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PROFILES OF INTELLECTUAL ABILITIES OF SELECTED STUDENTS ENROLLED IN A GENERAL EDUCATION DIPLOMA PREPARATION PROGRAM (GED)
Title
PROFILES OF INTELLECTUAL ABILITIES OF SELECTED STUDENTS ENROLLED IN A GENERAL EDUCATION DIPLOMA PREPARATION PROGRAM (GED).
Creator
NUTT, TRUDI ANN., Florida Atlantic University
Abstract/Description
The purpose of this study was to conduct an examination of the intellectual abilities of forty-seven selected students who had left the traditional high school prior to receiving a diploma and enrolled in a General Education Diploma (G.E.D.) preparation program in Broward County, Florida. The focus of this study was to provide a descriptive profile of the intellectual abilities of one group of dropout/dropin students. The two questions addressed were: (1) What are the intellectual patterns of...
Show moreThe purpose of this study was to conduct an examination of the intellectual abilities of forty-seven selected students who had left the traditional high school prior to receiving a diploma and enrolled in a General Education Diploma (G.E.D.) preparation program in Broward County, Florida. The focus of this study was to provide a descriptive profile of the intellectual abilities of one group of dropout/dropin students. The two questions addressed were: (1) What are the intellectual patterns of groupings that describe the dropout/dropin students' intellectual abilities? (2) What are the implications for future program development for dropouts/dropins by administrators and curriculum designers? The Structure of Intellect Abilities Test, Career and Vocational Form, was the instrument used to gather the data and Q-type factor analytic procedures were used to develop the profiles. The results of this study provided a description of six significantly different groupings (types) of intellectual abilities: Type I was characterized by a strong intellectual abilities profile. Type II was characterized by an erratic-intellectual abilities profile. Type III was characterized by a consistently weak intellectual abilities profile. Type IV was characterized by a relatively strong intellectual abilities profile. Type V was characterized by a very depressed intellectual abilities profile. Unclassified was such a diverse (mixed) grouping. None of the subjects factor loaded with the other five types. This study implies the need for administrators to provide leadership in the establishment of a more individualized curriculum. In addition, administrators and curriculum designers need to restructure their perceptions of and reactions to the dropout student, particularly in regard to their thinking abilities. Educators must accept the reality that intellectual abilities can be defined, diagnosed and developed, enabling more students to successfully complete their secondary education without unnecessary disruption.
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Date Issued
1983
PURL
http://purl.flvc.org/fcla/dt/11844
Subject Headings
GED tests, High school dropouts--Intelligence levels, High school dropouts--Florida--Broward County
Format
Document (PDF)
Dropout prevention
Title
Dropout prevention: a study of prevention programs used by high schools to reverse graduation rate.
Creator
Simmons, Christopher L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy, structure, and student-staff relationships within dropout prevention programs and their relationship to graduation rate. The data analysis...
Show moreThis mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy, structure, and student-staff relationships within dropout prevention programs and their relationship to graduation rate. The data analysis investigated the relationship between the principals' perceptions of each dropout prevention program and graduation rate. Findings from this study showed principals' perceived that the level of fidelity for on-the-job training has a relationship to increased graduation rate. In other words, when a principal believed the dropout prevention program was implemented with fidelity in their school, it likely increased graduation rate. Another important finding from this study was the varying perceptions which it existed among school leaders in this study and their varying perceptions on the relationship between dropout prevention programs and graduation rate.
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Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3362565
Subject Headings
High school students, School improvement programs, Dropout behavior, Prediction of, Dropouts, Prevention
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)
model to predict high school dropouts in a small, rural Florida school district
Title
A model to predict high school dropouts in a small, rural Florida school district.
Creator
Owens, Bill R., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description
The purpose of this study was to provide a predictive model for profiling potential high school dropouts during the middle school years using data available to teachers, counselors, and administrators. The subjects for the study were 377 students (175 dropouts and 202 persisters) in grades 9 through 12 that attended the Okeechobee County Schools between the 1992-93 and 1995-96 school years. The null hypothesis stated that a model consisting of a subset of the 23-predictor variables would not...
Show moreThe purpose of this study was to provide a predictive model for profiling potential high school dropouts during the middle school years using data available to teachers, counselors, and administrators. The subjects for the study were 377 students (175 dropouts and 202 persisters) in grades 9 through 12 that attended the Okeechobee County Schools between the 1992-93 and 1995-96 school years. The null hypothesis stated that a model consisting of a subset of the 23-predictor variables would not discriminate between students who drop out of school and those who persist. Data were collected from archival sources within the school district and analyzed through discriminant analysis using an SPSS program. Cross validation was performed using a FORTRAN program developed by Morris and Meshbane (1995). Numerous models were identified that discriminated between dropouts and persisters; therefore, the null hypothesis was rejected. The model that had the highest hit rates contained the following variables: (a) age in the eighth grade, (b) suspensions in the eighth grade, (c) attendance in the seventh grade, (d) attendance in the eighth grade, (e) membership in a dropout prevention program, (f) free or reduced-price lunch status, (g) limited-English proficiency status, (h) retention status, and (i) athletic status. The variable that appeared most often in the models that had the highest hit rates for the dropout group was retention status. Other variables that appeared in models included the number of Ds and Fs in the seventh grade, the number of Ds and Fs in the eighth grade, and suspensions in the seventh grade. Variables that were not found to be as significant based on F-ratios included (a) gender, (b) membership in an exceptional education program, and (c) certain achievement test scores. A large amount of missing data relative to the achievement test scores may have contributed to the lack of significance. Hispanic students dropped out in disproportion to the representation in the sample. In addition, most of the dropouts in the sample were not in dropout prevention programs, and most of the dropouts that were in a dropout prevention program dropped out despite the intervention. A profile of the high school dropout based on this study includes: (1) being retained more often, (2) being overage, (3) receiving more Ds and Fs, having poorer attendance, and being suspended more often in the seventh and eighth grades, and (4) receiving a free or reduced-price lunch.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12535
Subject Headings
High school dropouts--Florida--Okeechobee County, Dropout behavior, Prediction of
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)
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)
The effect of the student success skills small group counseling intervention on factors associated with dropout potential in high school
Title
The effect of the student success skills small group counseling intervention on factors associated with dropout potential in high school.
Creator
Weinstein, Jodie, Villares, Elizabeth, College of Education, Department of Counselor Education
Abstract/Description
The focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine...
Show moreThe focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine differences in academic grades, standardized test scores, and absences between the students who did participate in the SSS small group intervention when compared to those students who did not participate. Statistically significant differences were found between groups in all three dropout potential factors (GPA, test scores, and absences) supporting the use of SSS small group school counseling intervention with students at risk for dropping out. Effect size estimates were reported for each of the measures.
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Date Issued
2013
PURL
http://purl.flvc.org/fau/fd/FA0004070
Subject Headings
Achievement in education, Adolescent psychopathology, Dropout behavior, Prediction of, Educational counseling -- Psycological aspects, Group counseling, High school dropouts -- Counseling, Small groups, Student assistance programs
Format
Document (PDF)