Date Awarded

Summer 2018

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

James H. Stronge

Committee Member

Thomas Ward

Committee Member

Leslie W Grant

Abstract

High school dropout is a national crisis, the effects of which disproportionately affect the most susceptible youth and vulnerable communities. There are many factors that contribute to student dropout. Dropout is influenced by individual and institutional factors, as well as academic and social problems; student dropout, in turn, impacts the individual and society. This study examined the knowledge and experiences of secondary school administrators, school counselors, and graduation coaches with dropout prevention strategies. Further, the study incorporated a survey to collect, analyze and present information. The survey was distributed to an intact group of secondary school administrators, school counselors and graduation coaches in a Virginia school district. The specific goal of the research was to determine the knowledge and experiences of the school professionals responsible for providing dropout prevention programs in their schools. Further, the study would determine the degree to which dropout prevention strategies are aligned with the research-based recommendations as identified in key findings and the Dropout Prevention Practice Guide (2008) published by What Works Clearinghouse and the National Center for Education Evaluation and Regional Assistance. After briefly summarizing an historical perspective on high school dropout, a review of factors related to a student’s decision to leave school before earning a diploma and research-based dropout prevention strategies were examined. The findings will provide educational leaders, school professionals and other stakeholders with evidence –based judgments.

DOI

http://dx.doi.org/10.25774/w4-sg4k-bk59

Rights

© The Author

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