Literaturnachweis - Detailanzeige
| Institution | Maine State Dept. of Educational and Cultural Services, Augusta. |
|---|---|
| Titel | Staying Power: "Leaving School Too Soon." Report of the Advisory Committee on Truants, Dropouts and Alternative Programs. |
| Quelle | (1987), (33 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Dropout Programs; Dropout Research; Dropouts; Elementary School Students; Elementary Secondary Education; Prevention; School Attendance Legislation; Secondary School Students; Truancy; Maine |
| Abstract | The problems associated with truancy and failure to complete school in the state of Maine were examined by an advisory committee of legislators and personnel from schools, prisons, and state government. The committee was directed to describe the incidence of the truancy and dropping out, to ascertain some of the causes of these problems, and to recommend strategies, including alternative programs, to address these problems. In addition, the committee was directed to review all appropriate statutes and to propose changes for legislative action relating to truancy, attendance laws, and alternative education. The results of the review indicated: (1) employment opportunities are limited for those who do not complete high school and their lifetime earnings are significantly lower than earnings of those who do; (2) it is impossible to ascertain the extent of dropping out because there is no consistent definition of dropout; (3) there is neither consistency in reporting nor an adequate mechanism for collecting information on students who leave public school prior to completing high school; (4) low self-esteem, lower than average grades and test scores, and little parental supervision signal an increased likelihood that a student will drop out; (5) programs to prevent truancy and dropping out must begin at the early elementary level; and (6) a local, community-based approach is needed to develop effective responses to dropping out and truancy. Four statistical figures are appended. (LLL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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