designed to increase options for dropouts. Discusses problems involving the centrality of ATS's educational component and implementation of a program evaluation strategy. Includes two references. (MLH)

Meeting the needs of the teen-age pregnant student: an in-school program that works.

PubMed

McAfee, M L; Geesey, M R

1984-10-01

The drop-out rate for pregnant students in the York (Pennsylvania) City School District is dramatically lower than the national average because the district recognized the need for meeting the unique problems of the pregnant student. In York, as in the rest of the nation, teen-age pregnancy was on the increase. Administrators of the district realized that a separately housed alternative education program would be too costly. In January 1979, the authors designed and implemented an in-school program called "Changing Roles." Five years later, that program has become an important factor in keeping the majority of pregnant students in school, at the same time, providing the girls the special information they need. In the 1982-83 school year, only 9.5% of the pregnant students dropped out of York City schools. This rate is far below the national drop-out rate of 80% to 90%.

48 CFR 752.7019 - Participant training.

Code of Federal Regulations, 2010 CFR

2010-10-01

... contract. The current version of Chapter 253 may be obtained directly from the USAID website at http://www... Agency. The website for academic programs is: http://www.iie.org/fulbright/posts/restrict. U.S.-based... (website: http://policyworks.gov). [64 FR 5011, Feb. 2, 1999] ...

48 CFR 752.7019 - Participant training.

Code of Federal Regulations, 2014 CFR

2014-10-01

... contract. The current version of Chapter 253 may be obtained directly from the USAID website at http://www... Agency. The website for academic programs is: http://www.iie.org/fulbright/posts/restrict. U.S.-based... (website: http://policyworks.gov). [64 FR 5011, Feb. 2, 1999] ...