Dropout behavior, Prediction of

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 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.

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 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.

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 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.

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 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.

The purpose of this research study was to explore the academic effectiveness of a dropout prevention science course code modification (Environmental Earth Science) when compared with the regular dropout prevention course (Fundamental Earth/Space Science). Academic achievement of at-risk students enrolled in both the regular and the course modification class was measured by their performance on two subscales (process and recall skills) of the district's achievement test in Fundamental Earth/Space and Fundamental Environmental Science. The modified curriculum integrated the curriculum frameworks and performance standards of Fundamental Earth/Space Science and those of Fundamental Environmental Science to produce an interdisciplinary unit of instruction that enabled students to earn two credits (Earth/Space and Environmental Science) in one year of study. The course featured an integrated approach to instruction with emphasis on hands-on and process skills. The 274 subjects of this study represented the entire population of dropout prevention students in the Broward County School System enrolled in both dropout prevention Fundamental Earth/Space Science and Fundamental Environmental Earth Science for the 1990-91 school year. A 3 x 2 x 2 factorial analysis of variance (ANOVA) design was used to examine main effects due to type of curriculum, gender, and race as well as all possible interactions among these independent variables. Analyses revealed that there was a significant difference in student academic performance for each of the independent variables that was not moderated by the interactions of these variables. Students in the course modification curriculum of either gender and of all race/ethnicity groups performed significantly better (p <.05) on both subscales (process and recall) of the district's achievement examinations than students in the regular dropout prevention curriculum.

The purpose of this non-experimental correlational study was to determine the relationship between the type of attendance policies in the high schools of the 67 Florida school districts, the size of the school district (number of high school students), the socioeconomic status (SES) of the school district, and the average daily attendance rate of the district. Additionally, the study determined if the relationship between policy type and attendance rate was moderated by SES and size. To test the research questions, high school attendance polices were examined and coded into one of three pre-determined categories: punitive, reward, or affective. The SES level and district size were also examined. A percentage was calculated for each district with respect to the makeup of attendance policies (by type). Polices that were punitive in nature were found to be most commonly implemented (mean 81.14 percent).

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 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.