Factors Associated with Academic Achievement in At-Risk High School Students

Autor/in	McCormic, Kathryn
Titel	Factors Associated with Academic Achievement in At-Risk High School Students
Quelle	(2023), (124 Seiten) PDF als Volltext Verfügbarkeit D.S.W. Dissertation, Florida Atlantic University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3375-5
Schlagwörter	Hochschulschrift; Dissertation; At Risk Students; High School Students; Academic Achievement; Charter Schools; Dropout Prevention; Student Characteristics; Racial Differences; Ethnicity; Gender Differences; Socioeconomic Status; Learning Disabilities; Predictor Variables; Trauma; Early Experience; Adolescents; Young Adults + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Charter school; Charter-Schule; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Learning handicap; Lernbehinderung; Prädiktor; Frühbeginn; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener
Abstract	The purpose of this study was to examine the factors associated with academic achievement in at-risk high school students attending one of four charter schools in south Florida geared toward dropout prevention. Several factors were identified through a thorough review of the literature to identify the common demographic variables associated with lower academic achievement including race and ethnicity, gender, socioeconomic status, and an identified learning disability. Each of these variables became the control variables in this study. More recent research has examined the role of adverse childhood experiences (ACEs) and resilience (via protective factors) in predicting academic outcomes. None of the studies found examined the role of ACEs, resilience, and academic achievement in a student population that has been identified as being at risk for high school dropout. In addition, it was explored whether ACEs (by type) and resilience (by type) varied by life stage. Administrative data was collected on 160 randomly selected students, 80 of whom were considered adolescents (15-17), and 80 who were considered emerging adults (18- 21). Descriptive statistics (frequencies, mean, and standard deviation) were examined. Multiple regression with hierarchal entry was then used to test the first two research questions, and 5 hypotheses, analyzing the impact of total ACEs (and then ACEs by type) and total resilience (and then resilience by type) on academic achievement. Results were not statistically significant for either question. A one-way multivariate analysis of variance (MANOVA) was then run to explore whether ACEs by type or resilience by type varied based on life stage (adolescence or emerging adult). The results were not statistically significant. Outcomes of the study are discussed as are the limitations of the study and suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01