Literaturnachweis - Detailanzeige
| Autor/in | Barr, Robert B. |
|---|---|
| Institution | San Diego City Schools, CA. Planning, Research and Evaluation Div. |
| Titel | An Essay on School Dropout for the San Diego Unified School District. |
| Quelle | (1987), (45 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Persistence; Dropout Characteristics; Dropout Prevention; Dropout Research; Dropouts; Educational Environment; School Holding Power; Secondary Education; Student Attrition; Systems Approach |
| Abstract | This essay is a companion document to a statistical study of student dropouts conducted by the San Diego City Schools. Various definitions of dropout are presented, as well as a discussion of types of dropout or attrition rates: (1) annual dropout rate; (2) enrollment ratio dropout rate; (3) cumulative tracking dropout rate; and (4) estimated cumulative dropout rate. Based on a review of the literature, demographic, school- related, and other characteristics of dropouts and factors leading to the decision to drop out are described. A systems theory perspective is used to identify three general classes of factors that affect a school system's dropout rate: (1) characteristics of the students entering the school system (input factors); (2) characteristics, policies, and programs of the system itself (throughput factors); and (3) economic and social conditions of the surrounding community, state, and nation (environmental factors). To establish the foundation for a theory of retention, four types of dropout/attrition explanation are distinguished, made up of two kinds--academic and empowering, and two levels--individual and school system. Within a systems perspective, an empowering theory of student retention is proposed. According to this model, a school system can increase its student retention rate by successfully delivering communications of personal support to each student and enabling each student to successfully meet meaningful academic challenges. Forty-two references are provided. (MW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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