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High school dropout, graduation, and completion rates : better data, better measures, better decisions
High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? This book addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.--Publisher's description.
Book
Dropout from psychological therapies for post-traumatic stress disorder (PTSD) in adults: systematic review and meta-analysis
Background: Despite the established efficacy of psychological therapies for post-traumatic stress disorder (PTSD) there has been little systematic exploration of dropout rates.
Objective: To ascertain rates of dropout across different modalities of psychological therapy for PTSD and to explore potential sources of heterogeneity.
Method: A systematic review of dropout rates from randomized controlled trials (RCTs) of psychological therapies was conducted. The pooled rate of dropout from psychological therapies was estimated and reasons for heterogeneity explored using meta-regression.
Results:: The pooled rate of dropout from RCTs of psychological therapies for PTSD was 16% (95% CI 14-18%). There was evidence of substantial heterogeneity across studies. We found evidence that psychological therapies with a trauma-focus were significantly associated with greater dropout. There was no evidence of greater dropout from therapies delivered in a group format; from studies that recruited participants from clinical services rather than via advertisements; that included only military personnel/veterans; that were limited to participants traumatized by sexual traumas; that included a higher proportion of female participants; or from studies with a lower proportion of participants who were university educated.
Conclusions: Dropout rates from recommended psychological therapies for PTSD are high and this appears to be particularly true of interventions with a trauma focus. There is a need to further explore the reasons for dropout and to look at ways of increasing treatment retention.
Journal Article
A review of online course dropout research: implications for practice and future research
Although online learning is expanding in availability and popularity, the high dropout rates remain a challenging problem. In this paper, we reviewed the existing empirical studies on online course dropouts in post-secondary education that were published during the last 10 years. We identified 69 factors that influence students' decisions to dropout and classified them into three main categories: (a) Student factors, (b) Course/Program factors, and (c) Environmental factors. We then examined the strategies proposed to overcome these dropout factors: (a) understanding each student's challenges and potential, (b) providing quality course activities and well-structured supports, and (c) handling environmental issues and emotional challenges. Finally, we discussed issues regarding dropout factors and strategies for addressing these factors and offered recommendations for future research.
Journal Article
Retention and Resistance
Retention and Resistancecombines personal student narratives with a critical analysis of the current approach to retention in colleges and universities, and explores how retention can inform a revision of goals for first-year writing teachers.
Retention is a vital issue for institutions, but as these students' stories show, leaving college is often the result of complex and idiosyncratic individual situations that make institutional efforts difficult and ultimately ineffective. An adjustment of institutional and pedagogical objectives is needed to refocus on educating as many students as possible, including those who might leave before graduation.
Much of the pedagogy, curricula, and methodologies of composition studies assume students are preparing for further academic study.Retention and Resistanceargues for a new kairotic pedagogy that moves toward an emphasis on the present classroom experience and takes students' varied experiences into account. Infusing the discourse of retention with three individual student voices, Powell explores the obligation of faculty to participate in designing an institution that educates all students, no matter where they are in their educational journey or how far that journey will go.
eBook
Reduced school dropout rates owing to targeted sports programs in France
In school dropout prevention programs, researchers emphasize the importance of addressing all educational components and stakeholders (e.g., Burzichelli et al., 2011). Among these, sport is recognized as a key factor for(re)integration (Siedentop et al., 2019). This article examines the impact of various specific sport programs across France on students' engagement at school. The nationwide study focuses on students' subjective perceptions of these initiatives. Although the programs differ, they share a common feature: they are based on cooperation and mainly organized by the students themselves, with support from their teachers, particularly physical education teachers. Semi-structured interviews were conducted among 19 young people aged 12 to 18. These interviews focused on their personal school and life trajectory, their perceptions of school, of sport and of the specific sport project. Collected data (speech) was then analyzed using ALCESTE lexical analysis software (Reinert, 1990, 1994).
Journal Article
The Relationship Between School Dropout and Pregnancy Among Adolescent Girls and Young Women in South Africa
Background. Prevention of both school dropout and teen pregnancy represent clear public health priorities for South Africa, yet their complex and potentially cyclical relationship has not been fully explored. Objective. To further understand how this relationship operates, we analyzed data from a randomized trial of young women aged 13 to 20 years enrolled in school in rural South Africa to estimate the association between pregnancy and subsequent dropout and between dropout and subsequent pregnancy. Method. We examined inverse probability (IP) of exposure-weighted survival curves for school dropout by pregnancy and for pregnancy by school dropout. We used weighted curves to calculate 1-, 2-, and 3-year risk differences and risk ratios. Additionally, we used an IP-weighted marginal structural cox model to estimate a hazard ratio (HR) for each relationship. Results. Dropout from school was associated with subsequent pregnancy (HR 3.58; 95% confidence interval [CI] [2.04, 6.28]) and pregnancy was associated with subsequent school dropout (HR 2.36; 95% CI [1.29, 4.31]). Young women who attended school but attended fewer days had a higher hazard of pregnancy than those who attended more school (HR 3.64; 95% CI [2.27, 5.84]). Conclusion. Pregnancy is both a cause and a consequence of school dropout. Consideration of school attendance and academic performance could ultimately enhance pregnancy prevention efforts in this population. Programs should be tailored differently for (1) girls who have dropped out of school, (2) those who are in school and at risk for pregnancy, and (3) those who are in school and become pregnant.
Journal Article
Why do open and distance education students drop out? Views from various stakeholders
While the demand for open and distance education is increasing, it also faces high dropout rates. The reasons and solutions for student dropouts need considerable attention. This study aims to uncover the reasons for student dropouts considering the perspective of students, field experts, instructors, administrators, and support staff. Data from semi-structured interviews with 40 participants revealed that students decide to drop out mainly due to four main reasons: internal reasons, external reasons, student characteristics, and student skills. These reasons include 37 sub-factors such as academic integration, social integration, financial status, personality, and self-regulation. The sub-factors and selected quotations from the interviews are presented in the findings. According to the results, administrators, field experts, instructors, and support staff are not aware of all the dropout reasons. The results of this research are believed to guide researchers, practitioners, and administrators in enhancing the quality of open and distance education.
Journal Article
Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates: A Systematic Review of the Literature
The purpose of this literature review is to systematically examine policy and practice intervention research and assess the impact of those interventions on high school dropout and school completion rates. This systematic review extends the literature by (a) describing both policy and practice interventions, (b) synthesizing findings from experimental or quasi-experimental research, and (c) examining the common elements of effective interventions. Specifically, this review addresses two main questions. First, what are the characteristics of the empirical literature examining high school dropout or school completion interventions? Second, what are the common elements of effective policy or practice interventions for reducing high school dropout rates or increasing school completion rates? Findings indicate that despite research highlighting the need to address multiple risk factors and the need for early intervention, the bulk of current empirical research is focused on single-component, individual, or small group interventions delivered at the high school level. Further research is needed to provide guidance to schools regarding the integration of dropout efforts with other school initiatives. Multitiered frameworks of support are suggested as a structure for accomplishing this effectively and efficiently.
Journal Article
Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning
The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning's many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners' decision to drop out or persist. Organizational support and relevance were shown to be particularly predictive. The results imply that lower dropout rates can be achieved if online program developers or instructors find ways to enhance the relevance of the course. It also implies that adult learners need to be supported by their organizations in order for them to finish online courses that they register for.
Journal Article
Risk Factors for School Absenteeism and Dropout: A Meta-Analytic Review
School absenteeism and dropout are associated with many different life-course problems. To reduce the risk for these problems it is important to gain insight into risk factors for both school absenteeism and permanent school dropout. Until now, no quantitative overview of these risk factors and their effects was available. Therefore, this study was aimed at synthesizing the available evidence on risk factors for school absenteeism and dropout. In total, 75 studies were included that reported on 781 potential risk factors for school absenteeism and 635 potential risk factors for dropout. The risk factors were classified into 44 risk domains for school absenteeism and 42 risk domains for dropout. The results of a series of three-level meta-analyses yielded a significant mean effect for 28 school absenteeism risk domains and 23 dropout risk domains. For school absenteeism, 12 risk domains were found with large effects, including having a negative attitude towards school, substance abuse, externalizing and internalizing problems of the juvenile, and a low parent-school involvement. For dropout, the risk domains having a history of grade retention, having a low IQ or experiencing learning difficulties, and a low academic achievement showed large effects. The findings of the current study contribute to the fundamental knowledge of the etiology of school absenteeism and dropout which in turn contributes to a better understanding of the problematic development of adolescents. Further, more insight into the strength of effects of risk factors on school absenteeism and dropout is important for the development and improvement of both assessment, prevention and intervention strategies.
Journal Article