The Dropout Problem: Losing Ground

Autor/in	Barton, Paul E.
Titel	The Dropout Problem: Losing Ground
Quelle	In: Educational Leadership, 63 (2006) 5, S.14-18 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Dropouts; School Statistics; Educational Trends; Predictor Variables; Poverty; One Parent Family; Underachievement; Student Mobility; Educational Change; School Counseling; High School Students; Dropout Research; Graduation Rate; Dropout Rate; Research Methodology; Grades (Scholastic); Attendance Patterns; Transfer Students; High Risk Students + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsentwicklung; Prädiktor; Armut; Single parent family; Ein-Eltern-Familie; Performance deficiency; Leistungsschwäche; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Bildungsreform; School counselling; Pädagogische Beratung; High school; High schools; Oberschule; Research method; Forschungsmethode; Notenspiegel; Hochschulwechsel; Schulwechsel; Studienortwechsel; Problemschüler
Abstract	During the last two decades, estimates from the U.S. Census Bureau have suggested that the U.S. high school completion rate was steadily rising and nearing 90 percent. In the last few years, however, estimates from independent researchers have contradicted this rosy picture and found much lower completion rates ranging from 66.1 percent to 74.4 percent. In this article, researcher Paul E. Barton describes the results of his own analysis, which confirmed the other independent estimates. He also points out that the economic prospects of these dropouts have become more grim. Barton cites a General Accounting Office report that identified four factors correlated with low high school completion rates: coming from low-income and single-parent families, getting low grades in school, being absent frequently, and changing schools. He describes a number of successful programs and models that support students at risk of dropping out, and calls on school leaders to use this knowledge to guide reform efforts. (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10