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Pub Date: |
2012-08-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Academic Achievement; Dropouts; Dropout Research; Social Environment; Grade 10; Grade 12; High School Students; Self Concept; Learner Engagement; Student Motivation; Longitudinal Studies; Prediction; Correlation
Abstract:
Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. (Contains 4 tables and 2 figures.)
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Pub Date: |
2012-07-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Compulsory Education; Disabilities; Community Surveys; Family Structure; Rural Areas; Compliance (Legal); School Law; Trend Analysis; Educational Trends; Access to Education; Dropouts; Enrollment Rate; Family Environment; Social Services; Educational Environment; Educational Development; Educational Policy; School Attendance Legislation; Dropout Characteristics; Dropout Rate; Dropout Research; Attendance
Abstract:
The South Africa Schools Act requires every child to "attend school from the first school day of the year in which such learner reaches the age of seven years until the last day of the year in which such learner reaches the age of 15 years or the ninth grade, whichever comes first" (Republic of South Africa, 1996). This paper addresses three questions in relation to this. First, to what extent has this legal requirement been met? Second, what are the trends in relation to achieving universal access to compulsory education? And third, what are the factors related to and characteristics of those learners of compulsory school age who are not attending? To address these questions, we have made use of the Statistics South Africa dataset, Community Survey 2007. Our analysis suggests that the size of the compulsory age population who are not attending school may be slightly higher than some government sources have suggested. The trend associated with access remains consistent, with the only major change over the past 10 years being the improved levels of enrolment of six and seven year old children. With regard to the factors related to and the characteristics of children who are not attending school, our analysis reveals that certain sub-populations have higher non-attendance ratios: coloured boys; children whose parents, particularly mothers, have died; children born outside South Africa; children who have moved in the past five years; children with disabilities; and children living in some specific rural communities. A number of broad but interrelated factors may account for children not being in school: disability; family structure; children living in households that are eligible for social grants but are not receiving them; and geographic and racial characteristics. To be poor in South Africa may mean exclusion from the mainstream of the economy, but it does not necessarily mean exclusion from access to basic state services like enrolment in schooling or social grants. Children not attending are not only likely to be living in households that are excluded from participation in the mainstream economy, but are also on the fringes of state services; they may also be on the fringes of households. The paper concludes with recommendations for further research to identify reasons why children in these vulnerable sub-populations are less likely to be enrolled. (Contains 1 figure and 10 tables.)
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Author(s): |
Wilson, James C. |
Source: |
Techniques: Connecting Education and Careers, v87 n4 p30-31 Apr 2012 |
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Pub Date: |
2012-04-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Dropouts; Dropout Research; Crime; Career Academies; Dropout Prevention; Dropout Rate; High School Students; Costs; Economic Impact; Change Strategies; School Holding Power; Human Capital
Abstract:
This article highlights San Diego's dropout problem and how much it's costing the city and the state. Most San Diegans do not realize the enormous impact high school dropouts on their city. The California Dropout Research Project, located at the University of California at Santa Barbara, has estimated the lifetime cost of one class or cohort of dropouts for the state of California at $24,212,395,755. They also project that this one year's crop of California's dropouts will go on to commit 113,954 violent crimes. The California Dropout Research Project has also made projections for the City of San Diego. For one class of the city's dropouts, they project lifetime costs of $534,020,025. And they project that this one year of dropouts will commit 3,879 violent crimes. For the full high school population, multiply these numbers by four and the cost is over 2 billion dollars and 15,000 violent crimes. The reason that these numbers are shocking is because the dropout issue has been kept under wraps. There is a remedy that over time can reduce high school dropout numbers. Career academies graduate 90 percent of their students, including disadvantaged students. These small schools within high schools use career themes to engage their students in learning. Career academies address the root cause of the dropout issue, and this is necessary to obtain savings and reductions in crime.
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Gifted; Dropouts; Qualitative Research; Dropout Research; Phenomenology; Rural Areas; Middle Schools; Case Studies; Personal Narratives; Interpersonal Relationship; Teacher Influence; Social Isolation; Friendship; Student Mobility; Substance Abuse; Trauma; Depression (Psychology); High School Students
Abstract:
In this qualitative phenomenological study, we sought to explore the life experiences of 7 rural gifted individuals who dropped out of school. In addition, we investigated whether participants shared commonalities that might have led to the phenomenon of dropping out. The problem was that a paucity of research exists about gifted dropouts; subsequently, no one had asked our participants to share their stories prior to the present study. By searching for meaning in their individual and combined stories, we uncovered two overarching themes related to their decisions to drop out: the Influence of Relationships (with the subthemes, relational traumas, and relational losses) and the Influence of Teachers. Within the subthemes, we noted data not previously reported in other literature or research on gifted dropouts. Specifically, all of our gifted dropouts experienced a relational trauma in middle school that affected later learning experiences, and may have been the catalyst to their later decision. By focusing on their progressively declining interest in school through the lens of relationships, we noted new data that added to existing literature. (Contains 2 tables.)
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