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How Do School-Based Anti-Dropout Ini...

Williams, Reginald Romero, Sr.

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How Do School-Based Anti-Dropout Initiatives Affect the High School Dropout Rate?

Record Type:	Language materials, printed : Monograph/item
Title/Author:	How Do School-Based Anti-Dropout Initiatives Affect the High School Dropout Rate?/
Author:	Williams, Reginald Romero, Sr.
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .
Contained By:	Dissertation Abstracts International72-09A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3463494
ISBN:	9781124756530

How Do School-Based Anti-Dropout Initiatives Affect the High School Dropout Rate?
Williams, Reginald Romero, Sr.

How Do School-Based Anti-Dropout Initiatives Affect the High School Dropout Rate? - 153 p.

Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .

Thesis (Ed.D.)--Union University, 2011.

This study investigated data from 47 high schools across the state of Tennessee. The study attempted to determine whether two anti-dropout programs (i.e., Course Recovery and E-Learning) had an effect on graduation rates and value-added scores. Eighteen schools were identified as having anti-dropout programs (treatment). Twenty-nine of these schools were identified as not having an anti-dropout program (control). Covariates were included to equalize schools (i.e., school size, minority population, and attendance data). Graduation rate data from the Tennessee Department of Education web site were analyzed via an analysis of covariance (ANCOVA). Additionally, value added school data analysis consisted of a multivariate analysis of covariance (MANCOVA). In addition to the two statistical analyses, school administrators were asked about their perception(s) regarding the impact of Course Recovery/E-Learning in regard to their schools. The findings suggested that after adjusting for initial demographic and academic variables, the graduation rates for control schools were significantly higher than the 2009 graduation rates for treatment schools. It should be noted that other underlying variables (e.g., absentee rates, suspensions, low parental involvement, socio-economic factors, and frequent administrative turnover) likely had an impact on graduation rates. In contrast, Course Recovery and E-Learning were indicated to have a positive effect on value-added score. This indicated that students in the treatment schools had significantly higher school effect scores than students in the control schools.

ISBN: 9781124756530Subjects--Topical Terms:

1035576
Education, Leadership.

How Do School-Based Anti-Dropout Initiatives Affect the High School Dropout Rate?
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520 $a This study investigated data from 47 high schools across the state of Tennessee. The study attempted to determine whether two anti-dropout programs (i.e., Course Recovery and E-Learning) had an effect on graduation rates and value-added scores. Eighteen schools were identified as having anti-dropout programs (treatment). Twenty-nine of these schools were identified as not having an anti-dropout program (control). Covariates were included to equalize schools (i.e., school size, minority population, and attendance data). Graduation rate data from the Tennessee Department of Education web site were analyzed via an analysis of covariance (ANCOVA). Additionally, value added school data analysis consisted of a multivariate analysis of covariance (MANCOVA). In addition to the two statistical analyses, school administrators were asked about their perception(s) regarding the impact of Course Recovery/E-Learning in regard to their schools. The findings suggested that after adjusting for initial demographic and academic variables, the graduation rates for control schools were significantly higher than the 2009 graduation rates for treatment schools. It should be noted that other underlying variables (e.g., absentee rates, suspensions, low parental involvement, socio-economic factors, and frequent administrative turnover) likely had an impact on graduation rates. In contrast, Course Recovery and E-Learning were indicated to have a positive effect on value-added score. This indicated that students in the treatment schools had significantly higher school effect scores than students in the control schools.
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