Factors promoting academic credit attainment in an urban full-service community school initiative

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2021-12-21 DOI:10.1080/1045988X.2021.2016569

J. Lohmeier, Bang-Kyun Oh, S. Thompson, Xiaoxia Newton

引用次数: 0

Abstract

Abstract Students who attend alternative high schools are considered at risk of not graduating. To graduate from high school, students need to obtain the appropriate number of credits. In this study, factors related to the attainment of credit by students in an alternative school during 2015–2019 were examined. Five factors had an effect on the number of credits students in the alternative school earned: the duration of students’ active enrollment, participation in service programs, ongoing participation in service programs, student attendance rate, and home language. However, behavioral referrals, gender, race, ethnicity, and grade level had no effect on credit attainment. Implications for alternative high school policies and practice are also discussed.

查看原文本刊更多论文

促进城市全服务社区学校学分制的因素

摘要就读于替代高中的学生被认为有无法毕业的风险。要从高中毕业，学生需要获得适当数量的学分。在这项研究中，调查了2015-2019年期间，其他学校学生获得学分的相关因素。五个因素对替代学校的学生获得的学分数量有影响：学生积极入学的持续时间、参与服务项目、持续参与服务项目的情况、学生出勤率和家庭语言。然而，行为转介、性别、种族、民族和年级水平对学分获得没有影响。还讨论了对替代高中政策和实践的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.