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AN ANALYSIS OF FACTORS THAT INFLUENCED BREVARD STUDENTS TO DROP OUT AND WHY THEY RETURNED TO EARN THEIR GENERAL EDUCATION DEVELOPMENT (GED) DIPLOMA

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Date Issued:
2011
Abstract/Description:
Dropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status, ELL status, SES, type of promotion and dropping out of school. In addition, the researcher reviewed Student Exit Survey data and face-to-face interview data to determine why students dropped out and identified strategies students felt would have kept them in school. Finally, individual interview data were analyzed to understand the circumstances that encouraged participants to return to earn their diplomas. The researcher recommended use of data management and tracking systems for early identification of potential dropouts so intervention could be delivered at the onset of failure, assignment of trained adult leaders to monitor and intervene for students; enforcement of compulsory school attendance; creation of mechanisms to reduce absenteeism that do not lead to school failure; required intervention for students who are truant; identification and assignment of highly effective teachers to at-risk youth; intervention in classrooms that have high rates of student failure; use of relevant curriculum and employment of instructional practices proven to increase engagement; alignment of intervention strategies with researched practices; gathering of input and feedback from students to determine program effectiveness; creation of meaningful exit interview processes; utilization of survey data to identify and remove school-related barriers and collaboration with community agencies to find meaningful and genuine solutions for students in crisis.
Title: AN ANALYSIS OF FACTORS THAT INFLUENCED BREVARD STUDENTS TO DROP OUT AND WHY THEY RETURNED TO EARN THEIR GENERAL EDUCATION DEVELOPMENT (GED) DIPLOMA.
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Name(s): Spadaccini, Becky, Author
Murray, Barbara, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Dropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status, ELL status, SES, type of promotion and dropping out of school. In addition, the researcher reviewed Student Exit Survey data and face-to-face interview data to determine why students dropped out and identified strategies students felt would have kept them in school. Finally, individual interview data were analyzed to understand the circumstances that encouraged participants to return to earn their diplomas. The researcher recommended use of data management and tracking systems for early identification of potential dropouts so intervention could be delivered at the onset of failure, assignment of trained adult leaders to monitor and intervene for students; enforcement of compulsory school attendance; creation of mechanisms to reduce absenteeism that do not lead to school failure; required intervention for students who are truant; identification and assignment of highly effective teachers to at-risk youth; intervention in classrooms that have high rates of student failure; use of relevant curriculum and employment of instructional practices proven to increase engagement; alignment of intervention strategies with researched practices; gathering of input and feedback from students to determine program effectiveness; creation of meaningful exit interview processes; utilization of survey data to identify and remove school-related barriers and collaboration with community agencies to find meaningful and genuine solutions for students in crisis.
Identifier: CFE0003578 (IID), ucf:48898 (fedora)
Note(s): 2011-05-01
Ed.D.
Education, Other
Masters
This record was generated from author submitted information.
Subject(s): Dropout
race
ethnicity
grade level
exceptional student education
English language learners
poverty
retention
General Education Development
barriers to school success
rationale for dropping out
rationale for returning to school
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003578
Restrictions on Access: public
Host Institution: UCF

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