Urban High School Dropouts and Graduates PDF Download

Author: Barry C. Fitzgerald
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 0

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Author: OERI Urban Superintendents Network (U.S.)
Publisher:
ISBN:
Category : Dropout behavior, Prediction of
Languages : en
Pages : 92

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Author: Joseph B. Carter
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Every day, 7,000 students drop out of America's high schools. That adds up to about 1.3 million students who will not graduate with their peers (Alliance for Excellent Education, 2011, p. 1). With 1.2 million students dropping out of high school every year, the high school dropout rate is a significant problem with negative consequences for both the students and for society as a whole. While the U.S. Department of Education announced that the nation's high school graduation rate hit an all-time high of 82% in 2013-14 ("U.S. High School Graduation Rate Hits New Record High," 2015, p. 1), most large urban school districts are struggling to get their graduation rates to 70%. In Philadelphia, the four-year graduation rate is 65% (Socolar, 2015). In Chicago, the graduation rate is 66%, as measured by the five-year graduation rate (Perez, 2015). One of the strategies that Philadelphia and Chicago are using to increase their graduation rates is opening accelerated high schools for students who are over-aged and under-credentialed to earn their high school diplomas. These accelerated high schools are not computer-based half-day programs; instead they rely on longer school days, remediation in literacy and numeracy, and a structured behavior environment to support their students in earning their high school diploma. The researcher will use archived student surveys of accelerated students enrolled in the Camelot Education's accelerated high schools in Philadelphia and Chicago to uncover, identify and describe factors that impeded students from matriculating through high school and receiving their high school diploma. This study will identify a common profile and description of students in Camelot Education's accelerated high schools. This study will use descriptive statistics to summarize, identify, describe and quantify what students report contribute to their becoming academically off track and making the decision to leave high school without earning their diploma. The profile and descriptions from this study will equip school leaders to explore innovative school and program designs that meet the needs of students that are over-aged and under-credentialed in large urban cities.

Author: Jeffrey K. Mangini
Publisher:
ISBN:
Category : Urban high school dropouts
Languages : en
Pages : 41

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Book Description
Urban high schools in America are not generating the desired results; the low graduation rate in large cities must be addressed. Existing literature discussing the high school dropout issue is examined. Many factors contribute to school dropout, which has an impact on the individual and society. Several of the potential causes are examined and connections between multiple causes are noted. Quantitative and qualitative studies were used to create a complete view of this issue. Dropout prevention methods and programs are described, as is the role of school counselors in dropout prevention. A phenomenological study was also conducted to gain the personal perspective of individuals who dropped out of an urban school district. The specific goal of the research was to determine what factors contributed to students deciding to drop out of high school. Seven individuals participating in a General Education Diploma program shared their experience of dropping out of high school. Individual and small group interviews were conducted. The experiences reported were compared among each participant and were also related to the results of existing research. Results varied among participants, they reflected both the individual and the school community. Conclusions have been drawn and are reported as they relate to the role of a school counselor.

Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309084350
Category : Education
Languages : en
Pages : 303

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When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.

Author: Michelle Fine
Publisher: State University of New York Press
ISBN: 1438402783
Category : Education
Languages : en
Pages : 326

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 "I think this is the most important work I have read in over a decade on the sociology and politics of school dropouts. Fine combines a narrative structure with a rigorous theoretical discourse that allows the reader to both hear the voices of those involved in the dropout situation as well as to have the opportunity to reflect critically on the ideological and material forces that structure the dropout issue as a social problem. I am convinced that it will be a major influence in the field and will establish a new theoretical standard for inquiry into the area of school dropouts." -- Henry A. Giroux, Professor and Renown Scholar in Residence, Department of Educational Leadership, Miami University "As a critical ethnography, this manuscript is thoughtful, compassionate, and compelling. Fine is able to document the 'braiding' of race, class, gender in sophisticated ways and this is one of the text's greatest strengths. The link between those who 'drop out' and the restriction of critique is powerfully achieved. Fine has successfully re-presented the complexities of urban education. She should be applauded for her integration of black and feminist theorists. I believe this text is pioneering. It opens the literature on adolescents placed at risk to include contexts previously ignored. This should be required reading for all school personnel, future teachers, and those associated with educational contexts." -- Deborah P. Britzman, Department of Education, State University of New York, Binghamton "What Fine does is show us in depth the reality of the situation we often wish would just go away. We are forced to confront what pain is engendered by our public institutions and consider how we might take up the challenge to do something about it." -- Roger I. Simon, Ontario Institute for Studies in Education

Author: Nancy Sutton
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 172

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Author: Jeffrey Mangini
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659275210
Category :
Languages : en
Pages : 52

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Book Description
Urban high schools in America are not generating the desired results. Many factors contribute to school dropout, which has an impact on the individual and society. Several of the potential causes are examined and connections between multiple causes are noted. Quantitative and qualitative studies were used to create a complete view of this issue. Dropout prevention methods and programs are described, as is the role of school counselors in dropout prevention. A phenomenological study was also conducted to gain the personal perspective of individuals who dropped out of an urban school district. The specific goal of the research was to determine what factors contributed to students deciding to drop out of high school. Seven individuals participating in a General Education Diploma program shared their experience of dropping out of high school. Individual and small group interviews were conducted. The experiences reported were compared among each participant and were also related to the existing research. Results varied among participants, they reflected both the individual and the school community. Conclusions are reported as they relate to the role of school counselors.

Author: James Daniel Cowhig
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 40

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Author: Deborah L. Feldman
Publisher: Teachers College Press
ISBN: 0807776165
Category : Education
Languages : en
Pages :

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Book Description
Through engaging stories and the use of students’ voices, this book corrects persistent misconceptions about youth who drop out of high school. Based on research conducted with high school dropouts in both urban and rural communities, the authors argue that, contrary to popular belief, most dropouts are not disengaged from school at an early age. Many have positive memories of their education, both social and academic, that educators and policymakers can draw on to create successful prevention and intervention practices. The narratives and insights presented here will help readers to better understand the interplay of school-related and personal factors that lead students to drop out of school. “Why We Drop Out” is essential reading for K–12 educators, school principals, counselors, psychologists, and everyone concerned with our nation’s dropout crisis. “Every educator will recognize in these stories the daily opportunities that adults have to reach out and grab onto kids who are desperate for a hand and just need someone to pull them over that line.” —From the Foreword by Camille A. Farrington, PhD, author of Failing at School: Lessons for Redesigning Urban High Schools “This book greatly improves our understanding of the complex and long-term process of dropping out of high school.” —Russell W. Rumberger, UC Santa Barbara, director, California Dropout Research Project “A must-read for any teacher, principal, or superintendent interested in changing the lives of our students most at risk.” —Greg Baker, superintendent, Bellingham Public Schools “This is a book that everyone with a stake in education must read!” —Dr. Shivohn Garcia, SUNY Empire State College