Making Good on a Promise: What Policymakers Can Do to Support the Educational Persistence of Dropouts. Double the Numbers: A Jobs for the Future Initiative

Autor/inn/en	Almeida, Cheryl; Johnson, Cassius; Steinberg, Adria
Institution	Jobs for the Future, Boston, MA.
Titel	Making Good on a Promise: What Policymakers Can Do to Support the Educational Persistence of Dropouts. Double the Numbers: A Jobs for the Future Initiative
Quelle	(2006), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dropouts; Young Adults; Educational Policy; Dropout Characteristics; Public Policy; Misconceptions; High School Equivalency Programs; Postsecondary Education; High Risk Students; Dropout Programs; Academic Persistence; Low Income Groups; Policy Formation + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Young adult; Junger Erwachsener; Politics of education; Bildungspolitik; Öffentliche Ordnung; Missverständnis; Post-secondary education; Tertiäre Bildung; Problemschüler; Politische Betätigung
Abstract	One of the major barriers to making good on this promise is the broad set of misconceptions framing most discussions of the dropout issue. Too often, both public perception and public policy seem based on the notion that dropping out is confined to a small--and particularly unmotivated--group of young people. A related assumption, although rarely voiced, is that dropping out is primarily a problem of disaffected black and Hispanic central city youth who have rejected mainstream values, including the importance of education. Such views have reinforced a third widespread misconception: that there is little anyone can do to get most young people who leave school back on track--earning a high school degree and advancing to higher education. Making Good on a Promise challenges those beliefs. It paints a new, more accurate picture of the dropout problem facing the nation today, with a detailed look at who dropped out and how much education they had completed by their early adulthood. It analyzes data from the first major national study to follow a representative group of young people over time: the National Educational Longitudinal Study, which tracked the educational progress of approximately 25,000 eighth-graders in 1988 over 12 years, to 2000. Methodology is appended. (Contains 14 figures and 11 endnotes.) (ERIC).
Anmerkungen	Jobs for the Future, 88 Broad Street, Boston, MA 02110. Tel: 617-728-4446; Web site: http://www.jff.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10