Factors Contributing to Secondary School Dropouts in the Jackson Public School District, the Largest Urban School District in the State of Mississippi PDF Download
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Author: Calvin Lockett Publisher: ISBN: Category : African American dropouts Languages : en Pages :
Book Description
For many years, nationwide, approximately one third of American high school students have not been graduating from high school. The dropout rate is one of the reasons cited for the implementation of the No Child Left Behind legislation, which highlighted the severity of the dropout problem and the imposing priorities and standards placed on school districts. Mississippi leads the nation in the rate of students who drop out of high school. The purpose of this study was to examine the factors that contribute to the dropout epidemic in secondary schools in the Jackson (Mississippi) Public School District where annually a high percentage of students, particularly African Americans, fail to graduate with their grade 9 cohorts. This study used a descriptive and causal-comparative research design to identify the contributing factors to secondary school dropouts among 80 students enrolled in the Career Academic Placement (CAP) program in the Jackson Public School District. The Jackson Public Schools Dropout (JPSD) Questionnaire was utilized for the study. Differences in the students' responses were examined using a Mann-Whitney U and Kruskal-Wallis analysis of variance (ANOVA). Findings in this study indicated that the number one factor that led students to decide to drop out of school was feeling that they were behind, or failing course work. This affected about 55% of the students, causing them to leave school early. Additional results revealed 15% of the respondents who dropped out were grade 9 students, and approximately 15% of the respondents who dropped out were grade 12 students. Approximately 42.5% of the students comprised 10th graders and 27.5% were 11th graders.
Author: Calvin Lockett Publisher: ISBN: Category : African American dropouts Languages : en Pages :
Book Description
For many years, nationwide, approximately one third of American high school students have not been graduating from high school. The dropout rate is one of the reasons cited for the implementation of the No Child Left Behind legislation, which highlighted the severity of the dropout problem and the imposing priorities and standards placed on school districts. Mississippi leads the nation in the rate of students who drop out of high school. The purpose of this study was to examine the factors that contribute to the dropout epidemic in secondary schools in the Jackson (Mississippi) Public School District where annually a high percentage of students, particularly African Americans, fail to graduate with their grade 9 cohorts. This study used a descriptive and causal-comparative research design to identify the contributing factors to secondary school dropouts among 80 students enrolled in the Career Academic Placement (CAP) program in the Jackson Public School District. The Jackson Public Schools Dropout (JPSD) Questionnaire was utilized for the study. Differences in the students' responses were examined using a Mann-Whitney U and Kruskal-Wallis analysis of variance (ANOVA). Findings in this study indicated that the number one factor that led students to decide to drop out of school was feeling that they were behind, or failing course work. This affected about 55% of the students, causing them to leave school early. Additional results revealed 15% of the respondents who dropped out were grade 9 students, and approximately 15% of the respondents who dropped out were grade 12 students. Approximately 42.5% of the students comprised 10th graders and 27.5% were 11th graders.
Author: Shevonda Williams Truman Publisher: ISBN: Category : Languages : en Pages : 111
Book Description
The dropout rate for many Mississippi high schools has improved tremendously over the last decade. In 2017, the Mississippi Department of Education reported that the dropout rate for the State declined form [sic] 13.9% to 10%. This rate was only 4% higher than the national average. However, with all the research that pertains to student dropouts and the success many states are seeing, there are still school districts failing to show improvement. Many high schools have dropout rates in excess of 20%. This study explored the perceptions of district high school principals, counselors, and other administrators working in schools with students who are at risk of dropping out. It examined the prevention practices or strategies that are the most effective in improving dropout rate conditions. The theoretical framework of this study was the theory of experience and experiential learning theory addressed by Dewey, Neill, and Kolb. Dewey (1916) argued that students could not control their previous experiences, but once a student understood the importance of engaging in the learning and the implications of persisting in school they could then take ownership of their learning and succeed. The importance of this involved student motivation and engagement. Kolb (1984) further developed this theory with the concept of a student’s learning style to help individuals identify the way they learn from experience. Hence, helping students engage in learning by internalizing its value to students remained a primary concept. Data collection methods included surveys, interviews, and a review of participating school’s dropout prevention plans. The results of this study indicated that successful schools are using dropout prevention plans which may be emulated or duplicated in other schools. The components of such plans are directly connected to the themes that emerged from successful school leaders regarding student persistence in high school. The study found that key elements for a successful program included the following: community collaborations, leadership development, teaching and learning practices, and support from district level leadership. It was determined that the administrators and counselors believed that they were capable of meeting the needs of their students through various programs, district initiatives, teacher and leadership development, and the involvement of all stakeholders which were the leading factors to their success. All of these elements were required in order to see substantive gains in student dropout rate.
Author: Calvin Lockett
Author: Calvin Lockett
Author: Shevonda Williams Truman
Author: United States. General Accounting Office
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Author: James L. Rougeau
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Author: Harold E. Kloes
Author: Institute of Education Sciences (U.S.)
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