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- Title
- RATE OF GRADUATION AMONG STUDENTS WITH HISTORIES OF SPECIFIC LANGUAGE IMPAIRMENT.
- Creator
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Hadley, Amy Jean, Holt, Larry, University of Central Florida
- Abstract / Description
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The rate of graduation among students with histories of specific language impairment (SLI) was investigating by comparing the target population to matched, nondisabled peers. Data regarding the graduation outcomes for 176 matched pairs of students, over a five-year period, were analyzed to determine if a significant difference in achievement of a high school diploma was observable between the two groups of students. In addition, the study addressed the variables of socioeconomic status and...
Show moreThe rate of graduation among students with histories of specific language impairment (SLI) was investigating by comparing the target population to matched, nondisabled peers. Data regarding the graduation outcomes for 176 matched pairs of students, over a five-year period, were analyzed to determine if a significant difference in achievement of a high school diploma was observable between the two groups of students. In addition, the study addressed the variables of socioeconomic status and attendance rate as related to graduation rate. For students with histories of specific language impairment, model of service delivery was also examined with regard to graduation rate. Finally, the relationship between the number of years a student was enrolled in language therapy and achievement of a high school diploma was explored. The Chi-square test for goodness of fit was utilized to compare the graduation and dropout rates of students with histories of SLI to state department of education normative data. Analysis of the data suggested that significantly more students with histories of SLI left school, however, a significantly higher than expected number also received a high school diploma. The Chi-square test for independence was used to compare the graduation rates of students with histories of SLI to the rates of their nondisabled peers. A significant difference was observed between the two groups of students with dropout rate being significantly lower for nondisabled peers. The variables of socioeconomic status and attendance rate did not yield significant results as related to graduation outcomes for the students in this study. For students with histories of SLI, model of service delivery and number of years that the student received services were each weakly correlated to graduation outcome. The results presented in the current study offer implications for appropriate service delivery to adolescents with histories of SLI. Recommendations for reducing high school dropout among students with histories of SLI were discussed.
Show less - Date Issued
- 2004
- Identifier
- CFE0000018, ucf:46137
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000018
- Title
- PSYCHOLOGICAL FACTORS THAT IMPACT THE DROP-OUT RATE IN ADOLESCENT SPORTS.
- Creator
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McClone, Nicole, Biddle, Jeffrey, University of Central Florida
- Abstract / Description
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Children are dropping out of sport at alarming rates. With the highest numbers of drop-out occurring between the ages of ten and seventeen, the focus of this research is on the drop-out rates of adolescents from sport. Athletic participation has been linked to positive academic performance, key development of leadership skills, and increased engagement in the community. The research that has been conducted related to sport persistence has had a greater focus on examining factors related to...
Show moreChildren are dropping out of sport at alarming rates. With the highest numbers of drop-out occurring between the ages of ten and seventeen, the focus of this research is on the drop-out rates of adolescents from sport. Athletic participation has been linked to positive academic performance, key development of leadership skills, and increased engagement in the community. The research that has been conducted related to sport persistence has had a greater focus on examining factors related to the physical domain. Attention is now beginning to shift however, and researchers are looking outside the physical domain and analyzing sport attrition more through sociological and psychological domains. The purpose of this research is to conduct a literary analysis on the psychological factors that impact the drop-out rate of adolescents from sport with adolescents being defined as children between the ages of ten and seventeen. Research in this domain is fairly limited; however numerous psychological theories have recently emerged as framework for conducting research as it relates to participation and drop-out in adolescent sports. These include self-determination theory, basic needs theory, achievement goal theory, and leisure constraints theory. The developmental model of sport participation is also a tool that is widely used to study sport persistence and drop-out. Foundationally based on psychology, this literature analysis was constructed to explore drop-out factors related to adolescent sport with the intent to collect data that either supports or disputes the relational connections between sport attrition or persistence. These relationships include but are not limited to the athlete/athlete, athlete/coach, athlete/parent, and athlete/self.
Show less - Date Issued
- 2015
- Identifier
- CFH0004901, ucf:45498
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004901
- Title
- AN ANALYSIS OF FACTORS THAT INFLUENCED BREVARD STUDENTS TO DROP OUT AND WHY THEY RETURNED TO EARN THEIR GENERAL EDUCATION DEVELOPMENT (GED) DIPLOMA.
- Creator
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Spadaccini, Becky, Murray, Barbara, University of Central Florida
- Abstract / Description
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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,...
Show moreDropping 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.
Show less - Date Issued
- 2011
- Identifier
- CFE0003578, ucf:48898
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003578
