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Direct linkUretsky, Mathew C.; Henneberger, Angela K. – Journal of Education for Students Placed at Risk, 2023
Although persisters now represent the largest group of non-graduating high school students, they have received little attention in the research literature, leaving unanswered the question of how persisters differ from dropouts in terms of demographic characteristics, academic preparation, and key life outcomes. Using statewide…
Descriptors: Dropouts, Academic Persistence, Time to Degree, Student Characteristics
Henneberger, Angela K.; Rose, Bess A.; Mushonga, Dawnsha R.; Nam, Boyoung; Preston, Alison M. – Journal of Education for Students Placed at Risk, 2023
School concentrated disadvantage has been linked to poorer academic achievement and psychosocial functioning in prior research. The current study expands upon prior examinations of school concentrated disadvantage by applying a measurement approach first described by Michelmore and Dynarski in 2017, where eligibility for free and reduced-price…
Descriptors: Economically Disadvantaged, Eligibility, Low Income Students, Secondary School Students
Pei Hu; Christine G. Mokher; Kai Zhao; Toby J. Park-Gaghan; Shouping Hu – SAGE Open, 2023
State policymakers in the United States have in recent years experimented with new initiatives to change the procedures used by public institutions to assess and assign academically underprepared students to non-credit developmental education (or remedial) courses. This study explores whether the most recent developmental education reform in…
Descriptors: State Legislation, Educational Policy, State Policy, Educational Change
