Author: James LaVille WilliamsPublisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 166
Book Description
A Study of the Status of the Dropouts of a Junior High School who Were Former Pupils at an Elementary School in Richmond, Virginia, During the Period September, 1963 Through June, 1968
Author: James LaVille WilliamsPublisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 166
Book Description
A Study of the Dropouts of the Benjamin A. Graves Junior High School who Were Former Pupils at the George Washington Carver Elementary School, Richmond, Virginia, During the Five-year Period, 1959-1964, Inclusive
Author: Basil Anthony PierrePublisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 166
Book Description
The Dropout: Schools Search for Clues to His Problems; Information: Terms and Computations. Reprint from School Life, May 1963
Author: United States. Education OfficePublisher:
ISBN:
Category :
Languages : en
Pages : 20
Book Description
A Study of Selected Causes and Characterstics of Dropouts from Blount Junior High School During the Period 1948 to 1951
Author: Russell FreemanPublisher:
ISBN:
Category : High school attendance
Languages : en
Pages : 140
Book Description
A Study of Student Dropouts from Linden McKinley Junior-Senior High School, Columbus, Ohio
Author: Paul John MasysPublisher:
ISBN:
Category : School attendance
Languages : en
Pages : 214
Book Description
A Study of Dropouts in Texas and Minnesota
Author: Clinton H. KnudsonPublisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 44
Book Description
The Early Characteristics of Drop-outs
Author: Christina L. AstengoPublisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 192
Book Description
Selected Reports and Statistics on School Dropouts
Author: Subsequent Educational Attainment of High School Dropouts
Author: Jennifer BerktoldPublisher: Department of Education Office of Educational
ISBN:
Category : Education
Languages : en
Pages : 84
Book Description
This study uses data from the 1988 National Education Longitudinal Study and its 1994 followup to examine the educational and employment attainment of 1988 eighth graders who dropped out of high school. About half of them ultimately completed high school. By 1994, 16% had completed a high school diploma, 29% had completed a General Educational Development (GED) or equivalency certificate, and 24% were working on a diploma or GED. The remaining one-third of dropouts had no credential and were not pursuing any further education. High school completion among dropouts was associated with socioeconomic status. Dropouts who had demonstrated academic ability, although not necessarily academic performance, were most likely to complete high school. By 1994, 2 years after most of the"cohort" had completed high school, high school completion among dropouts was associated with some educational, but few employment, characteristics. In 1994, most dropouts were either working, looking for work, or at home. About the same proportion of dropouts as 1988 eighth graders who had never dropped out reported working full time or part time in 1994, but those who had never dropped out were more likely to be taking academic courses. More than half of those who had never dropped out were enrolled in 2-year or 4-year postsecondary institutions. About one in four dropouts had enrolled in a postsecondary institution by 1994. One appendix is a glossary, and the other contains technical notes and remarks on methodology. (Contains 19 tables, 7 figures, and 12 references.) (SLD)
Understanding Dropouts
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309170583
Category : Education
Languages : en
Pages : 66
Book Description
The role played by testing in the nation's public school system has been increasing steadily-and growing more complicated-for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.