Answer & Explanation:For this assignment, use the topic you chose in Week 4 (see attachment below for week 4 assignment), along with three associated resources you identified in Week 4 (see attachments below for the article resources in week 4 assignment). Add to this two new articles collected this week and write a brief summary in APA format that responds to the following questions:Why do you want to study this topic?What do you already know or presume about this topic?Do you have personal experience with this topic in a way that will create obstacles for you or bias your inquiry?How will studying this topic benefit the field of education?Is this topic of sufficient interest to sustain a prolonged focus to complete the dissertation research process?Length: 2-4 pages, not including title and reference pagesReferences: Include the three resources from Week 4 plus two new resources. Remember to support your ideas and claims with credible and scholarly sources (using the Northcentral Library databases. The links to NCU’s library databases are provided below). 1. EBSCOhost (link: http://eds.a.ebscohost.com.proxy1.ncu.edu/ehost/search/advanced?sid=88da6ce2-8849-40c4-9bc5-22d7525c0364%40sessionmgr4007&vid=0&hid=4213) EBSCOhost Education Research Complete EBSCOhost SPORTDiscus2. ProQuest (link: http://search.proquest.com.proxy1.ncu.edu/advanced)ProQuest Education Journals3. Sage Journals Online (link: http://online.sagepub.com.proxy1.ncu.edu/search)4. Gale Academic OneFile (link: http://go.galegroup.com.proxy1.ncu.edu/ps/start.do?p=AONE&u=pres1571)5. Springer Link (link: http://link.springer.com.proxy1.ncu.edu/advanced-search)(Note: the link will bring you to NCU’s login page first then after you enter my login information it will direct you to the proper sites. I will message my login information to you.)Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Be sure to adhere to Northcentral University’s Academic Integrity Policy.
jonesmedu7101_4.docx
kids_aren_t_buying_what_we_are_selling.pdf
telling_unexpected_stories_students_as_multimodal_artists.pdf
a_study_of_the_profile_of_the_at_risk_students_of_a_southeastern_michigan.pdf
identification_of_programs_and_definitions_for_at_risk_students_not_completing_high_school_in_kansas.pdf
Unformatted Attachment Preview
Running head: AT RISK STUDENTS IN HIGHER EDUCATION
At Risk Students in Higher Education
Mia Franz A. Jones
Northcentral University
1
AT RISK STUDENTS IN HIGHER EDUCATION
At Risk Students in Higher Education
‘At-Risk’ is a term which is used to describe a group of students or individual students
who are regarded to be having a higher possibility of dropping out of school or failing in their
academic work (Jocius, 2016). The ‘At-risk’ students experience circumstances which can
compromise their ability to finish their schooling. The examples of these cases include teenage
pregnancy, domestic violence, incarceration, homelessness, detrimental health issues, and
transiency. The students may also be experiencing academic problems like grade retentions,
learning disabilities, disciplinary problems, low test scores, among other factors related to
learning (Tuck, 2013). The educational attainment and performance of the ‘At-risk’ students are
often affected negatively because their education is disrupted by some of the factors named
above (Freers, 2012).
The characteristics and behaviors that are associated with a student being at a risk are
based on the observable patterns of the student’s school performance and demographics (Linhos,
2010). Various academic research have reported that there is a correlation between the
probability of the student being successful academically, undertaking post-graduate studies or
even graduating from high school and particular risk factors (Linhos, 2010). The identification of
these relationships has led to the development reform strategies. These interventions are
primarily aimed at identifying the risk factors of a risk student, and then coming up with
strategies which will be used to assist the students (Tuck, 2013).
Identifying the at-risk students in the higher learning institutions is difficult. This may be
because some schools do not treat these students with the special attention that they require, or
because of the fear of discrimination. Some of these students only open up to their close friends,
2
AT RISK STUDENTS IN HIGHER EDUCATION
or may never open up at all, and other people will only know of their problem after they have
dropped out of school (Jocius, 2016). The increasing number of school dropouts as a result of the
students being at risk is an issue of concern to me. The young people are the ones responsible for
transforming the world of tomorrow; therefore, losing such people now only means that there
will not be people who will lead this world effectively in the future.
Keywords
Keywords refer to the phrases or the words which are used to narrow down a search in a
database; they are the core of the subject matter. The keywords help with searches because they
filter the research to reduce the number of outcomes and documents, which are either located or
returned by the search engine being used. For my searches on this subject, the keywords that I
used were ‘At –risk students’, and to filter, even more, I specialized in those in higher education.
Therefore, my keywords were ‘At-Risk students in higher education’.
Search Limiters
Search limiters enable the researcher to focus their search so that the retrieved
information from the databases is only limited to the values that the researcher has selected. The
search limiters, therefore, focuses the research so as to obtain only the required information from
the databases, hence enhancing the convenience of research. I used three specific search limiters
for my searches; they include, full-text, abstract, and peer reviewed. The full-text enabled me to
limit my search results to only the articles which were in the full text. Abstract limited the results
of my search to give me the abstracts of articles, which summarizes the articles’ contents.
Finally, the peer-reviewed search limiter limited the results of my research only to give me
articles from the peer-reviewed journals.
3
AT RISK STUDENTS IN HIGHER EDUCATION
Peer-reviewed
Peer-reviewed refers to the publications that have articles which a chosen panel of
qualified experts in that specific field have reviewed and qualified. The peer-reviewed is
necessary for conducting research because it filters the research to only articles that are valid and
reliable. Many articles are published and contain inaccurate data; the peer-reviewed helps to
enhance the validity and reliability of research.
From the library databases, Gale Academic OneFile and Sage Journals Online I learned
to focus my research on what I want through the use of various search limiters. I also learned that
one could use various search limiters as long as they are available on that search engine. I
learned how to cite in different formats using the citation tools. Proper citation is critical for any
research; hence this was a valuable tool for me to learn.
4
AT RISK STUDENTS IN HIGHER EDUCATION
References
Freers, R. C. (2012). Kids aren’t buying what we are selling: A quantitative analysis of student
dropout and school supports for dropout prevention.
Jocius, R. (2016). Telling unexpected stories: students as multimodal artists. English Journal,
105(5), 109
Jones, D. M. (2011). A study of the profile of the at-risk students of a southeastern michigan
school district and the characteristics of the district that led to the making of the at-risk
condition.
Linhos, C. D. (2010). Identification of programs and definitions for at-risk students not
completing high school in kansas (Order No. 9229250). Available from ProQuest
Dissertations & Theses
Tuck, A. R. (2013). The use of virtual school to improve at-risk student retention: An action
research study (Order No. 3592632). Available from ProQuest Dissertations & Theses
5
KIDS AREN’T BUYING WHAT WE ARE SELLING: A QUANTITATIVE
ANALYSIS OF STUDENT DROPOUT AND SCHOOL
SUPPORTS FOR DROPOUT PREVENTION
A DISSERTATION IN
Education
Presented to the Faculty of the University
of Missouri-Kansas City in partial fulfillment of
the requirements for the degree
DOCTOR OF EDUCATION
by
RENEE CARNAHAN FREERS
B.S., William Jewell College, 1988
M.S., University of Central Missouri, 1995
Ed.S., University of Central Missouri, 1999
Kansas City, Missouri
2012
UMI Number: 3510146
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent on the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
UMI 3510146
Copyright 2012 by ProQuest LLC.
All rights reserved. This edition of the work is protected against
unauthorized copying under Title 17, United States Code.
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, MI 48106 – 1346
© 2012
RENEE CARNAHAN FREERS
ALL RIGHTS RESERVED
KIDS AREN’T BUYING WHAT WE ARE SELLING: A QUANTITATIVE
ANALYSIS OF STUDENT DROPOUT AND SCHOOL
SUPPORTS FOR DROPOUT PREVENTION
Renee Carnahan Freers, Candidate for the Doctor of Education Degree
University of Missouri-Kansas City, 2012
ABSTRACT
The purpose of this study was to examine the relationship between the number of
administrators and counselors in schools and the graduation rates in those schools.
Administrators and counselors work closely with students and have the unique opportunity to
design and sustain support systems that can prevent dropouts. The overarching investigative
question in this study was: whether there is a significantly higher graduation rate in Missouri
public high schools with 500 or more students where there is also a higher ratio of
administrators or counselors per students. The sub-questions that were investigated are: (a)
Do Missouri public high schools with 500 or more students that have higher percentages
(>15%) of students of color demonstrate significantly lower graduation rates than schools
iii
with higher percentages of White students? (b) Do Missouri public high schools with 500 or
more students, that have higher percentages (>25%) of students eligible for free or reduced
price lunch demonstrate significantly lower graduation rates than schools with higher
percentages of students from higher socio-economic backgrounds? (c) Is there is a positive
correlation between student attendance rates and the graduation rates in high schools with
500 or more students in the state of Missouri? The results of this study found there is not a
higher graduation rate in schools that have a higher administrator/counselor ratio per student,
schools with more than 15% of their student population being students of color have
significantly lower graduation rates, schools with higher than 25% of their students eligible
for free and reduced lunch have significantly lower graduation rates and there is a positive
correlation between student attendance rates and the graduation rate in high schools with 500
or more students in the state of Missouri. Findings from this dissertation will be used to guide
public school district and building level leaders as they continue to pursue the goal of
increasing graduation rates.
iv
APPROVAL PAGE
The faculty listed below, appointed by the Dean of the School of Graduate Studies
have examined a dissertation titled “Kids Aren’t Buying What We Are Selling: A
Quantitative Analysis of Student Dropout and School Supports for Dropout Prevention”
presented by Renee Carnahan Freers, candidate for the Doctor of Education degree, and
certify that in their opinion it is worthy of acceptance.
Supervisory Committee
Jennifer Friend, Ph.D., Committee Chair
Department of Educational Leadership, Policy and Foundations
Theresa Jamison, Ed.D.
Department of Educational Leadership, Policy and Foundations
Dianne Smith, Ph.D.
Department of Educational Leadership, Policy and Foundations
Sue Thompson, Ph.D.
Department of Educational Leadership, Policy and Foundations
v
CONTENTS
ABSTRACT ……………………………………………………………………………………………………….iii
LIST OF ILLUSTRATIONS …………………………………………………………………………………. x
LIST OF TABLES …………………………………………………………………………………………….. xi
ACKNOWLEDGEMENTS ………………………………………………………………………………… xiv
Chapter
1. INTRODUCTION ……………………………………………………………………………………. 1
Statement of the Problem ……………………………………………………………………. 3
Purpose of the Study ………………………………………………………………………….. 6
Research Questions ……………………………………………………………………. 7
Hypotheses ……………………………………………………………………………….. 7
Data Collection………………………………………………………………………….. 8
Definition of Terms ……………………………………………………………………………. 9
Theoretical Framework …………………………………………………………………….. 11
Common Characteristics of Dropouts ………………………………………….. 11
Impact of “Dropping-Out” on the Individual …………………………………. 12
Impact of “Dropping-Out” on Society………………………………………….. 13
From a Practitioner’s Point of View …………………………………………….. 15
Research Gap …………………………………………………………………………. 18
Limitations of the Study …………………………………………………………………… 19
Overview of Methodology ………………………………………………………………… 19
Summary………………………………………………………………………………………… 20
vi
2. REVIEW OF LITERATURE …………………………………………………………………….. 21
Historical Context of Public Education………………………………………………… 22
Historical Context of Traditional High Schools …………………………………….. 30
Why Students Drop Out of School …………………………………………………….. 33
School Factors …………………………………………………………………………. 33
Individual Factors …………………………………………………………………….. 40
Family Factors…………………………………………………………………………. 43
Community Factors ………………………………………………………………….. 48
Summary of Why Students Drop Out ………………………………………….. 49
Consequences of Dropping Out ………………………………………………………….. 51
Impact of Dropping Out on Society ……………………………………………. 54
Role of the Administrator ………………………………………………………………….. 58
Role of the Guidance Counselor …………………………………………………………. 71
Conclusion ……………………………………………………………………………………… 78
3. METHODOLOGY ………………………………………………………………………………….. 81
Overview ………………………………………………………………………………………. 81
Research Question ……………………………………………………………………. 81
Research Hypotheses ………………………………………………………………… 82
Selection of Schools ………………………………………………………………………… 82
Data Source ……………………………………………………………………………………. 84
Measures ……………………………………………………………………………………….. 84
vii
Analysis ………………………………………………………………………………………… 86
Descriptive analyses …………………………………………………………………. 87
Limitations of the Study …………………………………………………………………… 87
Ethical Considerations ……………………………………………………………………… 89
4. RESULTS ……………………………………………………………………………………………… 90
Findings …………………………………………………………………………………………. 90
Data Collection and Presentation ………………………………………………………… 92
Descriptive Statistics ………………………………………………………………………… 93
Hypotheses 1 and 2 …………………………………………………………………… 93
Hypothesis 3 ………………………………………………………………………….. 122
Hypothesis 4 ………………………………………………………………………….. 123
Hypothesis 5 ………………………………………………………………………….. 125
Inferential Analyses ……………………………………………………………………….. 126
Summary………………………………………………………………………………………. 128
5. DISCUSSION……………………………………………………………………………………….. 129
Summary………………………………………………………………………………………. 132
Conclusion ……………………………………………………………………………………. 133
Recommendations ………………………………………………………………………….. 134
Positive Student-Adult Relationships …………………………………………. 135
High Quality Instruction ………………………………………………………….. 136
Support for Struggling Students ………………………………………………… 137
Providing Hope and A Road Map ……………………………………………… 138
viii
Appendices
A. UNIVERSITY OF MISSOURI-KANAS CITY
IRB APPROVAL LETTER …………………………………………………………. 140
B. THE INTERSTATE SCHOOL LEADERS
LICENSURE CONSORTIUM (ISLLC)
STANDARDS …………………………………………………………………………… 142
REFERENCES………………………………………………………………………………………………… 152
VITA……………………………………………………………………………………………………………… 162
ix
LIST OF ILLUSTRATIONS
Figure
Page
1.
State Graduation Comparison by Ethnicity………………………………………………….. 5
2.
Graduation Rates Comparison by Gender ……………………………………………………. 5
3.
Female Graduation Rate in Missouri in 2011 …………………………………………….. 42
4.
Male Graduation Rate in Missouri in 2011 ………………………………………………… 42
5.
Missouri Comprehensive Guidance and
Counseling Program ……………………………………………………………………….. 75
6.
Distribution of Graduation Percentages …………………………………………………… 107
7.
Tukey’s Honestly Significant Difference
(HSD) Test ………………………………………………………………………………….. 108
8.
The Counselor and Graduation Percentages
of Quintiles 1through 5 ………………………………………………………………….. 120
9.
Tukey’s Honestly Significant Difference
(HSD) Test ………………………………………………………………………………….. 121
10.
The Mean Graduation Rate Based on Students
of Color Population……………………………………………………………………….. 122
11.
The Mean Graduation Rate Based on Percentage of
Students on Free and Reduced Meal Prices ……………………………………….. 124
x
LIST OF TABLES
Table
Page
1. Percent of Students Graduating from High
School Class of 2008 …………………………………………………………………………… 4
2. The Graduation Rates, the Administrator to Student
Ratio and the Counselor to Student Ratio for the
1st and 5th Quintiles ……………………………………………………………………………. 93
3. Quintile 1 Mean Results for Administrator to
Student Ratio ……………………………………………………………………………………. 95
4. Quintile 2 Mean Results for Administrator to
Student Ratio ……………………………………………………………………………………. 96
5. Administrator to Student Ratio Compared Between
Quintile 1 and 2 ………………………………………………………………………………… 97
6. Comparison Of Quintile 1 and Quintile 2 of the Mean
Graduation Rate, Students of Color Percentage and
Free and Reduced Meal Prices Percentage …………………………………………….. 98
7. Quintile 3 Mean Results for Administrator to
Student Ratio ……………………………………………………………………………………. 99
8. Administrator to Stu …
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