Relevant bibliographies by topics / In-school drop-out

Academic literature on the topic 'In-school drop-out'

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Published: 9 March 2023
Last updated: 11 March 2023

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Journal articles on the topic "In-school drop-out"

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Chiusaroli, Diletta. "Drop-Out." International Journal of Digital Literacy and Digital Competence 13, no. 2 (April 1, 2022): 1–8. http://dx.doi.org/10.4018/ijdldc.309715.

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The following analysis is intended to demonstrate the interconnection which winds through disorders affecting adolescents, generated and amplified by the pandemic period such as vamping, overthinking, ludopathy, and the school “drop-out” phenomenon. Specifically, the phenomenon tat turns out to be as imperceptible in its genesis, as dramatic in its outcome, characterized by a considerable school dropout with inevitable and catastrophic incidents on identity development, cognitive and interpersonal skills, as well as on the future of young people's work. The study presents the analysis of data related to the evolution of the phenomenon of early school leaving with particular reference to the years 2018-2019, 2019-2020, 2020-2021. In addition, the research is based on studies carried out on this particular topic and aims to identify and confirm the didactic and pedagogical strategies to be adopted in the school and social context in order to deal with disorders and to counter the risk of early school leaving.
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TICUŞAN, Marilena. "ABSENTEEISM AND SCHOOL DROP-OUT – PREVENTION METHODS IN CASE OF TEENAGERS." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 663–68. http://dx.doi.org/10.19062/2247-3173.2016.18.2.25.

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Maranoor, Rajashree S., and Dr C. A. Somashekharappappa Dr. C. A. Somashekharappappa. "The Problems Of The School Drop Out In North Karnataka – A Sociological Study." Indian Journal of Applied Research 1, no. 12 (October 1, 2011): 182–83. http://dx.doi.org/10.15373/2249555x/sep2012/65.

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RAFIQUE, SHAMIM, and Kashif Firaz Ahmed. "Gender Differences in Corporal Punishment, Academic Self-Efficacy and Drop-Out in Secondary School Students." International Journal of Psychology and Educational Studies 6, no. 3 (September 30, 2019): 73–79. http://dx.doi.org/10.17220/ijpes.2019.03.008.

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Meyers, Raymond, and Claude Houssemand. "Teachers’ perception of school drop-out in Luxembourg." Procedia - Social and Behavioral Sciences 15 (2011): 1514–17. http://dx.doi.org/10.1016/j.sbspro.2011.03.321.

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Ali, Asghar, Saqib Ali, and Abid Hussain. "Drop-Out Phenomena at Secondary School Level: A Case Study of Factors of Drop-Out." International Research Journal of Education and Innovation 3, no. 1 (March 31, 2022): 112–22. http://dx.doi.org/10.53575/irjei.v3.01.11(22)112-122.

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The purpose of this study was to investigate the factors affecting dropout phenomena at secondary level of district Kech. Quantitative approach was used in this study. The design of the study was descriptive and survey type. The population of the study was consisted of 26 heads of school, 104 teachers, 156 drop out students (male and female) and their parents. By using universal sampling 100% (26) head teachers were selected and by using purposive sampling 50 % (52) secondary school teachers 50% (78) dropped out students during 2013 to 2016 both male and female and their parents were selected. Two tools were used in the study for data collection. Questionnaire was used for head teachers, secondary school teachers and drop out students. The data were collected through questionnaires and analyzed through descriptive statistics (Percentage, Frequency, Mean Score). It was recommended that, for over age children (dropouts) non formal curriculum should be introduced in government schools. For the enhancement of professional capabilities, need base refresher courses, workshops and seminars should be organized for head-teachers and teachers. Follow-up programs would be arranged to bring back dropped out students into school.
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Sabates, Ricardo, Altaf Hossain, and Keith M. Lewin. "School drop out in Bangladesh: Insights using panel data." International Journal of Educational Development 33, no. 3 (May 2013): 225–32. http://dx.doi.org/10.1016/j.ijedudev.2012.09.007.

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Yuk, Sung Pil, Ok Nam Nam, Ji Ran Park, Sung Hae Park, and Eun Young Kim. "A study on the school drop-out process and the perception of the drop-out decisions - Focused on out-of-school adolescents in Kangbuk area -." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 10 (May 30, 2017): 535–61. http://dx.doi.org/10.22251/jlcci.2017.17.10.535.

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Colombo, Maddalena. "Policy Against Drop-out in Italy." Central European Journal of Educational Research 1, no. 1 (October 1, 2019): 1–9. http://dx.doi.org/10.37441/cejer/2019/1/1/3340.

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In this essay I set out the current situation of Early School Leaving (ESL) in Italy by considering both data provided by institutional sources (national and international) and a review of the most recent contributions from the educational work that have been done intensively to fight against ESL over the last 20 years. I will argue that the way followed so far will not lead to surprising results, due to deep and structural persisting factors of inequality. After a short overview on the position of Italy in the European rankings, the article recalls the main interventions that took place in the country by different investors (public and non-public), setting up a multiplicity of fragmented macro-politics. Then I will look at the mechanisms of differentiation and unequal distribution of educational opportunities and I will conclude with suggestions on how to make the fight against ESL more efficient and forward-looking.
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Mokibelo, Eureka B. "Why We Drop Out of School: Voices of San School Dropouts in Botswana." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 185–94. http://dx.doi.org/10.1017/jie.2014.26.

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Among San communities in Botswana, the rate of student disengagement from both primary and junior secondary school is an ongoing concern for educators. San learners leave school at all levels of primary and junior secondary education. Students who leave school have tended not to provide reasons as to why they are dropping out. This study investigated some of the reasons why San learners decided to drop out at primary and junior secondary school levels in the Central District in Botswana. In-depth interviews were undertaken with 20 former students living in five cattle-posts where the participants worked as cattle herders. The results indicate that some San drop out of school for reasons of survival, both within and outside school. The findings of the study offer insights into some of the issues that impede students within San communities in achieving their educational goals. Further, the findings could assist educational authorities in their review of current educational practices in Botswana so that that all citizens can be appropriately accommodated within the education system.
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Dissertations / Theses on the topic "In-school drop-out"

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Glennon, Sara Denise. "Juvenile Delinquency, IDEA Disability, and School Drop Out in High School Students." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195884.

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Over the past 10-15 years, the epidemiological research literature on juvenile delinquency has suggested that there is an over-representation of males and Hispanics within the juvenile justice system, and a disproportionate number of youths having an IDEA disability, including emotional disability, learning disability, and mental retardation. In addition, juvenile delinquents tend to perform lower academically than their peers, come from low socioeconomic status backgrounds, drop out of school more often, and frequently come into contact with law enforcement agencies. Moreover, low academic achievement, male gender, and drop out contribute to the increased chances that adolescents will become involved in delinquent activities. Characteristics of juvenile delinquents also tend to be stable over time and resistant to most types of intervention.The purpose of the present study was to examine whether there were significantly greater percentages of school drop out in adjudicated versus non-adjudicated delinquent high school youths with and without an IDEA disability diagnosis. Significant differences between standardized test scores of those adjudicated and non-adjudicated youths who dropped out versus remained in school were also examined. Other variables studied in conjunction with these included gender, minority, and free/reduced lunch status.Chi-Square Tests of Independence revealed a significant association between adjudication and drop out, regardless of disability, gender, minority, or free/reduced lunch status. Chi-Square results also showed a significant association between adjudication and disability, but for non-drop out delinquent youths only. Drop out and disability was found to be significantly associated for males only.Univariate Analyses of Variance revealed significant differences in AIMS Reading standard scores between delinquents who had, versus had not, been identified as having a disability. Significant differences in reading scores were also found between those identified, versus not identified as SLD. Furthermore, an interaction effect between disability and minority status was present. Similar differences were found with respect to AIMS Math scores. Limitations and implications of findings as well as future research directions were discussed.
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Elofsson, Johannes, and Josefhin Jartsjö. "Young females' reasons to drop out of school in Matemwe, Zanzibar." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32107.

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Detta examensarbete utfördes i byn Matemwe som ligger i den nordöstra delen av ön Unguja, Zanzibar, i september och oktober 2012. Det var finansierat av Sidas stipendium Minor Field Study. Studien inriktar sig på flickor som har hoppat av Form 1 och 2 i motsvarande högstadiet mellan åren 2007 och 2012. Kvalitativa metoder med prioriteringsrankning av kort användes för att underlätta kommunikation. Vidare är studiens syfte att identifiera anledningar till varför åtta flickor hoppar av skolan i byn och förstå deras tankar kring hur beslutet påverkar deras framtid. Innehållet på varje kort är baserad på tidigare forskning som behandlar olika anledningar till att hoppa av skolan. Varje respondent valde två till sex anledningar och de mest vanliga var språkliga barriärer, hälsoproblem och finansiella omständigheter. Trots att dessa mönster har identifierats är ett avhopp en komplex fråga som inkluderar en lång historia. Flickorna visade sig ha god förmåga att hantera svårigheter som eventuellt orsakar skolavhopp, delvis på grund av deras tankar om utbildning och dess framtida fördelar. Sammanfattningsvis var beslutet att hoppa av skolan rationellt och baserat på flera anledningar i samtliga fall. Slutligen kan sambandet mellan skolavhopp och fattigdom inte uteslutas.
This undergraduate thesis was conducted in the village of Matemwe, Northeast coast of Unguja Island, Zanzibar. It was financed by Sida’s Minor Field Study scholarship in September and October 2012. The study focuses on females who dropped out of Form 1 and 2 in lower secondary school between the years 2007 and 2012. Using qualitative interview technique with priority ranking flashcards functioning as a medium of communication, this study intends to identify reasons why eight females in this village dropped out of school and to understand their thoughts on how the decision affects their future. The content of each flashcard was based on previous research covering reasons for dropping out of school. Each respondent chose two to six reasons, with the most common causes being linguistic barriers, health issues and financial circumstances. Despite these patterns being identified, a dropout is a complex matter including a long story. The young females were found to have great ability to cope with difficulties that may cause school dropout partly because they had positive thoughts about education and its future benefits. To conclude, the decision to drop out was in all cases rational and based on several reasons. Finally, the relationship between dropouts and poverty cannot be ignored.
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Nogueira, Vitor. "Design For Education - Visualizing The School Drop-Out Forces in Brazil." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491562521227012.

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Kannemeyer, Catherine. "School drop-out in the Western Cape : the role of prior school progress, ability, pregnancy and family background." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5805.

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Lockhart, Tanya M. "High School Drop Outs with Learning Disabilities in the U.S. Virgin Islands." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7818.

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A decline in high school dropout rates of students with learning disabilities (SWLDs) has been reported in the U.S. Virgin Islands (USVI). Of the2 school districts in the USVI, St. STT/STJ and STX, the researcher examined high school experiences of SWLDs who dropped out and did not attain a high school diploma in STX. Utilizing the conceptual framework of Maslow's hierarchy of needs, participants' personal high school experiences were examined in an effort to understand factors leading to their choice to drop out. The researcher interviewed 12 participants who were drop out SWLDs, ages 18 years and older. Interview data were coded and analyzed for common themes. Member checking and peer debriefing were utilized to achieve credibility and trustworthiness. Data analysis resulted in the identification of patterns, or themes, relative to participants' STX high school experiences which contributed to their decisions to drop out. The themes included, peer, family and teacher lack of support, ridicule, peer pressure and behavior problems. Most of the participants had not reached Maslow's highest need for self-actualization. Maslow purported that if needs are not being fulfilled in homes, then they can be fulfilled in schools where a positive school culture is apparent. In this case, students with learning disabilities needed to feel there was value in their education and obtaining a high school diploma. The results of this research might contribute to positive social change by identifying SWLDs' need requirements to attain a high school diploma and provide high school administrators with valuable information to enhance school learning environments for SWLDs and increase high school SWLD graduation rates.
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Ananga, Eric Daniel. "The drop out experience of basic school children in rural Ghana : implications for universal basic education policy." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6937/.

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One of the key issues surrounding participation in basic schooling is the phenomenon of school dropout. Dropout is known not as a single event but a process that is not well understood. The rationale for this thesis argues that unless the dropout process is understood, there will be no meaningful intervention to curb it. This study therefore explores the dropout experience of basic school children in Ghana. In the context of this exploratory study, informed by the concerns of achieving education for all children by the year 2015, I sought to gain insight into the processes that lead children to drop out of school, how dropout occurs, the manifestation of dropout and the policy implications of dropout for free compulsory universal basic education in Ghana. The research inquiry is guided by two main research questions: what are the experiences of dropout children? And how is school dropout manifested? Specifically, the research questions sought to explore children‘s understanding and interpretation of dropout, how dropout occurred; what conditions within and outside school do children regard as responsible for their dropping out, and what the implications of the findings are for universalising universal basic education in Ghana. In exploring the experience of dropout children, I tracked 18 children who had initial access to basic education but stopped schooling at some point for their stories. I used multiple methods of data collection, viz. in-depth interviews, observations, photographs and school records. From the data gathered, the following are the main findings of the study: Concerning the dropout process, children experience dropout first as temporary—sporadic, event and cohort based on their economic survival needs and later permanently—unsettled and settled as a result of becoming significantly overage and the diminished value of schooling. Conditions both within school – teacher factor, school practices and processes, and outside – poverty, opportunity cost of schooling, networks among children to encourage dropout by pushing and/or pulling children out of school. As a process, pupils go through three phases – disadvantage, disaffection and disappearance to become school dropouts. It is argued that, to prevent pupils from dropping out of school and to encourage children who already dropped out to return to school. Education policy would have to focus more on addressing the peculiar needs of children who show sights of entering the dropout process. Also, it is necessary to differentiate out of school children – dropouts from out of school children –never enrolled when designing and implementing interventions for universalising basic education.
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Maulik, Manas Kumar. "Adolescence and school failure : a comparison of school dropout in India and France." Thesis, Nice, 2015. http://www.theses.fr/2015NICE2016/document.

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Le décrochage scolaire affecte non seulement l’avenir économique et le statut social de l’individu, mais représente aussi un grave handicap pour sa famille, ses enfants et son pays. Dans cette étude nous comparons le décrochage scolaire en Inde et en France, deux pays très différents, mais concernés par le décrochage scolaire, à des degrés divers. Au ch. 1 nous comparons la structure, l’histoire et le fonctionnement des systèmes éducatifs de la France et de l’Inde, sur quelques facteurs significatifs comme le taux d’inscription des élèves, la compétence de lecture, le statut économique des familles. Nous faisons un bref rappel du développement psychologique de l’adolescent et de son impact sur l’apprentissage.Le ch. 2 est consacré à l’étude du décrochage. Nous examinons les variations de sa définition selon les pays, ses causes externes (pauvreté, analphabétisme parental, environnement culturel) et internes (redoublement, échec scolaire), ses conséquences (chômage, troubles sociaux) et ses remédiations (veille par enquêtes, formation d’adultes, politiques éducatives). Dans le ch. 3, nous présentons les enquêtes que nous avons menées dans le collège Leï Garrus(Var) et l’école Lakshmipur Shamidji Seva Sangha (Lakshmipur), sur des élèves de 15-16ans, en empruntant la méthodologie des enquêtes PISA. Nous faisons le bilan des similitudes (échec en mathématiques, désintérêt pour la langue) et des différences (causes externes du décrochage, suivi extra-scolaire, poursuite d’études envisagée). Enfin, nous insistons sur les limites mais aussi la nécessité de l’approche comparative, en nous prononçant pour une perspective interculturelle de la recherche en éducation
In last few decades priority has been given to prevention of school dropout which not only affects the future economic and social status of individual but also presents a huge problem for his family, his children and his country. In this study, we compare school drop in two countries, India and France, very different, but concerned with drop-out at various degrees.In chap. 1, we compare structure, history and functioning of education system in France and India, using significant factors like students’ enrolment, reading ability, economic status of families and resort to private tuition. We conclude with a brief reminder of the psychological development of adolescents and its impact on learning.Chapter 2 is devoted to the dropping out study. We examine the variations of its definition according to countries, its causes, external (dwelling place, cultural environment, parents’ illiteracy) and internal (basic skills deficiency, grade repetition, teacher expectation), its consequences (unemployment, illiteracy, decline of GDP, social climate disturbance) and its remedies (regular educational surveys, adult education, educational strategies).In ch. 3 we present the surveys we have carried out in collège Leï Garrus (Var) and Lakshmipur Shamidji Seva Sangha High school (Lakshmipur) with 15-16 aged students, on the basis of PISA questionnaires regarding basic skills and teacher-student relationship. We underline resemblances (failing in language and mathematics) and differences (drop out external causes, extra-school tuition). Finally, we emphasize the limits but also the need of the comparative approach, defending an intercultural perspective of education research
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Duncan, Lucila Diaz. "Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop out." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4803.

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Research data revealed that Mexican Americans have the highest dropout rate of any other Hispanic group. Since Hispanics are becoming the highest minority group in the U.S., the primary purpose of this qualitative study was to investigate what helped third generation low socioeconomic Mexican American A.I.S.D. students successfully graduate from high school. Three former students were selected from three different high schools. The researcher collected data through individual interviews with each participant and with key informants such as parents and school personnel. Issues examined included participant perceptions of factors that kept them in school, the support systems they believed were important, and the challenges they encountered. The overall findings revealed that the three participants had a strong sense of control, positive relationships with peers and school staff, parents who valued education, and strong school support through programs or personnel. Recommendations for educators based on the findings include 1) staff development on building relationships with students and communicating with parents, 2) creation of nurturing and academically rigorous school environments.
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Acosta, Sierra Geovana. "Understanding high school drop-out risk in Colombia's cities the impact of local market conditions and expected lifetime earnings /." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4434.

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Halferty, David Stanton. "A Comparison Of The Career Assessment Inventory And The Strong-Campbell Interest Inventory In A Minority, High School Drop-Out Sample." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3221.

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Problem. The Strong-Campbell Interest Inventory (SCII), an inventory with some validity, was directed at the professionally oriented client. The Career Assessment Inventory (CAI) appeared in 1976 as an inventory normed on the non-professional, blue-collar worker, directed at the non-baccalaureate student. There had been little research on minority, non-college oriented youth. Purpose. The purpose of this study was to compare the predictive and concurrent validity of these two inventories for a drop-out, non-college oriented population. These inventories were compared for predictive validity to short-term occupational outcome, and for concurrent validity to Expressed Interest. Also, the distribution of interests across the six RIASEC themes was compared. Procedure. For the years 1977-1981, participants in the High School Equivalency Program, University of the Pacific, Stockton, CA, were interviewed to ascertain their Expressed Interests and were given either the SCII or the CAI during the first three weeks of program attendance. Following graduation, short-term occupational outcome data, or college major (if there was no occupation) were recorded. Chi-square was used to compare the inventories on hit-rates for short-term occupational outcome. Findings. No significant differences were found in the predictive validity of the CAI and the SCII to short-term occupational outcome, using inventory scale scores, expressed interest, consistency, differentiation, and cross-scale congruence, with this specific population. The distribution of interests across the six RIASEC themes of the inventories showed significant differences at the .05 level. The distributions of RIASEC categories were significantly different (.01 level) for men versus women. On the CAI, a greater proportion fell in the Conventional theme for males; the Social and Enterprising themes for females. For the SCII, a greater proportion fell in the Artistic theme for males; the Realistic and Conventional themes for females. Recommendations. This study should be replicated using long-term follow-up data with minority, non-professionally oriented populations.
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Books on the topic "In-school drop-out"

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Asia and the Pacific Programme of Educational Innovation for Development. and Unesco. Regional Office for Education in Asia and the Pacific., eds. Coping with drop-out: A handbook. Bangkok: Unesco Regional Office for Education in Asia and the Pacific, 1987.

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Palme, Mikael. The meaning of school repetition and drop out in the Mozambican primary school. [Stockholm]: [SIDA], 1993.

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Wirths, Claudine G. I hate school: How to hang in & when to drop out. New York: Crowell, 1987.

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Mary, Bowman-Kruhm, and Stren Patti, eds. I hate school: How to hang in and when to drop out. New York: Crowell, 1986.

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Dei, George Jerry Sefa. Drop out or push out?: The dynamics of black students' disengagement from school : a report. [Toronto]: Dept. of Sociology in Education, Ontario Institute for Studies in Education, 1995.

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Oreopoulos, Philip. Do dropouts drop out too soon? international evidence from changes in school-leaving laws. Cambridge, Mass: National Bureau of Economic Research, 2003.

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Le, Thuc Duc. Why children in Vietnam drop out of school and what they do after that. Oxford, UK: Young Lives, 2013.

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Martin, Omondi, ed. Down the drain: Counting the costs of teenage pregnancy and school drop out in Kenya. Nairobi: Centre for the Study of Adolescence, 2008.

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Woldehanna, Tassew. Shocks and primary school drop-out rates: A study of 20 sentinel sites in Ethiopia. London, UK: Young Lives, Oxford Department of International Development, University of Oxford, 2012.

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1959-, Heinrich Randy S., ed. Do children drop out of school in kindergarten?: A reflective systems-based approach for promoting deep change. Lanham, Md: Rowman & Littlefield Education, 2011.

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Book chapters on the topic "In-school drop-out"

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Henrekson, Magnus, and Johan Wennström. "The Malaise in the School System." In Dumbing Down, 63–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93429-3_4.

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AbstractA significant drop in students’ knowledge and skills is not the only problem facing Sweden’s schools. The chapter discusses the emergence of a systemic malaise that includes grade inflation, increasing gender differences in performance, and declining civic mindedness. Moreover, the work environment is marred by rising levels of bullying, unacceptable levels of rule-breaking, truancy, and a high incidence of mental health problems. The chapter also discusses the deterioration of working conditions for teachers and the flight from the teaching profession. Teachers self-report that their professional status is low in society, teacher-training programs do not attract top-level students, roughly half of the students in those programs drop out, and a substantial share of those who graduate leave the profession after a couple of years. The wholesale introduction of NPM methods has robbed teachers of the professional autonomy that used to be a key element of the profession’s attractiveness.
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Atzeni, Gianfranco, Luca G. Deidda, Marco Delogu, and Dimitri Paolini. "Drop-Out Decisions in a Cohort of Italian Universities." In Teaching, Research and Academic Careers, 71–103. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_4.

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AbstractIn this chapter, we study the determinants of student drop-out decisions using data on a cohort of over 230,000 students enrolled in the Italian university system. The empirical analysis reveals that the probability of dropping out of university negatively correlates with high school grades and student age, controlling for the course of study and university fixed effects. The benchmark estimation suggests a negative correlation between high school final grade and drop-out probability. We also find that enrolling late at the university increases the likelihood of dropping out. In line with the literature, our results suggest that women have a lower propensity to drop out. Our dataset allows differentiating between students who leave their homes to enroll at university (off-site students) and on-site students. We find that off-site students drop out significantly less than those who study in their hometowns. We provide significant evidence that off-site students are a self-selected sample of the total population. Accordingly, we use an instrumental variable (IV) approach to identify the causal relationship. The IV estimation shows that studying off-site negatively affects drop-out decisions and more so for students growing up in the south of Italy who typically study off-site in the Center-North of Italy. Taking advantage of a more detailed dataset concerning students enrolled at the Università di Sassari, we show that the choice of the degree is also important to predict the magnitude of drop-out. Specifically, we resort to a bivariate probit specification to account for self-selection into the course of study, finding that the estimates of the determinants of drop-out and the predicted probabilities are heavily affected. Accounting for self-selection, we show that an unconditional comparison among degrees is misleading, as some degrees attract more heterogeneous students than others, as far as skills and motivation are concerned. For instance, regarding the effect of gender, we show that while the estimation without selection suggests that women drop out less, once we account for selection, the contribution of women to drop-out becomes either positive or negative, depending on which course of study they choose. In line with these results, policymakers should tailor drop-out reducing policy interventions to the specificities of each course of study.
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López, Nancy. "The Structural Origins of High School Drop Out Among Second Generation Dominicans in New York City." In Interdisciplinary Perspectives on the New Immigration, 205–25. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315054216-9.

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van Kesteren, B. J., and K. Tj Bos. "School-Provided Measures against Truancy and Drop-out." In Recent Research in Psychology, 91–103. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84256-6_8.

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"5. SHOULD YOU DROP OUT?" In How to Be Sort of Happy in Law School, 47–62. Stanford University Press, 2020. http://dx.doi.org/10.1515/9781503605688-007.

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Inoue, Keiko, Emanuela di Gropello, Yesim Sayin Taylor, and James Gresham. "Why Do Sub-Saharan African Youth Drop Out of School?" In Out-of-School Youth in Sub-Saharan Africa: A Policy Perspective, 25–59. The World Bank, 2015. http://dx.doi.org/10.1596/978-1-4648-0505-9_ch2.

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"Cultural Issues Affecting the School Drop-Out Rate Among Rural Boys in Uganda." In The Burden of Educational Exclusion, 175–89. Brill | Sense, 2010. http://dx.doi.org/10.1163/9789460912849_013.

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"School drop-out in latin america and its evolution over the last decade." In Social Panorama of Latin America, 103–10. UN, 2003. http://dx.doi.org/10.18356/b91fb36f-en.

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Keenan, Sheri Jenkins, and Jeffrey P. Rush. "School-to-Prison Pipeline." In Research Anthology on Interventions in Student Behavior and Misconduct, 88–101. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6315-4.ch006.

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Juvenile crime rates have declined steadily since 1994 and the number of youths in juvenile detention centers has dropped; however, school discipline polices are moving in the other direction. In recent years, the lines between the public school system and the juvenile justice system have become indistinct. There are several trends in K-12 education contributing to the school-to-prison pipeline such as declining school funding, resegregation of schools by race and class, under-representation of students of color in advanced placement, over-representation of student of color in special education, the creation and expansion of “zero-tolerance” policies, tracking, increased presence of SROs, No Child Left Behind (NCLB), standardized testing, and rising drop-out rates. However, the focus here is the expansion and increased reliance on “zero-tolerance” policies and the use of the SRO to enforce those policies which play an immediate and integral role in feeding the school-to-prison pipeline.
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Blonsky, Howard M. "The 9th-Grade Experience." In The Dropout Prevention Specialist Workbook, 78–84. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190090845.003.0008.

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The ninth grade is the grade when the greatest majority of students start to fall behind and eventually drop out of school. This chapter looks at some of the reasons for this crisis in education and provides suggestions and best practices to address this issue and help more students successfully transition out of the 9th grade.
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Conference papers on the topic "In-school drop-out"

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Gené-Sampedro, Andrés, Andrés Gené-Morales, Javier Gene-Morales, José Antonio García-Pérez, and Domingo Palacios-Nevado. "RELATIONSHIP BETWEEN PARTICIPATION IN FEDERATED SPORTS AND RISK OF SCHOOL FAILURE AND DROP-OUT." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1288.

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Winarno, Agung, Siti Robfiah, and Madziatul Churiyah. "Why Vocational School Students Drop Out: Uncovering the Relation between Rural Business Development and Teenagers' Interest in School in Blitar East Java." In International Conference on Education, Social Sciences and Humanities. Jakarta: RedWhite Press, 2019. http://dx.doi.org/10.32698/hum0195.

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Guan, X. M., and L. M. Wang. "Girls Drop Out of School: Challenges and Countermeasures for Girls' Education in the Western Ecological Migration Area." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.449.

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Prasetyo, Rindang Bangun, Heri Kuswanto, Nur Iriawan, and Brodjol Sutijo Suprih Ulama. "A comparison of some link functions for binomial regression models with application to school drop-out rates in East Java." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139815.

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Dayasiri, Kavinda, Darshika Jayasingha, Vijayakumary Thadchanamoorthy, and Geetha Anand. "826 Predisposing factors for school drop-out among teenagers; an experience from remote Sri Lanka in the pre-COVID era." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.220.

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Dascalu, Maria iuliana, Iulia cristina Stanica, Constantanicoleta Bodea, Melania Nitu, Elisabeth Lazarou, and Lenuta Dascalu. "DIMINISHING THE UNIVERSITY DROP-OUT RATES IN ROMANIAN ENGINEERING PROGRAMS BY USING A SMART CAREER PATH PROFILING SYSTEM." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-123.

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Although knowledge economy came with an increased amount of world-wide career opportunities, major difficulties related to knowledge workers' employment have occurred, among them incapacity of choosing the suitable career. Usually, careers (jobs, occupations) are determined by education, either formal or informal. When a student enrolls to a faculty, he/she in fact makes the first step in choosing one's career. Unfortunately, in Romania, more than a quarter of the students enrolled in a graduate or master program do not finish their studies. This translates into no-return-on-investment for the Romanian government regarding the money spent on the incomplete schooling of so many undecided youths. The career counselling centers, which could diminish the drop-out problem, are under-financed and under-staffed, as one councilor provides such programs for 3400 students, while in high schools a counselor activates for approximative 800 pupils, according to public statistics. In Romania, the university drop-out rate increases from year to year, especially in engineering programs, which are harder, and less known to pupils, conducting to a lack of skilled personnel in the corresponding domains in industry. In the light of the above observations, the scope of the article is to propose a technological model for a Smart Career Path Profiling System (CPPS) with the aim of providing career counseling and recommendations based on advanced analytics of users' profile, extracted automatically from various data sources, e.g. the school situation, social media profiles, specific answers etc. CPPSs are not a new thing. Usually they are built based on psychometric instruments and psychological tests. Unfortunately, these tests are time-consuming and don't take into consideration all aspects of a person behavior. As a follow-up of the technological opportunities, researchers have tried to improve the CPPSs by exploiting recommendation algorithms, data mining techniques and social media technologies: a new generation of CPPSs occurred. Our model is based on recent technologies and customized for Romanian environment and for engineering domains and presented in the context of the new generation of CPPSs.
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Botnariuc, Petre, and Dr speranta Tibu. "BUILDING A VIRTUAL COMMUNITY OF PRACTICE - A CASE STUDY ON PARENT COUNSELLORS IN ROMANIAN DISADVANTAGED AREAS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-004.

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The article analyses the development and performance a virtual community of practitioners in the field of parent counselling as part of a blended professional development program. This is part of the ‘Education Priority Areas - EPA’ project (2011-2012) funded by UNICEF in partnership with the Ministry of Education, Research, Youth and Sports (MERYS), Institute of Education Sciences (IES) and the network of County Centres for Resources and Educational Assistance (CCREA) aiming to support families with pupils in risk of drop-out. The training program (both face–to-face and at distance) is part of the methodological approach proposed by the IES based on the EPA model implemented earlier in UK and France, adapted for Romanian disadvantaged communities. The direct beneficiaries of the program are school counsellors and teachers working in schools with a high rate of drop-out. Parents’ counselling is an important piece of an integrated intervention program (management, didactics, counselling) to support schools, families and pupils in preventing school drop-out. By the mean of the IES online training platform (training.ise.ro) a virtual learning community was built in order to facilitate the communication between the practitioners, the peer learning and to support them through online tutoring and coaching for parent counselling activities. We start by presenting the aim, structure, type of learning and coaching activities, then we analyse the developed community of practice against a set of social, psycho-pedagogical, technical and managerial criteria according to an integrated model adapted after Conole (2007), Lesser & Storck (2003), McDermott (1999), Palloff & Pratt (1999). Conclusions are drawn in respect with improvement measures of the virtual community in order to better support the recurrent EPA parent counselling interventions.
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Milis, George, Matthew Bates, Maria Saridaki, Gaetana Ariu, Shirley Parsonage, Terry Yarnall, and David Brown. "ADDRESSING EARLY SCHOOL LEAVING AND DISENGAGEMENT FROM EDUCATION THROUGH SERIOUS GAMES' CO-DESIGN." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-101.

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The Europe 2020 strategy identifies drop out from i-VET or early school leaving (ESL) as a key challenge to meeting employment targets. The Code RED project (http://www.codered-project.eu) has been developed in response to the high levels of early school leaving, drop-out and exclusion from education that often lead to unemployment, poverty and social deprivation. In taking actions towards achieving its goals, the project has been experimenting with a (serious) games' co-design methodology [1] through a dedicated co-design workshops' series, run within 2014 in the UK, Greece, Italy and Cyprus. The objective of the workshops was to engage young people in an interactive (participatory) process of designing and implementing digital educational games' prototypes, aiming at paving the way towards adopting these paradigms in the education and skills' acquisition process, thus maximising the benefit of participants. During the four organised workshops, around 30 young students and 10 trainers (including researchers and facilitators) walked through the pre-defined co-design process, trying to maintain the facilitation at the level 6 of the Hart's ladder [2]. Participants had the opportunity to work as a team, exchange experiences, share roles and responsibilities in the team, see examples of digital (educational) games/products developed by others so as to establish expectations, learn how to deconstruct the rules of games, create and discuss their own game ideas using low-tech prototyping tools (e.g. LEGO models, pack of playing cards, paper, digital means of taking notes, etc.), and finally implement prototypes of their game ideas, using game authoring software such as "Stencyl" (http://www.stencyl.com) and ARIS (https://arisgames.org/). The experimenting offered the opportunity to researchers to collect some very interesting observations, analyse them across the four involved countries and extract useful knowledge towards expanding already available education and employability curriculums from previous projects (e.g. the GOET project, http://goet-project.eu/). References: [1] Bates, M., Brown, D., Cranton, W. and Lewis, J. (2010). Facilitating a games design project with children: a comparison of approaches. Proceedings of the 4th European Conference on Games-Based Learning (ECGBL), October 2010, Copenhagen, Denmark, pp.429-437. [2] Hart, R. (1992). Children's participation: from tokenism to citizenship. Florence: UNICEF International Child Development Centre
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Vicherková, Dana, Josef Malach, and Martin Kolář. "INFLUENCE OF PARENTS' EDUCATION AND PROFESSION ON SELF-ASSESSMENT OF SECONDARY SCHOOL STUDENTS' PREREQUISITES FOR STUDYING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end078.

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"The study is based on the concept of prerequisites for the study, which can be identified and assessed by established assessment tools or subjectively perceived and experienced at the entrance to education and throughout it. The subjective self-assessment of assumptions can be a source of self-confidence, self-efficacy, and proper study motivation, but on the other hand, the cause of study failure and drop-out. The empirical research aimed to determine whether parents' level of education and their profession influences the subjective evaluation of students' prerequisites for secondary school studies. Hypotheses assuming the statistical significance of the relationship between parents' level of education, profession, and subjectively determined level of prerequisites for the study were verified using the data acquired from the answers of 900 respondents who participated in the research. The influences of several moderating variables, i.e., gender, students' age, a field of study, and parent's gender, are also monitored in a more detailed analysis. Research findings can provide a basis for targeted planning and student-friendly strategies to prevent academic failure."
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Guţu, Andrei. "The impact of the pandemic on education." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p304-310.

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About one and a half years after the pandemic began, in every corner of the world, we have a clearer picture of the effects of the pandemic on education, and the conclusions are worrying, which means that the problem is deeply felt in education. The rapid need for digitization, the challenges of a new curriculum adapted to teaching online, the negative psycho-social impact of pupils resulting from isolation, anxiety, insecurity, and in particular the increase in school drop-out rates due to lack of access to online learning, There are some of the realities facing the global education system due to Covid-19. Strengthening educational institutions alongside teachers can be a key condition for the recovery of education in the post-pandemic period, undeniable, with the support of central and local public authorities.
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Reports on the topic "In-school drop-out"

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Oreopoulos, Philip. Do Dropouts Drop Out Too Soon? International Evidence From Changes in School-Leaving Laws. Cambridge, MA: National Bureau of Economic Research, December 2003. http://dx.doi.org/10.3386/w10155.

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Nyamukapa, Constance, Laura Robertson, Paradzai George Mushore, and Simon Gregson. A prospective study of the contribution of migration to school drop-out rates amongst children made vulnerable by HIV/AIDS in eastern Zimbabwe HIV/AIDS in eastern Zimbabwe. Unknown, 2013. http://dx.doi.org/10.35648/20.500.12413/11781/ii043.

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Lillian Rutandaro, Sherrie, Christine Lundambuyu Munalula, Rogers Otuta, and Manenji Mangundu. Lives at Risk: A study of girls dropping out of school in Juba, Rumbek and Pibor Counties, South Sudan. Oxfam, November 2022. http://dx.doi.org/10.21201/2022.9349.

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This study was undertaken by Oxfam in three South Sudanse counties as part of the SIDA-funded project 'Building Resilience through Gender and Conflict-Sensitive Approaches to Education, Skills Development, and Sustainable Livelihoods'. Its purpose was to shed light on why so many girls drop out of school. The research revealed that women and girls often lack decision-making power over their lives. Early or forced marriage, the abduction of girls, perceptions that education delays marriage – and that educated girls risk not finding husbands – all contribute to dropout rates. Additional challenges include a lack of adequate hygiene and sanitation facilities in schools, the distances learners need to travel, insecurity caused by communal violence, floods, food insecurity, and a heavy household work burden. The Government of South Sudan has in place laws and policies to address these issues, but they remain largely on paper and enforcement mechanisms are weak. The report analyses each of these factors in turn and presents recommendations for how the SIDA project can begin to address them in its future programming.
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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Elacqua, Gregory, Patricia Navarro-Palau, Maria Prada, and Sammara Soares. The impact of online technical education on schooling outcomes: Evidence from Brazil. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003778.

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This paper studies the impact of online technical education offered to complement regular academic instruction in high school on student schooling outcomes. Using a regression discontinuity design with an oversubscribed large-scale online technical course in Brazil, we find that students who score above the cutoff on the online technical education admission exam are less likely to drop out of high school, while their performance on standardized tests in math and Portuguese is similar to that of students just below the admission exam cutoff. Overall, we provide evidence that complementing high school regular instruction with technical education in an online format can be an effective public policy to increase students work readiness as it reduces the dropout rate from secondary education without negatively affecting students academic proficiency.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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National report 2009-2019 - Rural NEET in Italy. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrit.2020.12.

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This document describes the Italian situation of young people aged between 15 and 34 years who do not work, do not study and are not in training (NEET), from 2009 to 2019. The report analyses the following indicators of the youth population: employment; unem-ployment; education; and, distribution of NEETs. The criteria adopted to analyse data are mainly the degree of urbanisation, the age group and, where possible, gender. The statistical procedure adopted for the different dimensions selected is descriptive lon-gitudinal analysis and calculation of absolute and relative proportional changes between 2009 and 2013, 2013 and 2019 and between 2009 and 2019. These time intervals have been chosen to capture the evolution of the indicators before and after the economic cri-sis that hit European countries. All data has been extracted from Eurostat public data sets. The data analysed shows how the Italian population decreased slightly between 2009 and 2019. However, what clearly changed is the distribution: increased in rural areas and decreased in cities. Youth unemployment grew strongly from 2009 to 2014, until finally decreasing from 2014 to 2019. Between 2009 and 2019, the Italian population aged from 15 to 24 years old has become more educated. The number of young people who drop out of school early decreased sharply, although rural areas remain the ones with the highest rates thereof. Finally, the NEET rate is one of the highest in the EU and has increased overall from 2009 to 2019. The peak was reached in 2014 and then the share decreased until 2019. Rural areas have the highest rate, although with a very small difference compared to the rate of cities and the national average.
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