Examining High School Student Engagement and Critical Factors in Dropout Prevention

2019 ◽  
pp. 153450841985965
Author(s):  
Nathan A. Stevenson ◽  
Jessica Swain-Bradway ◽  
Brandon C. LeBeau
Keyword(s):  
High School ◽  
Student Engagement ◽  
School Attendance ◽  
Internal Validity ◽  
Future Research ◽  
School Outcomes ◽  
Social Emotional ◽  
Suspension Rates ◽  
12Th Grade ◽  
School Survey

There is a well-known positive relation between student engagement and a host of school outcomes. The following article describes a study that explores a commonly used tool for measuring engagement in high schools. Specifically, this study examined internal validity, factor structure, and the relation between factors of engagement (e.g., social, emotional, and academic) and outcomes of school attendance and suspension rates. Data were collected for 7,718 students in ninth through 12th grade. Engagement was measured using the High School Survey of Student Engagement (HSSSE). Analyses raise concern over the degree to which the structure of HSSSE fits with established constructs of engagement. Implications and directions for future research are discussed.

scholarly journals Dual Enrollment

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Todd E. Johnson ◽  
Michael Brophy
Keyword(s):  
High School ◽  
High School Students ◽  
Dual Enrollment ◽  
Future Research ◽  
College Courses ◽  
School Students ◽  
12Th Grade ◽  
School Graduation ◽  
Dual Enrollment Programs ◽  
The Cost

The purpose of this study was to explore the reasons 162 rural area high school students participate in the dual enrollment program. Dual enrollment programs allow high school students to enroll in college courses for credit prior to high school graduation with local school districts covering the cost of tuition. Participants in this study were recruited from two rural agricultural counties from Washington State attending a local college. Exploratory factor analysis revealed that dual enrollment participation was related to academics, financial, social, and choice reasons. Results showed no significant differences between 11th and 12th grade participants regarding financial and choice reasons to participate. However, statistically significant differences were found regarding academic and social reasons for participation. Implications for rural educators and recommendations for future research regarding dual enrollment programs are discussed.  

Sign in / Sign up

Export Citation Format

Share Document