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Retention and Resistance
Retention and Resistance combines 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 Resistance argues 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
The make-or-break year : solving the dropout crisis one ninth grader at a time
\"An entirely fresh approach to ending the high school dropout crisis is revealed in this groundbreaking chronicle of unprecedented transformation in a city notorious for its 'failing schools'\"-- Provided by publisher.
Book
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
The college dropout scandal
\"In The College Dropout Scandal, David L. Kirp outlines the scale of the problem and argues that we actually have the tools to boost graduation rates and shrink the achievement gap. It's not elite schools like Harvard or Williams who are leading the way, but places like City University of New York or Long Beach State that have undertaken the hard work to improve student success. Through on-the-ground reporting, conversations with university administrators and presidents, and accessible overviews of the latest research, Kirp illustrates a range of institutional reforms, like using big data to quickly identify at-risk students, and the behavioral strategies, from nudges and mindset changes, that have been proven to boost undergraduate learning and raise graduation rates. Shining a light on an underappreciated yet crucial problem in colleges today, Kirp's engaging and hopeful book will help push more students, especially poor and minority ones, across the finish line and keep their hopes of achieving the American Dream alive\"-- Provided by publisher.
Book
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
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
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