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1. The Lengthening of Childhood: NBER Working Paper No. 14124 (ED502003)
Author(s):
Deming, David; Dynarski, Susan
Source:
National Bureau of Economic Research
Pub Date:
2008-07-00
Pub Type(s):
Reports - Descriptive
Peer-Reviewed:
N/A
Descriptors: Graduation Rate; Educational Attainment; College Attendance; Educational Change; Kindergarten; Grade 1; Gender Differences; School Entrance Age; Socioeconomic Influences; Educational Trends; Potential Dropouts; Males; Educational Policy
Abstract: Forty years ago, 96% of six-year-old children were enrolled in first grade or above. As of 2005, the figure was just 84%. The school attendance rate of six-year-olds has not decreased; rather, they are increasingly likely to be enrolled in kindergarten rather than first grade. This paper documents this historical shift. We show that only about a quarter of the change can be proximately explained by changes in school entry laws; the rest reflects "academic redshirting," the practice of enrolling a child in a grade lower than the one for which he is eligible. We show that the decreased grade attainment of six-year-olds reverberates well beyond the kindergarten classroom. Recent stagnation in the high school and college completion rates of young people is partly explained by their later start in primary school. The relatively late start of boys in primary school explains a small but significant portion of the rising gender gaps in high school graduation and college completion. Increases in the age of legal school entry intensify socioeconomic differences in educational attainment, since lower-income children are at greater risk of dropping out of school when they reach the legal age of school exit. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. An Ecological and Developmental Perspective on Dropout Risk Factors in Early Adolescence: Role of School Social Workers in Dropout Prevention Efforts (EJ782812)
Jozefowicz-Simbeni; Debra M. Hernandez
Children & Schools, v30 n1 p49-62 2008
2008-00-00
Journal Articles; Reports - Descriptive
Yes
Descriptors: Junior High Schools; Middle Schools; Dropout Prevention; Early Adolescents; Risk; School Social Workers; Pupil Personnel Services; Student Problems; Adolescent Development; Holistic Approach; Potential Dropouts
Abstract: The role school social workers play within schools, the training they receive, and whether they are present in junior high schools are all factors that pose barriers and opportunities for school social workers' involvement in dropout prevention efforts during the middle school years. Such efforts are necessary because the unique challenges of early adolescence can bring about increased academic and behavioral problems and can eventually lead to school dropout. Unfortunately, few studies have examined dropout prevention in middle schools or junior high schools, and there has been little discussion of the role school social workers can play in dropout prevention efforts during this time of life. To highlight the ways that school social workers are needed and can be involved in dropout prevention in the middle schools, this article examines student and ecological risk factors associated with school dropout, the early adolescent life stage, dropout prevention approaches, and the role school social workers can play in multilevel dropout prevention efforts aimed at the middle school years. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. Centring the Subject in Order to Educate (EJ812777)
Webster, R. Scott
Educational Philosophy and Theory, v39 n5 p519-530 Sep 2007
2007-09-00
Descriptors: Philosophy; Youth; Negative Attitudes; Self Concept; Potential Dropouts
Abstract: It is important for educators to recognise that the various calls to decentre the subject--or self--should not be interpreted as necessarily requiring the removal of the subject altogether. Through the individualism of the Enlightenment the self was centred. This highly individualistic notion of the sovereign self has now been decentred especially through post-structuralist literature. It is contended here however, that this tendency to decentre the subject has been taken to an extreme at times, especially by some designers of school frameworks and curricula, who have eliminated the subject altogether. Such elimination is argued to contribute to the numbers of youth who are dropping out of school. By adopting an existential perspective and by drawing mainly upon Kierkegaard's subjective truth and Dewey's notion of centeredness, the case is made that for education the subject should not only be included but should actually be centred--at least momentarily. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Fishing for Information: Finding Online Resources (EJ767083)
Zorfass, Judith M.; Minotti, Jennifer A.
Principal Leadership, v7 n1 p28-31 Sep 2006
2006-09-00
No
Descriptors: Inferences; Educational Strategies; Academic Failure; Professional Development; Literacy; Literacy Education; Web Sites; Information Sources; Educational Resources; Instructional Materials; Reading Comprehension; Potential Dropouts
Abstract: Public schools in the United States are facing a growing literacy crisis. Approximately a quarter of the population of 12th-grade students are still reading below basic levels, which means that they are barely able to comprehend at a literal level, make interpretations, identify relevant information, make simple inferences, and recognize and relate interpretations and connections. These students are at risk for academic failure, are likely to drop out of school, and have limited opportunities for postsecondary education or productive employment. To meet the needs of these students, many schools adopt professional development programs designed to improve literacy. When carefully selected and wisely used, online resources can make effective professional development even more effective, especially when it comes to improving literacy development in the middle grades. Literacy experts at Education Development Center in Newton, Massachusetts, have been developing a free Web site (www.literacymatters.org) that is devoted to "what matters most in adolescent literacy development" since 2000. They have been culling information to post on Literacy Matters from different sources, always looking for the best Web sites, articles, lesson plans, research-based and classroom-tested instructional strategies, tools, online student tutorials, adolescent literacy programs, guidelines, and book lists. Currently, the free Web site's ever-evolving content covers the following "matters": making the most of adolescent literacy, reading and writing in the content areas, adolescent literacy programs, and literacy and technology. This article presents some examples of the types of resources available on the Literacy Matters Web site. (Contains 1 figure and 3 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. An Evaluation of the Relationship between Early Assessment Grades and Final Grades (EJ765353)
Nowakowski, Joseph
College Student Journal, v40 n3 p557-561 Sep 2006
Journal Articles; Reports - Evaluative
Descriptors: Probability; Grades (Scholastic); Academic Ability; Potential Dropouts; High Risk Students; Educational Improvement; Academic Achievement
Abstract: Early assessment grades are recorded and distributed each semester to selected students at Muskingum College. The assumption is that students will take adverse signals and respond positively, leading to fewer academic difficulties and higher retention. This paper examines the validity of such assumptions by considering the probability that an early assessment grade will go up, down or stay the same when final grades are issued. Statistical tests suggest the final grade distribution is significantly different from the early assessment distribution, with a tendency for final grades to be higher than early assessment grades. (Contains 3 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Principles for Good Practice in Graduate and Professional Student Engagement (EJ760926)
Pontius, Jason L.; Harper, Shaun R.
New Directions for Student Services, n115 p47-58 Fall 2006
2006-00-00
Descriptors: Graduate Students; Professional Education; Student Motivation; Information Dissemination; School Effectiveness; Nontraditional Students; Potential Dropouts; Special Needs Students; High Risk Students; Academic Persistence; Student Attrition; School Holding Power; Student Personnel Services; Equal Education; Educational Principles; Administrative Principles; Interpersonal Communication; College Programs; Student Personnel Workers
Abstract: Student engagement represents a critical benchmark of educational effectiveness for graduate as well as undergraduate students. This chapter presents seven principles for good practice in engaging and connecting graduate and professional students to the larger campus community and provides examples of exemplary programs.
7. Seeking Balance in Graduate School: A Realistic Expectation or a Dangerous Dilemma? (EJ760925)
Brus, Chris Peterson
New Directions for Student Services, n115 p31-45 Fall 2006
Journal Articles; Reports - Research
Descriptors: Graduate Students; Student Adjustment; Student Experience; Student Needs; Student Characteristics; Females; Cultural Pluralism; Disabilities; Age Differences; Family School Relationship; Time Management; Outcomes of Education; Decision Making; Needs Assessment; Family Life; Quality of Working Life; Educational Environment; Organizational Culture; Recognition (Achievement); Social Reinforcement; Teacher Expectations of Students; Equal Education; Nontraditional Students; Potential Dropouts; Special Needs Students; High Risk Students
Abstract: With the significant increase in graduate students characterized as nontraditional, challenges associated with balance have become more prominent. The author explores issues of work-life balance, institutional ownership, and the chilly climate, each of which can contribute to negative academic outcomes. (Contains 1 table and 1 figure.)
8. Dropping Out of Further Education: A Fresh Start? Findings from a German Longitudinal Study (EJ741977)
Glaesser, Judith
Journal of Vocational Education and Training, v58 n1 p83-97 Mar 2006
2006-03-00
Descriptors: Foreign Countries; Adult Education; Longitudinal Studies; Labor Market; Vocational Education; Potential Dropouts; Young Adults; High Risk Students; Academic Achievement; Intelligence; Student Motivation
Abstract: In the labour market, formal qualifications--both school and vocational or university degrees--are of increasing importance. This may be especially true in Germany, where formal qualifications are highly valued. Dropping out of vocational or university training is therefore regarded as a risk for young people in the process of entering the labour market. In the present paper, two questions are being addressed: (1) Who are the young adults who are at risk of dropping out? (2) What happens to them, i.e. do they get a chance to resume their education and if so, who is more likely to do so? Using a longitudinal perspective, both individual factors such as scholastic achievement, intelligence or motivation and structural factors pertaining to the education system are taken into account. Both kinds of influencing factors are shown to contribute to the likelihood of dropping out and starting again. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Reduce Your Dropouts: It's Not as Hard as You Think (EJ766983)
Scott, Karen S.
Principal Leadership, v6 n3 p38-42 Nov 2005
2005-11-00
Descriptors: Dropouts; Dropout Prevention; Teacher Influence; High Risk Students; Teacher Student Relationship; Educational Environment; Student Motivation; Potential Dropouts; Administrator Role; Dropout Rate
Abstract: Many students drop out of school because they feel that they are unteachable and unliked by administrators and teachers. Teachers may not be aware of how they send negative messages to at-risk students. The solution can be found in improving relationships between at-risk students and school staff members. This approach is often overlooked by administrators. Creating an environment where students experience caring, respectful, and encouraging relationships with all adults can make a difference for students at-risk of dropping out. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Dropping Out of High School and the Place of Career and Technical Education: A Survival Analysis of Surviving High School (ED497348)
Plank, Stephen; DeLuca, Stefanie; Estacion, Angela
National Research Center for Career and Technical Education
2005-10-00
Reports - Research
Descriptors: High Schools; Technical Education; Course Selection (Students); Relationship; Potential Dropouts; Risk; Models; Grade 9; Cohort Analysis
Abstract: Data from the "National Longitudinal Survey of Youth 1997" are used to examine the association between the CTE-to-academic-coursetaking ratio and the likelihood of dropping out. Descriptive statistics are presented for 1,628 individuals born in 1980. Transcript and survey data are then used in estimating nonproportional hazards models with time-varying covariates for a subsample of 846 youth. The research found a highly significant curvilinear effect of the coursetaking ratio on the likelihood of dropping out for youth who were less than 15 years old upon entering 9th grade. For them, a CTE:academic course ratio of 1:2 was beneficial. For youth who were 15 or older upon high school entry, factors other than coursetaking predicted their high rates of dropping out. Appended are: (1) Unweighted Descriptive Statistics for NLSY97 Sample Members Born in 1980 and for Transcript Subsample; and (2) Use and Preparation of NLSY97 High School Transcript Data. (Contains 9 figures, 4 tables, and 17 footnotes.) [An earlier version of this paper was presented at the Annual Meeting of the American Sociological Association (San Francisco, California, 2004).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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