High School Graduates: The Influence of Academics and Attendance

Autor/in	Hardnett, Sharon G.
Titel	High School Graduates: The Influence of Academics and Attendance
Quelle	(2013), (162 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-9744-7
Schlagwörter	Hochschulschrift; Dissertation; High School Graduates; Correlation; Academic Achievement; Attendance Patterns; Grade 9; High School Students; Dropouts; Discriminant Analysis; Predictor Variables; Delaware + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Korrelation; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Student; Students; Schüler; Schülerin; Studentin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Diskriminanzanalyse; Prädiktor
Abstract	Public awareness of the severity of the high school completion problem in terms of its educational, social, psychological, and economic impacts has grown in recent years. Using ex post facto data, this non-experimental, correlational study was designed to determine whether there are differences in academic performance and school attendance between those first-time 9th-grade students who graduated from high school within fours years of entry and those who did not graduate. Data from two cohorts were examined. The cohorts reflect two populations of students who were first-time ninth graders in a local school district in the state of Delaware during 2006-2007 and 2007-2008. Students who were transferred to another public or private high school in the U.S., died, or moved to another country at any time prior to the expected graduation point of 4 years after the students first entered ninth grade were excluded from this study. The study utilized discriminant function analysis to examine different facets of graduating or not graduating from high school within 4 years of entry in an effort to determine the significance of relationships between the predictor variables and two categorical groups (graduates and non-graduates). Stepwise discriminant function analysis was also used to test the significant contribution of the independent variables to the criterion variable. In addition, a double cross-validation approach was employed to minimize chance associations. The results revealed that student school attendance and academic performance were significant variables in predicting whether an entering 9th-grade student would graduate or not graduate from high school within 4 years. [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