Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Paul Terry
Committee Member
Carolyn Buckenmaier
Committee Member
Barbara Packer
Keywords
academic failure, at-risk students, Building-Based Intervention Program, Building-Based Student Support Team, collaboration, community support, dialogue, dropout prevention, dropout programs, dropout rates, educational attainment, family support, high risk students, high school dropouts, Madison County High School, parent-community relationships, peer relationships, school-community partnerships, stakeholder relationships, student success, student-teacher relationships, support groups, teacher-peer relationships, teamwork, vulnerable students
Abstract
Current research indicated that students at risk of dropping out of high school served as a critical component to elucidate the relationships between teachers, staff, students, and other stakeholders involved. This applied dissertation purported to investigate the Building-Based Student Support Team as a High School Drop Out Intervention Program. The Building-Based Intervention Program focused on bridging the gap of potential at-risk students.
A holistic approach to identifying relationships that influence the reduction in high school dropouts were considered to decrease the Madison County High School dropout rate. Those relationships included the use of teamwork and dialogue in strengthening the ability to perform the task of decreasing academic failure at Madison County High School. Other relationships included teacher-peer relationships, student-teacher relationships, and parent-community relationships. Each form of collaboration was extremely important to student success and educational attainment.
Throughout this applied dissertation the researcher stressed the impact society’s views have on students who may be considered potential dropouts. Often, students who drop out of high school are vulnerable to being labeled as unskilled workers. Although there has often been debate about the increase in high school dropouts, the researcher left little doubt that educators play a vital role in the success of each student.
Overall, the success of the Building-Based Intervention Program can be realized only through the continued, monitored support and interaction of family, teachers, peers, and community. As we continue to focus on these, partnerships will help to change the stigmatism that society views about high school dropouts. Ultimately, the inclusion of support groups will help to reduce high school dropout rates.