Issues That Facing High School Dropouts - Assignment Example

The 10 Strategic Points for the Prospectus, Proposal & Dissertation Christine M. Gallegos GCU RSD 881 Residency 2 June 5, Ten Strategic PointsComments or Feedback Broad Topic Area An exploratory study of issues facing high school dropouts who decide later in life to attend a post-secondary school education. Lit Review Background of the problem/gap i. Gap exist between causes and implications that contribute to high school dropouts especially those who decide later in life to attend a post-secondary education and the consequences that forces them to return to school (Becker Patterson, 2014). ii. Implication of high school graduates having higher chances of succeeding than GED graduates and increase in the drop -out rate (Rumberger, 2013). ii. Factors leading to greater drop -out rate include a reliance on public assistance, poor health, and uninvolved families and communities (Rumberger, 2011). iii. Impacts of the 20% poorest of families’ indication to have nearly five times as likely high school dropout to those in the top 20% (Borman& Dowling, 2010). Theoretical Foundation I. Behaviorism theory based on social, observation and cognitive behavior that provoke the high school dropouts to develop a stimulus-responsive association forcing them to change their behavior and desire to attempt post-secondary school education (Fontana, 1984). ii. Attrition theory of motivation based on the difference between the high school low and high achievers closely related to personality, internal and external attribution to high school and post-secondary programs events as well as how attribution influences the school dropouts’ behavior (Iver, 2010: Borman and Dowling, 2010). iii. Emotional intelligent model base on the high school dropouts self-awareness and regulation to build an internal motivation that encourages them to learn their society role and get motivated to go back to school later in life (Rose, 2013) iii. Problem-based learning models based on the learning process and concepts that serves as a guideline motivates dropout learners to develop an alternative opportunity to encounter the challenges experienced in high schools in post-secondary schools (Renzulli and Park, 2012) iii. Effectiveness of classroom management and educational psychology concepts based on establishing a conducive learning environment and classroom tips and techniques that support clear learning goals, behavior expectations and effective teachers-learners relationships (Miller, 2012). Review of literature topics with key theme for each one; i. Historical events: In American and global history, there have been little concern by the government and the global initiatives that have been enacted to resolve high school dropouts’ issues and drive support for those dropouts who decide to attend post-secondary school programs later in life to increase national security as well as global literacy. ii. High school dropouts tend to develop negative attitudes that have provoked initiation of intervention measures such as GED programs to help in overcoming some of the challenges face experienced (Miller, 2012; Iver, 2010). iii. National Security – Today’s America education systems continues to lose its footage as the top academic powerhouse to put measures in place to fight against increased high school dropouts and remain a global leader in quality education (Renzulli and Park, 2012: Rumberger, 2011). iv. Global Literacy - America has long been a global leader in literacy efforts, yet in areas with a high school dropout rate, this has progressively hindered a forward moving American society that depends on educated and literate upcoming generation (Borman& Dowling, 2010; Rumberger, 2013).. v. Cognitive Development – Empirical research does show that the school environment and cognitive behaviour of a student plays a great role in educational opportunity and success in life (Renzulli and Park, 2012; Rose, 2013; Iver, 2010). vi. Methodology: Qualitative case study design: Prior studies have explored various associations between various variables of cognitive development, national security and global literacy in relation to high school dropouts’ issue and the desire to attempt post-secondary school programs. This study will involve the use of interviews and survey as to why they dropped out of school and decided to attend post-secondary school (Snyder and Dillon, 2012; Brinkley-Etzkorn and Skolits, 2014). Synthesis/Summary i. Background: There is Need to Close the high school dropouts’ rates in American high schools while resolving the issues facing high school dropouts and their intervention measures. ii. Gap/problem: demonstrate the causes and impacts that lead to high school dropout and the consequences that lead to post-secondary school education later in life. iii. Literacy: American priority for National security and global literacy is to ensure American education systems remains secure as well as maintain a global competitive nation of all time. Problem Statement It is not known why some high school dropouts are motivated to attempt post-secondary school education later in life. Research Questions R1. How do students’ reasons for their high school dropout influence their reasons to persist in post-secondary school education? R2. How can factors that affects high school dropout and the attempts to attend a post-secondary school education be managed? R3. How does the American high school dropout and the post-secondary school attempt rates affects the global economy, literacy and American security? R 4. How does the management of high school dropouts’ issue contributes to a post-secondary education successful attempt? R 5. What were the students experiences, state of mind, and circumstances that led them to leave school early? R 6. Did their experiences and their life while they dropped out play a role in leading them to come back to get their high school diploma and GED? How and in what ways were the students’ motivated or inspired to returns for a post-secondary program? R7. What were their future expectations, how did these expectations come about, and to what extent and in what ways was their returning to school connected to their future expectations? Sample Location: NMSU and DACC , Las Cruces, NM Sample: Need Las Cruces Public School District (LCPSD) have 6 high schools. 1 University (NMSU) and 1 Community College (DACC). Additionally, the sample drawn from the population will be convenient within the locality with approximately 500 students. Describe Phenomena (qualitative) or Define Variables/Hypotheses (quantitative) Phenomenon: Understanding the various factors causing high school students to go back for Post-secondary school education in the Las Cruces. Interview An unstructured interview will be used to collect data from the target population. They will be an opportunity to provide answers to whether they think high school students who drop-out and latter take post-secondary program succeed in life. Since the study is qualitative in Chi-square will be used to analyze the information. Therefore, answers to the questions will not be limited. Case study A case study of students who drop-out and succeed in graduating after undertaking a Post-secondary program will be in NMSU and DACC, Las Cruces. The case study will carry out an in-depth of high school drop-out cases who later on manage to undertake Post secondary programs and graduate. Phenomena: Understanding the various factors causing high school students to go back for Post-secondary school education in the Las Cruces. Survey: Evaluative survey will be used to gather and prepare data after which frequency distribution of dropout cases can be evaluated. Methodology & Design Qualitative methodology and case study design will be used for this research. Purpose Statement The principal purpose of the research was to have an understanding of the following factors. Firstly, to identify what caused the students to school dropout from school. Secondly, to understand what caused them to change their minds and go back to school. Finally, to identify what it means/challenges to the student in getting Post-secondary school education. Data Collection Approach a) The researcher will begin by first gaining an overview of the situation relative to high school dropouts in Las Cruces and the factors leading to this phenomenon. The questionnaire will be used to collect data for analysis. b) Various facts and figures will be via state government website in an effort to analyze any trends that might be taking place c) The researcher will interview a sampling of high school dropouts over the age of 18 who later decided to gain their GRE and enter college. This interview is conducting with the hopes of ascertaining the resources that lead to their eventual success or failure in high school Data Analysis Approach a) Thematic and exploratory data analysis will be used to analyze inferential statistics to investigate the models, questions and the hypotheses obtained from the research. b) A series of descriptive statistics and summaries will be generated to discuss the collected data. c) Various themes and commonalities will be analyzed on which conclusions can be based. Thematic and exploratory data analysis will be used to analyze inferential statistics to investigate the models, questions and the hypotheses obtained from the research. References Aud, S., Hussa, W., Johnson, F., Kena, G., Roth, E., Manning, E., Wang, X., and Zhang, J. (2012). The condition of education 2012. (NCES 2012-045). Washington, D.C.: National Center for Education Statistics. Retrieved May 13, 2013 from:http:nces.ed.gov/pubsearch /pubsinfo.asp? Pubid-2012045. Becker Patterson, M. (2014). Post-GED-Credential College Prospects for Adults with Special Needs. Journal of Research & Practice for Adult Literacy, Secondary & Basic Education, 3(3), 22-35. Borman, G. and Dowling, M. (2010). Schools and inequality: A multilevel analysis of Coleman’s Equality of Opportunity data. Teachers College Record, 112, 1201-1246. Bradley, S., &Lenton, P. (2012). Dropping out of post-compulsory education in the UK: An analysis of determinants and outcomes. Journal of Population Economics, 20(2), 299-328. Brinkley-Etzkorn, K. E., & Skolits, G. (2014). Anticipated Effects of the GED® Test on Educators and Young Adult Learners. Journal of Research & Practice for Adult Literacy, Secondary & Basic Education, 3(3), 8-21. De Sousa, S. C., & Gebremedhin, T. (2014). High school dropouts: Implications for economic development in West Virginia. Educational Research Quarterly. 27(4), 23-40. Estêvão, P., and Álvares M. (2014). What do we mean by school dropout? Early School Leaving and the shifting of paradigms in school dropout measurement, Portuguese Journal of Social Science 13: 1, pp. 21–32, doi: 10.1386/pjss.13.1.21_1 Fontana, D. (1984). Behaviourism and learning theory in education. Edinburgh: Scottish Acad. Pr. Iver, M. (2010).Gradual Disengagement: A portrait of the 2008-09 Dropouts in the Baltimore City Schools. Meeker, S., Edmonson, S., Fisher, A. (2010).The Voices of High School Dropouts: Implications for Research and Practice, the International Journal on school Disaffection. Miller, E. (2012).Toward a Typology of Hispanic High School Dropouts, a Dissertation in Educational Psychology. Renzulli, J, and Park, S. (2012).Giftedness and High School Dropouts: Personal, Family, and School-Related Factors. The National Research Center on the Gifted and Talented. Rose, M. (2013). Second chances: The value of adult education and the GED. Phi Delta Kappan, 94(6), 45-49. Rumberger, R. (2013). Poverty and high school dropouts: The impact of family and community poverty on high school dropouts. The SES Indicator, 5(1), 3-6. Rumberger, R. W. (2011). Dropping out: Why students drop out of high school and what can be done about it. Cambridge, Mass: Harvard University Press. Snyder, T. D., and Dillon, S. A. (2012). Digest of Education Statistics 2011: (NCED 2012-001) Washington, D. C.: National Center for Education Statistics, U.S. Department of Education. Retrieved May 13, 2013. Read More