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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
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
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
Closing the Opportunity Gap
This book offers a novel and proven approach to the retention and success of underrepresented students. It advocates a strategic approach through which an institution sets clear goals and metrics and integrates the identity support work of cultural / diversity centers with skill building through cohort activities, enabling students to successfully navigate college, graduate on time and transition to the world of work. Underlying the process is an intersectional and identity-conscious, rather than identity-centered, framework that addresses the complexity of students' assets and needs as they encounter the unfamiliar terrain of college.In the current landscape of higher education, colleges and universities normally divide their efforts between departments and programs that explicitly work on developing students' identities and separate departments or programs that work on retaining and graduating higher-risk students. This book contends that the gap between cultural/diversity centers and institutional retention efforts is both a missed opportunity and one that perpetuates the opportunity gap between students of color and low-income students and their peers.Identity-consciousness, the central framework of this book, differs from an identity-centric approach where the identity itself is the focus of the intervention. For example, a Latino men's program can be developed as an identity-centered initiative if the outcomes of the program are all tied to a deeper or more complex understanding of one's Latino-ness and/or masculinity. Alternately, this same program can be an identity-conscious student success program if it is designed from the ground up with the students' racial and gender identities in mind, but the intended outcomes are tied to student success, such as term-to-term credit completion, yearly persistence, engagement in high-impact practices, or timely graduation. Following the introductory chapter focused on framing how we understand risk and success in the
eBook
The education crisis and school dropout prevention strategies of teachers in Cameroon
PurposeThis article explores the education crisis in Cameroon, focusing on the personal experiences of teachers and the strategies they employ to reduce school dropout during the transitional phase from primary to secondary education.Design/methodology/approachBased on a teacher training programme, 31 interviews with primary and secondary school teachers were conducted. An exploratory research design with an inductive thematic approach was used to identify themes and establish code categories. This design allowed for flexibility in investigating contextual crisis factors by eliciting interpersonal stories and exploring the dynamics of each case.FindingsThree types of dropout prevention strategies – either standalone or mixed – are identified, depending on network, opportunity or service factors. Network-based strategies are considered the most effective and popular, as school dropout is largely influenced by students’ social backgrounds, and teachers remain key players in community life. Lies and fictional narratives, through opportunity- or service-based strategies, create dishonesty and unrealistic expectations regarding final education outcomes. Each type of strategy has significant limitations due to the highly fragmented education system in the country.Originality/valueThe article reveals that school dropout prevention in Cameroon is hampered significantly by education disorganisation. Teachers’ individual practices are insufficient to convey the actual value of education and reverse dropout decisions made after careful consideration. A national pedagogy plan is needed to ensure continuity.
Journal Article
Dropping out
The vast majority of kids in the developed world finish high school—but not in the United States. More than a million kids drop out every year, around 7,000 a day, and the numbers are rising. Dropping Out offers a comprehensive overview by one of the country's leading experts, and provides answers to fundamental questions: Who drops out, and why? What happens to them when they do? How can we prevent at-risk kids from short-circuiting their futures?
Students start disengaging long before they get to high school, and the consequences are severe—not just for individuals but for the larger society and economy. Dropouts never catch up with high school graduates on any measure. They are less likely to find work at all, and more likely to live in poverty, commit crimes, and suffer health problems. Even life expectancy for dropouts is shorter by seven years than for those who earn a diploma.
Russell Rumberger advocates targeting the most vulnerable students as far back as the early elementary grades. And he levels sharp criticism at the conventional definition of success as readiness for college. He argues that high schools must offer all students what they need to succeed in the workplace and independent adult life. A more flexible and practical definition of achievement—one in which a high school education does not simply qualify you for more school—can make school make sense to young people. And maybe keep them there.
eBook
Applying the college completion agenda to practice
This volume profiles some of the innovative reforms community college practitioners are engaged in, focusing on supporting students through to graduation. While much has been written at the federal and state levels about the need to improve student completion rates, this volume translates that imperative into action at the campus level. It presents the practitiners' voices and experiences in: Changing academic content Pedagogy Student support services And other critical components of community colleges. Each chapter focuses on either a particular campus-based reform or on a cross-cutting approach or set of issues relevant for most campuses. The volume highlights opportunities, describes challenges and how they were overcome, and provides guidance that can be used by other postsecondary practitioners involved in large-scale-campus, multi-campus, or system-level-reforms that aim to increase student success. This is the 167th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
eBook