Rural School Dropout Issues: Implications for Dropout Prevention. Strategies and Programs

Autor/inn/en	Smink, Jay; Reimer, Mary
Institution	National Dropout Prevention Center/Network (NDPC/N)
Titel	Rural School Dropout Issues: Implications for Dropout Prevention. Strategies and Programs
Quelle	(2017), (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Rural Schools; Dropout Prevention; At Risk Students; Dropout Rate; High School Students; Family Influence; Educational Environment; Environmental Influences; Institutional Characteristics; Educational Resources; Socioeconomic Influences; Student Characteristics; Academic Achievement; School Policy; Academic Standards; Community Characteristics; Educational Finance; Financial Support; Transportation; Teacher Competencies; Educational Facilities; Family Involvement; Mississippi + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Bildungsmittel; Sozioökonomischer Faktor; Schulleistung; Schulpolitik; Bildungsfonds; Finanzielle Förderung; Verkehrswesen; Lehrkunst; Bildungsstätte
Abstract	The purpose of this report is threefold: to provide a brief overview of national dropout issues--both data and risk factors, with emphasis on those in rural areas--and then focusing on the particular factors that have the greatest impact on students in Mississippi; present the critical challenges for rural areas; and finally to recommend strategies and programs to address the issues discussed. A directory of rural exemplary programs is appended. (ERIC).
Anmerkungen	National Dropout Prevention Center/Network (NDPC/N). Clemson University, 209 Martin Street, Clemson, SC 29631-1555. Tel: 864-656-2599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01