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An evaluation was conducted of a 3-year demonstration program the purpose of which was to demonstrate the efficacy of projects that included vocational education as a key component in encouraging at-risk youth to remain in or return to school. Six of the 10 project grantees, funded under the Cooperative Demonstration Program of the Carl D. Perkins Vocational Education Act, were evaluated, using process and outcome information from 12 localities. The study found that only one-third of the projects achieved significant reduction in the number of participants who dropped out of school. Projects were generally more successful, however, in improving participants' school performance and affiliation, with 10 of the 12 demonstrating increases in participants' grade point average, 7 showing reduction in number of courses failed, and 7 showing improvements in participants' perceptions of the safety of their school environment. Among the components that appeared to be critical for improving the persistence and educational success of at-risk youth are the following: (1) a smaller, more personal environment, such as that available in the school-within-a-school and alternative school environments; (2) a structured environment that includes clear and equitably enforced behavioral expectations; (3) vocational education that integrates academic education and leads to good entry-level jobs or continued training at the postsecondary level; (4) formal, ongoing coordination of the academic and vocational components of participants' high school programs; (5) a formal counseling component that incorporates attention to personal issues along with career counseling, employability and life skills instruction; and (6) personal, supportive attention from adults through mentoring or similar projects. (The report includes separate evaluations of each site, 13 tables, and 3 appendixes that report on the study methodology.) (KC)
School dropout remains a persistent and critical issue in many school systems, so much so that it is sometimes referred to as a crisis. Populations across the globe have come to depend on success at school for establishing careers and gaining access to post-school qualifications. Yet large numbers of young people are excluded from the advantages that successful completion of school brings and as a result are subjected to consequences such as higher likelihood of unemployment, lower earnings, greater dependence on welfare and poorer physical health and well-being. Over recent decades, most western nations have stepped up their efforts to reduce drop out and raise school completion rates while maintaining high standards. How school systems have approached this, and how successful they are, varies. This book compares the various approaches by evaluating their impact on rates of dropout and completion. Case studies of national systems are used to highlight the different approaches including institutional arrangements and the various alternative secondary school programs and their outcomes. The evaluation is based on several key questions: What are the main approaches? How do they work? For whom do they work? And, how successful are they in promoting high rates of completion and equivalent outcomes for all? This book examines the nature of the dropout problem in advanced industrialized countries with the goal of developing a broader, international understanding that can feed into public policy to help improve completion rates worldwide.
High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.
By the 1960s, high schools had become mass institutions saddled with the expectation of universal education for America's youth. Ironically, with this broadening of clientele and mission came the idea and phenomenon of the dropout. The consolidation of a dropout stereotype focused on the presumed dependency and delinquency of dropouts, with the resulting programs focusing on guidance and vocational training. Why the problem persists is the topic of this study with more constructive perspectives on dropping out.