Factors that Enable Students Labeled 'At-Risk' to Remain in High School
This study sought to explore methods that will create more positive outcomes for at-risk students by examining what factors enable students labeled “at-risk” to remain in high school. The study utilized a Mixed Methods design, specifically the exploratory sequential model. The context of this explor...
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| Format: | Dissertation |
| Language: | English |
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ProQuest Dissertations & Theses
01-01-2018
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| Online Access: | Get full text |
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| Summary: | This study sought to explore methods that will create more positive outcomes for at-risk students by examining what factors enable students labeled “at-risk” to remain in high school. The study utilized a Mixed Methods design, specifically the exploratory sequential model. The context of this exploration took place within an alternative high school in the northwest suburbs of Chicago, as the study sampled specifically at-risk students. The sample population in Phase One (Quantitative) was 104 students. Phase One consisted of two instruments – a self-made questionnaire by the researcher and the Child and Youth Resilience Measure (CYRM-28). A significant difference at the .01 level (p=.008) was found between two groups (students’ with a parent who graduated from high school and students’ with no parent who graduated from high school) and their attitude toward high school graduation. This data drove the structure of Phase Two (Qualitative). Phase Two consisted of 10 participants. The design of this qualitative phase was two focus groups made up of four participants in each group and two one-on-one interviews. Data analysis included using SPSS during Phase One and coding transcripts in Phase Two. After triangulation of the data occurred, five themes emerged. These themes led to four recommendations for educators, which include 1) Educators need to make a conscious effort to assist students in developing a sense of purpose, 2) Policy makers, school board members, and stakeholders should consider restructuring the graduation requirements for high school, 3) Educators should be rethinking time to develop a schedule that is best practice, and 4) A major recommendation and perhaps the most impactful could be transforming senior year into a gap-like year. |
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| ISBN: | 0438562518 9780438562516 |