Causes of Low Graduation Rates in a Rural High School Located in South Carolina: A Case Study

Autor/in	Sumter, Pamela Robinson
Titel	Causes of Low Graduation Rates in a Rural High School Located in South Carolina: A Case Study
Quelle	(2013), (105 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-6129-0
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Rural Schools; Graduation Rate; Low Achievement; Case Studies; Interviews; Qualitative Research; After School Programs; Educational Benefits; Outcomes of Education; Attention; Learner Engagement; Grades (Scholastic); Student Improvement; Homework; Self Esteem; Student Motivation; Accountability; Goal Orientation; Learning Strategies; Test Wiseness; Standardized Tests; At Risk Students; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Unterdurchschnittliche Leistung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Qualitative Forschung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bildungsertrag; Lernleistung; Schulerfolg; Aufmerksamkeit; Notenspiegel; Hausaufgabe; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; Verantwortung; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Standadised tests; Standardisierter Test
Abstract	This qualitative case study examined causes of low graduation rates for young adults. The purpose of this study was to evaluate students participating in an after-school program and reflect on their perceptions of that program a year after they graduated. The theoretical framework for this study reflected upon an open social system. The research questions sought to explore how students perceived after-school programs and how attending the programs benefitted students. The participants for this study were 15 students and one teacher chosen from one high school located in South Carolina. The study was based on data collected from interviews. Twelve themes emerged in this study. The themes were (a) attentiveness in class, (b) preparation for class, (c) improved grades, (d) help with homework, (e) confidence in class, (f) motivation, (g) academic improvement, (h) grade accountability, (i) accomplishing success, (j) life goals, (k) future potential, and (l) strategies for passing standardized tests. Participants reported they received benefits from attending the after-school program. The participants made improvements on standardized test scores, grades, and attendance. The participants reported they performed better on tests, felt more confident, were more motivated, felt more prepared for class, and were more attentive. The results of the study indicated that after-school programs were helpful and a significant influence for at-risk students. As a result, community involvement, tutoring and future research are recommended. The conclusions drawn from this research can be used to assist educational leaders in developing and implementing programs that will benefit at-risk students, improve the graduation rate, decrease the dropout rate, and decrease achievement gaps. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01