Drop-Out Prevention and Reentry for High Risk Students. Information Brief [electronic resource]
Reducing the number of high school dropouts and increasing graduation rates are national policy priorities. Attaining a high school diploma is the minimum requirement for securing a job, and dropping out leads to economic hardship and social problems. Better educated individuals earn more, are less...
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| Online Access: |
Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
2009.
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| Subjects: |
| Summary: | Reducing the number of high school dropouts and increasing graduation rates are national policy priorities. Attaining a high school diploma is the minimum requirement for securing a job, and dropping out leads to economic hardship and social problems. Better educated individuals earn more, are less likely to be involved in crime or be on welfare (Belfield & Levin, 2007). Yet, across the United States, a high percentage of students--mostly low-income and minority--fail to graduate from high school (Education Week, 2008). Nationally, about two-thirds of all students, and only about half of all African American, Latinos, and Native Americans who enter ninth grade graduate four years later. Research suggests that the decision to stay in or to leave school is affected by multiple contextual and policy factors that interact over the lifetime of a student. To understand why students drop out, Russell Rumberger developed a conceptual framework based on an individual perspective and an institutional perspective (2004). This framework suggests reciprocal relationships among these two factors and the possibility that these relationships can change over time as students' progress through school. Identifying students at risk of dropping out is the first step to addressing the problem. Since dropping out is a process, taking place over a long period of time involving multiple factors, there are multiple invention points, various programs that may be effective, and a need for multiple strategies to ensure success (Hammond, Linton, Smink, & Drew, 2007) |
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| Item Description: | Availability: Mid-Atlantic Equity Center. George Washington University Center for Equity and Excellence in Education 1555 Wilson Boulevard Suite 515, Arlington, VA 22209. Tel: 800.925.3223; e-mail: maec@ceee.gwu.edu; Web site: http://maec.ceee.gwu.edu. Sponsoring Agency: Department of Education (ED). Abstractor: ERIC. Educational level discussed: High Schools. Educational level discussed: Secondary Education. |
| Physical Description: | 1 online resource (3 p.) |
| Type of Computer File or Data Note: | Text (Reports, Descriptive) |
| Preferred Citation of Described Materials Note: | Mid-Atlantic Equity Center. |