Download or read book Dropouts with Disabilities written by Mary Wagner and published by . This book was released on 1991 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Hidden Youth written by Donald L. MacMillan and published by . This book was released on 1991 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: This booklet addresses the difficulties of comparing and drawing meaning from dropout data prepared by different agencies, and examines the characteristics of students--and of schools--that place students at risk for leaving school prematurely. The booklet describes prevention programs and presents evidence on their effectiveness. It reviews research on school dropouts among special education populations--research that attempts to establish the magnitude of the problem, identify predictors or correlates of those at risk, and evaluate the effectiveness of programs to reduce dropout rates. It presents suggestions for teachers and administrators intended to minimize the likelihood of students' dropping out. A chapter on program implications discusses such issues as establishing dropout rates, establishing graduation/completion criteria, and adopting prevention programs. The booklet includes a list of 43 references and 47 print resources. (JDD)
Download or read book A Study to Identify Characteristics of Learning Disabled High School Dropouts written by Judith Kay Snodgrass and published by . This book was released on 2001 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Graduation for All written by Camilla A. Lehr and published by Corwin Press. This book was released on 2005-06-08 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective dropout prevention strategies for educators! This resource offers guidelines for implementing dropout prevention strategies in the classroom and throughout the school system. The impact of increased graduation rates reaches farther than statistics-more graduates mean more individuals who are better prepared to meet the challenges of life after school, and better outcomes for youth, schools, and society in general. With the goal of producing an educated citizenry, the authors present tools and a plan for: Increasing graduation rates Meeting the standards set by the No Child Left Behind Act Pinpointing the most critical years for establishing a solid educational foundation
Download or read book Student Engagement and Dropout written by Amy Reschly Anderson and published by . This book was released on 2004 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Dropouts written by Penelope R. Brown and published by . This book was released on 2000 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book High School Dropout Graduation and Completion Rates written by National Academy of Education and published by National Academies Press. This book was released on 2011-04-17 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
Download or read book Helping Students Graduate written by Franklin Schargel and published by Routledge. This book was released on 2013-10-31 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field. Research has shown that these 15 strategies have been successfully implemented in all school levels from K - 12 in rural, suburban, and urban centers; as stand-alone programs or as part of systemic school improvement plans. Helping Students Graduate: A Strategic Approach to Dropout Prevention also covers No Child Left Behind and its effects on dropout rates; Dealing with Hispanic dropouts; Differences and similarities between rural and urban dropouts. These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities.
Download or read book Learning Disabilities Among Secondary In school Students Graduates and Dropouts written by Sandra Kay Nelson Hewitt and published by . This book was released on 1981 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Decreasing Dropout Rates for Minority Male Youth with Disabilities from Culturally and Ethnically Diverse Backgrounds written by Susan C. Faircloth and published by . This book was released on 2017 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a time when graduation rates are showing notable improvement among students of color and students with disabilities, there are still great challenges that remain. The National Dropout Prevention Center for Students with Disabilities has published a monograph that explores the problem of high school dropout rates among American Indian, African American, and Latino males with disabilities. Its purpose is to provide an in-depth look into the specific obstacles that impede this young population from graduating, while offering direction and articulating crucial changes that must be made to better serve these students. [Following the Introduction, this monograph is divided into three reports: (1) "Factors Impacting the Graduation and Dropout Rates of American Indian Males with Disabilities" (Susan C. Faircloth); (2) Decreasing the Dropout Rates for African American Male Youth with Disabilities" (Ivory A. Toldson); and (3) "Latino Males with Disabilities and School Dropout" (Robert Lucio). This report was edited by Mary Grady and Loujeania Williams Bost.].
Download or read book Analysis of Graduation Dropout Rates and Trends for Students with Disabilities in Full time Online Schools written by John Gutman and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Graduation rates of students with disabilities (SWD) have significantly lagged behind those of students without disabilities in public schools. Dropout rates of SWD are higher than those of students who do not have disabilities. Rates of both graduation and dropouts in full-time k-12 online schools are significantly lower and higher, respectively, than those of traditional schools, and even lower and higher for SWD in those programs. The purpose of this study was to review data of three full-time k-12 online schools in Utah, compare graduation and dropout rates of SWD with those of SWD in all Utah public schools, and to highlight, disaggregate and delineate these differences. In addition, the analysis highlights percentages and numbers of SWD who extend past their cohort graduation year, and receive certificates of completion (non-diploma) in those full-time online schools, compared with those students in all Utah schools. This secondary analysis examined annually gathered data sets from the Utah Board of Education and from three full-time online schools for five cohort-graduation years -- all students and SWD -- and compared and analyzed the cohorts and trends as collected, determined and aggregated by the state of Utah. Percentages of SWD in the three Utah full-time online schools exhibit significantly lower graduation rates 0́3 a gap of nearly 40 percentage points in each of 5 cohort years -- and higher dropout rates -- 35 percentage points or more in each of 5 years -- than SWD at all Utah schools. Trends over 5 years are improving in both areas. Percentages of other completers, including SWD who receive certificates of completion, as well as numbers of SWD in the online schools that extend past their cohort-graduation year to complete their high school education, are similar, percentage-wise, to the numbers and percentages of SWD in all Utah schools. The study offers parents, students, school administrators, teachers and policy makers additional data on advisability of enrollment, completion, efficacy of instruction and compliancy to state policy regarding SWD in full-time online schools.
Download or read book The Relationship Between Dropout Prevention and Transition for Secondary School Students with Mild Disabilities written by Jeanne B. Repetto and published by . This book was released on 1993 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Building Statewide Initiatives in Dropout Prevention for Students with Disabilities written by National Dropout Prevention Center for Students with Disabilities and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A collection of conference materials and handouts about ways that states can lessen dropouts among students with disabilities.
Download or read book Understanding Dropouts written by National Research Council and published by National Academies Press. This book was released on 2001-08-29 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role played by testing in the nation's public school system has been increasing steadily-and growing more complicated-for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.
Download or read book Stories of the Unheard written by Darlene Marie Villafranca and published by . This book was released on 2013 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the dropout crises from the perspectives of Mexican American dropouts labeled as learner disabled who were receiving special education services. Such study is imperative as this group increases both in school and in special education classes. There were two research questions that guided the study: 1. What are the perceptions of Mexican American dropouts who participated in a special education program regarding their educational experiences? 2. What were the factors that influenced these students' decisions to drop out of school? From the participant interviews, historical academic documents, and rich-descriptive information gathered from the students' voices, three themes were revealed as the primary reason for dropping out of school: non-responsive school culture, lack of supportive environment, and social factors. It was evident in the data collected that the school culture was unfavorable toward their learning and in meeting successful graduation requirements. Under non-responsive school culture, the following subthemes emerged as underlining factors to their dropping out: (a) low expectations, (b) non-caring for the student, (c) ineffective curriculum content, and (d) social issues at school. School-related factors such as the lack of a supportive environment revealed the following subthemes: (a) symptoms of school failure, (b) negative learning environment, and (c) culturally non-responsive instruction. Other attributing factors for dropping out of school included family structures and peer pressure. While each of the participants had unique experiences, each attributed non-responsive school culture, lack of supportive environment, and social context as major factors for dropping out of school. Therefore, the significance of this study lies in the potential to impact Mexican American student achievement in the reduction of dropouts. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/148300
Download or read book Educating One and All written by National Research Council and published by National Academies Press. This book was released on 1997-06-27 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
