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Examining Student Level Variables as Predictors for On- Time High School Cohort Graduation
Title
Examining Student Level Variables as Predictors for On- Time High School Cohort Graduation.
Creator
McMahon, Brian M., Sembiante, Sabrina, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Recent literature on high school graduation and drop out have shifted the focus from identifying causes of drop out to identifying students who are at risk of dropping out. The Early Warning Systems (EWS) used to identify students seek to use existing data to predict which students have a greater risk of dropping out of school so that schools can intervene early enough to reengage students. Despite widespread attention to individual indicators, there is no defined system of indicators proven...
Show moreRecent literature on high school graduation and drop out have shifted the focus from identifying causes of drop out to identifying students who are at risk of dropping out. The Early Warning Systems (EWS) used to identify students seek to use existing data to predict which students have a greater risk of dropping out of school so that schools can intervene early enough to reengage students. Despite widespread attention to individual indicators, there is no defined system of indicators proven to be generalizable across grade levels, specifically at the elementary grade levels. Drawing on the tenets of Bronfenbrenner’s (1979) Ecological Systems Theory, the purpose of this quantitative research study was to determine to what extent the State of Florida’s EWS model can predict on-time cohort graduation in grades 3-8. Using a retrospective longitudinal sample, this study first established that Allensworth and Easton’s (2005) grade 9 on-track indicator was predictive of dropout, finding that 92.2% of students who were on-track in grade 9 graduated on time. Using this grade 9 indicator as a proxy for graduation, this study then examined the effectiveness of the Florida EWS at predicting on-track status. Through this a priori link to graduation, this study was able to shed light on predictive indicators in the elementary and middle school years without the temporal distance between the predictor grade levels and graduation typically associated with longitudinal studies of this nature. The findings that the Florida EWS successfully predicted 71.6% of future on- and off-track status confirms its use as a predictive indicator of students at risk of not graduating. The academic, behavioral, and engagement indicators found in both Allensworth & Easton’s (2005) grade 9 on-track indicator and the Florida EWS were found to successfully capture the molar activities of students within the school ecological system and were successful at providing an indication of a student’s development in terms of being on track to graduate on time from high school.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00005958
Subject Headings
Graduation (School), High school dropouts--Prevention, Education and state--Florida
Format
Document (PDF)
Predicting Graduation Rates at Non-Residential Research Universities
Title
Predicting Graduation Rates at Non-Residential Research Universities.
Creator
Harrison, Jamonique K., Floyd, Deborah L., Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to develop a prediction model for graduation rate at non-residential research universities. As well, this study investigated, described, and compared the student characteristics of non-residential and residential institutions. Making distinctions between significant predictor variables at non-residential research universities and significant predictor variables at residential institutions was also an aim. The researcher obtained data from the Integrated...
Show moreThe purpose of this study was to develop a prediction model for graduation rate at non-residential research universities. As well, this study investigated, described, and compared the student characteristics of non-residential and residential institutions. Making distinctions between significant predictor variables at non-residential research universities and significant predictor variables at residential institutions was also an aim. The researcher obtained data from the Integrated Postsecondary Data System. Student and institutional variables were analyzed using descriptive statistics, independent samples t-tests, analysis of variance, and regression analyses. Results indicated that student and institutional characteristics can be used to significantly predict graduation rate at nonresidential institutions with student variables yielding greater predictive power than institutional variables. As well, residential status was found to moderate the relationship between undergraduate enrollment and graduation rate.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004603, http://purl.flvc.org/fau/fd/FA00004603
Subject Headings
Dropout behavior, Prediction of, College dropouts--Prevention., Education--Research--Philosophy., Education, Higher--Administration.
Format
Document (PDF)
Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out
Title
Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.
Creator
Collado, Washington B., Maslin-Ostrowski, Patricia, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case study employed publicly-available archival materials, interviews, focus groups, and observations in leadership meetings to help narrate a story that takes into account the complexities of human relations, specifically those in school settings in an urban school district. Thirty-four...
Show moreThis study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case study employed publicly-available archival materials, interviews, focus groups, and observations in leadership meetings to help narrate a story that takes into account the complexities of human relations, specifically those in school settings in an urban school district. Thirty-four participants were selected by the principals at the participating schools and included members of their leadership teams, such as literacy coaches, assistant principals, magnet coordinators, students, parents, security specialists, and guidance counselors. The conceptual framework of the study was based on three research questions. The first question examined the synergistic relationships between the selected middle and the high schools with the purpose of addressing students’ at risk of dropping out factors in the areas of academic engagement, behavior, and attendance. The second question investigated the different types of initiatives enacted to provide support and efforts to engage or reengage students. The third question was used as a guide to observe the effects that the principals have on the work of stakeholders and how they serve their students. This study examined the various ways in which two high schools and their three feeder middle schools combine efforts to reengage students academically and socially. The selected high schools have demonstrated success in graduation rates while serving minority-majority students in areas of poverty, as determined by the high percentage of students qualifying for the Free and Reduced Lunch program. The findings indicate the existence of purposeful collaboration between personnel with an emphasis on programmatic continuum, communication, and other initiatives to strengthen articulation. Further, this study identified various forms of support programs for students to remain engaged or reengage, such as extracurricular activities, mentoring, and expansion of interest-based classes. Lastly, the findings demonstrate that the principals involved in this study clearly established a mission and vision and their leadership teams enact such with a balance between their own initiatives and adherence to the goals of their respective school leaders.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00013056
Subject Headings
Low-income high school students., Minority high school students., Dropouts--Prevention.
Format
Document (PDF)
Departure of Hispanic and Anglo females from public and private universities in Florida
Title
Departure of Hispanic and Anglo females from public and private universities in Florida.
Creator
Kelly, Antonieta Surroca., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description
Two hundred and two Hispanic and Anglo women from a public and a private university in south Florida, were requested to complete a survey to determine their reasons for departing from the institutions were a function of their ethnicity or the type of institution they attended. These women had been accepted to 4-year degree programs and had not enrolled for courses for at least six academic semesters. The instrument used was the Withdrawing/Nonreturning Student Survey (ESS) by American College...
Show moreTwo hundred and two Hispanic and Anglo women from a public and a private university in south Florida, were requested to complete a survey to determine their reasons for departing from the institutions were a function of their ethnicity or the type of institution they attended. These women had been accepted to 4-year degree programs and had not enrolled for courses for at least six academic semesters. The instrument used was the Withdrawing/Nonreturning Student Survey (ESS) by American College Testing (1990). Of the sample, 73 were Hispanic and 129 were Anglo. Forty-seven Hispanics and 57 Anglos were surveyed from the private university and 26 Hispanics and 72 Anglos from the public university. Eighty-four percent of the women were between 21 and 29 years of age, 65.8% were not married, 50% were sophomores at the time of departure and 35.6% planned to go to school and work simultaneously next year. A 2 x 2 factorial MANOVA was utilized to assess the differences among the four groups, across the dependent variables. Reasons for departure reported by individuals were classified as personal, academic, institutional, financial and employment. Results indicate that there were no statistically significant differences among the groups. No differences were found between Hispanics and Anglos from public and private universities, between Hispanics from public and private universities and between Anglos from private and public universities in the reasons reported for their departure from college. Results suggest that the level of acculturation of Hispanic females to the North American society may be a significant explanation for the similar departure responses given by Anglo females. This is consistent with Altman and Snyder's (1970) predictions of ethnic equalization in educational settings for the 1990's in America. Further research is needed to explore subjects' initial choice of the institution they were attending at the time of departure. Recommendations include the creation of an "ombudsman office" for grievances, one-to-one mentoring by professors and upper classmen and for-day care facilities.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/12405
Subject Headings
Prediction of scholastic success, College dropouts--Prevention, Dropout behavior, Prediction of
Format
Document (PDF)
Program completion in proprietary schools: A phenomenological case study
Title
Program completion in proprietary schools: A phenomenological case study.
Creator
Schulz, Susan Folkman., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description
This phenomenological case study was designed to examine factors that relate to student persistence in proprietary schools. The goals were to gain new understandings about retention in proprietary schools, to describe students who persist, and to explain the personal and institutional factors that contribute to a student's decision to persist or leave. Data were collected by (a) interviewing fourteen students and eight employees who were involved in the school during a two-year time frame, (b...
Show moreThis phenomenological case study was designed to examine factors that relate to student persistence in proprietary schools. The goals were to gain new understandings about retention in proprietary schools, to describe students who persist, and to explain the personal and institutional factors that contribute to a student's decision to persist or leave. Data were collected by (a) interviewing fourteen students and eight employees who were involved in the school during a two-year time frame, (b) conducting formal and informal observations of activities in which the student could participate from the time of application through the time of graduation, and (c) examining appropriate documents. Data were analyzed and findings developed using qualitative methodology. The findings were presented to student and staff focus groups for feedback. There were fourteen findings that clustered around four themes: Students, The School Selection Process, The Training Program, and The Influence of the Institution. The specific findings were: (1) Core commonalities of students and applicants. (2) Selection process and the intentional marketing plan. (3) Program length and the reality of program completion. (4) Negative outcomes of an abbreviated decisionmaking process. (5) The gap between students' expectations and the training experience. (6) Built-in academic and social integration. (7) Built-in retention and intervention strategies. (8) Built-in formal and informal job readiness and job placement activities. (9) Changes in students' lives as a result of training. (10) The effects of a warm and caring work environment. (11) The effects of staff background on relationships with students. (12) The effects of owners' interests and beliefs on school policies. (13) The challenge of predicting student success. (14) The school experience as a rite of passage. From these findings, the Proprietary Student Passage Model was developed. This model describes students' experiences from the time of enrollment to the time of departure. The findings also supported previous research studies. Included are recommendations that can be put in place by postsecondary proprietary schools offering programs other than massage training and by postsecondary vocational schools in the public sector. The dissertation concludes with ideas for further study on persistence and retention and recommendations to policy makers.
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Date Issued
2000
PURL
http://purl.flvc.org/fcla/dt/12637
Subject Headings
Proprietary schools--Case studies, Dropouts--Prevention--Case studies, Massage schools--Case studies
Format
Document (PDF)
effectiveness of dropout prevention models as perceived by high school principals and high school guidance counselors in Florida
Title
The effectiveness of dropout prevention models as perceived by high school principals and high school guidance counselors in Florida.
Creator
Bacon, Joyce Tropea, Florida Atlantic University, Jurenas, Albert C.
Abstract/Description
This study investigated the perceptions of high school principals and guidance counselors, in the State of Florida, of nine dropout prevention models and their effectiveness. Six of the models exemplify the most frequently used programs throughout Florida: (a) the transitional ninth grade class, (b) computer-assisted instruction, (c) teaching high school competency test strategies, (d) educational alternative centers/schools of choice, (e) vocational technical centers, and (f) youth services...
Show moreThis study investigated the perceptions of high school principals and guidance counselors, in the State of Florida, of nine dropout prevention models and their effectiveness. Six of the models exemplify the most frequently used programs throughout Florida: (a) the transitional ninth grade class, (b) computer-assisted instruction, (c) teaching high school competency test strategies, (d) educational alternative centers/schools of choice, (e) vocational technical centers, and (f) youth services programs. The three newer program models, cities in schools, block scheduling and telecommunications abeyance programs, have been in use for less than three years in the State of Florida but literature identifies them as promising dropout prevention models. The dropout prevention models survey instrument was developed for this purpose and determined to be reliable. According to the results of the data analysis, using the one-way ANOVA, none of the null hypotheses were rejected at the .005 level of significance. The results supported the null for eight of the nine models tested for each hypothesis. Significant differences (<.005) were found between the principals and guidance counselors for the block scheduling model regarding block scheduling and attendance, retaining minority at-risk students, increasing math and English scores on the Florida High School Competency Test (HSCT), and retaining 90% of the at-risk population. However, the practical significance of these results in Hypothesis 1 through 4 were assessed, using the eta^2, with the results that the statistically significant differences are too small to be of practical significance. The survey was administered to 628 volunteer respondents. The principals were more favorable towards block scheduling as a means of increasing attendance, increasing scores on the Florida High School Competency Test, improving retention of at-risk minority students, and in increasing retention to 90%. Guidance counselors perceived the Block Scheduling Model as neither effective nor ineffective for increasing retention and the Vocational Model as neither effective nor ineffective for retaining minority at-risk students.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12517
Subject Headings
Dropouts--Prevention, High school dropouts
Format
Document (PDF)
The Wicked Decision Maker: A Collective Case Study of Senior Student Affairs Officers Responding to At-risk Student Retention
Title
The Wicked Decision Maker: A Collective Case Study of Senior Student Affairs Officers Responding to At-risk Student Retention.
Creator
Camp, Aarika C., Watlington, Eliah, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this collective case study was to discover the decision-making processes used by senior student affairs officers when making wicked decisions related to the retention of specialized, at-risk student populations. Wicked decisions are complex, resistant to resolutions, lead to other problems, and are essentially unique. In this study, decisions related to retention of Black males; students with mental health issues; and lesbian, gay, bisexual, transgender, and queer student...
Show moreThe purpose of this collective case study was to discover the decision-making processes used by senior student affairs officers when making wicked decisions related to the retention of specialized, at-risk student populations. Wicked decisions are complex, resistant to resolutions, lead to other problems, and are essentially unique. In this study, decisions related to retention of Black males; students with mental health issues; and lesbian, gay, bisexual, transgender, and queer student retention fall within the wicked problem category and were the focus of this study. These decisions are usually the responsibility of divisions of student affairs in higher education settings and the senior student affairs officer. Hence, the senior student affairs officer is tasked with making responsible and effective decisions that foster the success of all students. This dissertation focused on the decision-making processes, practices, and procedures student affairs officers use to support the retention of select special populations served in higher education.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004985, http://purl.flvc.org/fau/fd/FA00004975
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Student affairs administrators., Dropouts--Prevention., Student affairs services--United States--Decision making--Case studies.
Format
Document (PDF)