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Descriptors:
At Risk Students; Dropouts; Accuracy; Computation; Dropout Rate; Prediction; Predictor Variables; Longitudinal Studies; Grades (Scholastic); Comparative Analysis; High School Students

Abstract:
The purpose of this study is to review the literature on the most accurate indicators of students at risk of dropping out of high school. We used Relative Operating Characteristic (ROC) analysis to compare the sensitivity and specificity of 110 dropout flags across 36 studies. Our results indicate that 1) ROC analysis provides a means to compare the accuracy of different dropout indicators, 2) the majority of dropout flags to date have high precision yet lack accuracy, 3) longitudinal growth models provided the most accurate flags, while 4) the most accurate cross-sectional flags examine low or failing grades. We provide recommendations for future policy and practice. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Attitudes; Vocational Education; Minority Groups; Minority Group Students; Dropout Rate; Educational Attitudes; Educational Experience; School Orientation; Foreign Countries; Regression (Statistics); Ethnic Groups; Prior Learning; Role

Abstract:
In this study, we examine students' educational attitudes upon the transition to Dutch senior vocational education (SVE), a transition associated with high dropout rates in the first year. Prior studies have identified differences in educational attitudes between sociodemographic groups. However, the mechanisms underlying those differences remain topic of debate: some studies point at differences in the school orientation and support in students' social communities outside school, others focus on differences in educational experiences between sociodemographic groups. Multilevel sequential regression analyses on a diverse sample of 1438 students in urban SVE schools reveal that students have very positive educational attitudes upon their transition to SVE. Ethnic minority students express particularly positive attitudes. School-related encouragement and support at home plays an important role in students' attitudes, but the attitudes of students from lower educated or ethnic minority communities are less related to this support. Prior school experiences play an essential, but occasionally counterproductive, role in students' attitudes upon transition, depicting the transition as a fresh new start for some, and an unwelcome threshold for others. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Graduation Rate; Foreign Countries; Accounting; Tuition; Educational Policy; School Policy; Academic Persistence; Student Attrition; Income; Enrollment Trends; Fees; Dropout Rate; Financial Support; Low Income Groups; College Preparation

Abstract:
African universities over the past decade have developed new modes of financial mobilization in search for fiscal solutions to the declining public support for higher education. The creation of the "tuition-paying" ("dual track" or "fee-paying") admission track policy, a variant of cost sharing, is one of such strategic initiatives that has gained popularity in public universities in Ghana and other East African countries. Using official institutional data, this descriptive study examines and compares retention and graduation rates of students enrolled in the University of Ghana as "tuition-paying" and regular admits. The author discusses the factors accounting for students' attrition and persistence in the University of Ghana. The article concludes that, although the "fee-paying" scheme has had some potential successes in revenue generation and enrollment expansion, there exists graduation gap/disparity between tuition-paying and regular admits (non-tuition-free students). (Contains 4 figures, 2 tables, and 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Schools; Dropouts; High School Graduates; Graduation Rate; Enrollment; Dropout Rate; Grade 9; Grade 10; Grade 11; Grade 12; Asian American Students; White Students; African American Students; American Indian Students; Racial Differences; Gender Differences; High School Freshmen

Abstract:
This report presents the number of high school completers, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9-12 for public schools in school year 2009-10. State Education Agencies (SEAs) report annual counts of completers, dropouts, and enrollments to the National Center for Education Statistics' (NCES) Common Core of Data (CCD) nonfiscal survey of public elementary/secondary education as part of the Cooperative Education Statistics System established in section 157 of the Education Sciences Reform Act of 2002, part C and the U. S. Department of Education's ED"Facts" data collection system. Although tables 3 and 7 present data from eight sequential school years, the text presents only comparisons between the 2008-09 and 2009-10 school years. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2009-10 CCD Dropout and Completer provisional data files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Data files and report tables include data for the 50 states, the District of Columbia, and 8 other jurisdictions. However, the findings discussed in this report focus on the reporting states and the District of Columbia. This First Look marks the first publication and the initial data release for 2009-10 CCD dropout and completer data. The data in this report are drawn from the 2009-10 CCD Dropout and Completer provisional data files. Data in these provisional data files have undergone an intensive review and editing process. Any additional revisions will be incorporated in the 2009-10 CCD Dropout and Completer data files to be released in subsequent provisional releases and the final release as warranted. Methodology and Technical Notes are appended. (Contains 8 tables and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dropouts; Foreign Countries; Coaching (Performance); Dropout Prevention; Dropout Rate; Strategic Planning; Correlation; Mentors; Decision Making; Regression (Statistics)

Abstract:
In line with the Lisbon Agenda, set by the European Council in the year 2000, European governments formulated ambitious plans to halve the level of early school-leavers by 2012. This paper outlines the dropout prevention measures in the Netherlands and analyzes their influence at both the individual and school level. While most policy measures correlate negatively with the individual dropout decision, only "mentoring and coaching" (i.e., matching of students with a coach from public or private organizations), "optimal track or profession" (e.g., work placement) and "dual track" (i.e., re-entering education for dropout students) have a significant negative impact on the individual dropout decision. By means of quantile regressions, we observe that schools with a relatively high dropout rate benefit the most from dropout prevention measures. (Contains 4 tables, 1 figure, and 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; Enrollment; Dropout Rate; Predictor Variables; Educational Attainment; Parent Background; Postsecondary Education; Dropouts; Human Capital; Family Characteristics; Low Income

Abstract:
Using longitudinal data drawn from the European Community Household Panel, this paper examines Italian university entry and dropout rates in the context of specific parental and family characteristics. We are interested in the effects of the household's cultural and financial conditions on shaping investment in tertiary education and its failure, at the national level. Our estimates confirm the persistence of intergenerational correlations related to education. Cultural constraints affect outcomes--enrolment in and withdrawal from tertiary education; low income negatively affects the transition from high school to college. Our results suggest that a comprehensive policy intervention is needed to ensure optimal human capital investment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Graduation Requirements; Mathematics Instruction; Misconceptions; Advanced Courses; Student Motivation; Achievement Need; Dropout Rate

Abstract:
A common argument against raising math course-taking requirements for all students is that it will cause more students to drop out of high school. But most students who drop out for academic reasons do so not because they are being "too challenged," but rather because they are not being challenged enough. It is important to raise the rigor and relevance of mathematics courses to keep students engaged and on track to graduation and postsecondary success. This paper stresses that: (1) Students do not feel motivated, particularly when enrolled in low-level courses; (2) Students are willing to work harder--but only if they are challenged; and (3) More rigorous graduation requirements--including more higher-level math courses--are not tied to higher drop out rates. (Contains 9 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Dropouts; Eating Disorders; Psychotherapy; Meta Analysis; Dropout Rate; Intervention; Clinical Diagnosis; Outcomes of Treatment; Coding; Patients; Individual Characteristics; Mental Disorders; Personality Problems

Abstract:
Objective: Premature discontinuation from therapy is a widespread problem that impedes the delivery of otherwise effective psychological interventions. The most recent comprehensive review found an average dropout rate of 47% across 125 studies (Wierzbicki & Pekarik, 1993); however, given a number of changes in the field over the past 2 decades, an updated meta-analysis is needed to examine the current phenomenon of therapy dropout. Method: A series of meta-analyses and meta-regressions were conducted in order to identify the rate at which treatment dropout occurs and predictors of its occurrence. This review included 669 studies representing 83,834 clients. Results: Averaging across studies using a random effects model, the weighted dropout rate was 19.7%, 95% CI [18.7%, 20.7%]. Further analyses, also using random effects models, indicated that the overall dropout rate was moderated by client diagnosis and age, provider experience level, setting for the intervention, definition of dropout, type of study (efficacy vs. effectiveness), and other design variables. Dropout was not moderated by orientation of therapy, whether treatment was provided in an individual or group format, and a number of client demographic variables. Conclusions: Although premature discontinuation is occurring at a lower rate than what was estimated 20 years ago (Wierzbicki & Pekarik, 1993), it is still a significant problem, with about 1 in every 5 clients dropping out of therapy. Special efforts should be made to decrease premature discontinuation, particularly with clients who are younger, have a personality or eating disorder diagnosis, and are seen by trainee clinicians. (Contains 1 figure and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transitional Programs; Foreign Countries; Focus Groups; Middle School Students; Interviews; Parents; Teachers; Principals; Academic Achievement; Dropout Rate; Dropouts; Secondary School Students

Abstract:
Transitions into and out of the middle grades can be challenging for many reasons. Students need to acclimate to new policies, practices, and buildings; teachers require accurate data about their new students' capacities; and families must navigate relationships with new personnel. All school transitions present different and, at times, puzzling terrain to traverse. Some students find the move between schools so difficult that they "unlearn" skills and content, beginning a potential spiral toward being retained or even dropping out. While transitions can be difficult at all levels of schooling, moving into or out of the middle grades comes at a time when the learners themselves are going through considerable social, emotional, cognitive, and physical changes--changes that can heighten many of these difficulties. This article shares examples of transition practices from other countries and considers how educators create transition practices that help students successfully make the move from one learning level to the next. The authors offer insights obtained through interviews and focus groups with students, parents, teachers, and principals in New Zealand (Auckland), the United Kingdom (London, Nottingham, and Southampton), and the United States (Georgia, Oregon, and Vermont). They begin this article by exploring some of the common concerns that arise as students transition into and out of the middle grades. They then describe some of the common practices observed in comprehensive transition programs. Next, they showcase three noteworthy, promising practices that are too often underutilized or poorly implemented: (1) sharing academic data; (2) implementing collaborative projects; and (3) attending to vulnerable populations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Pregnancy; Helping Relationship; Program Implementation; Social Work; Home Visits; Quasiexperimental Design; Fidelity; Dropout Rate; Parent Education; Females; Caseworkers; Foreign Countries; Obstetrics; Comparative Analysis; Dropouts; Program Effectiveness; Correlation

Abstract:
As different competencies or professional backgrounds may affect the quality of program implementation, staffing is a critical issue in home visiting. In this study, N = 430 women received home visits delivered either by a tandem of a midwife and a social worker or by only one home visitor (primarily midwives, continuous model). The groups were compared in a quasi-experimental design on level of participation, implementation of the contents, and clients' responsiveness during pregnancy and child's first year of life. Trends towards a higher dropout rate and lower ratings of the helping relationship indicate an increased challenge to retain a strong working alliance in the tandem model. This is attributable to a stronger orientation towards the participants' interest in the continuous model, whereas treatment fidelity in the tandem model is higher. Recommendations to improve the helping relationship in the tandem model are given. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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