High School Drop-Out Research - RKT
Research Paper for Rochester College - RKT
From Dolgin, K. G. (2018). The adolescent: Development, relationships, and culture (14th ed.). Boston, MA: Pearson Education.
Affect domain Of how they feel about themselves Will effect the academic performance. JET
Virtus Et Scientia
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Rochester College, RKT compilation of research from class
SP-19_PSY3213-WA01B Adolescent Development - D. Rutledge
The following is the research, questions, answers and final report I submitted.
Because of this assignment and data, I gathered from this assignment, along with my life long passion in the mission being a change agent in the world of high school drop out - I have used it as empirical data to create a specific program...
I am thankful for and am going to create a junior high program of 7th and 8th graders where the beginnings of high school dropouts occur. I will create this program in the 6th highest murder capital of America, Flint Michigan. Flint is in Genesee County where the dropout rate is higher than in most cities in the nation.
Richard Kerry Thompson
Annotated Bibliography
Annotated Bibliography (PLO 1, 2, 6)
Each student will complete an annotated bibliography of 5 journal articles to be used in the final research paper. Each article should pertain to the topic selected for the paper. Articles must be from professional, peer-reviewed journals, published within the last 10 years, and should be retrieved from one of the databases available through the Rochester College Library (ProQuest Psychology Journals or PsychArticles).
The 5 Articles
Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior
https://warriornet.rc.edu:2183/psycarticles/docview/921567629/8D2B246D218C438DPQ/1?accountid=28512
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Longitudinal predictors of high school completion
https://drive.google.com/file/d/1btxlrbt_qf5gZsMKKHYcTJHneQSCU9r-/view?usp=sharing
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Perceived prevalence of teasing and bullying predicts high school dropout rates
https://drive.google.com/file/d/1cUQdAZ1AT5Bs5Y-LLWieC1p4JPL0jYEy/view?usp=sharing
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Exploring positive youth development among young people who leave school without graduating high school: A focus on social and emotional competencies
https://drive.google.com/file/d/1aNVMZFbalDmuIMSsYiNXe8nFzxmwB8uk/view?usp=sharing
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Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools
https://drive.google.com/file/d/18s3BA6utJSs0rS3SM2CGRY4E9-GqknBO/view?usp=sharing
Annotated Bibliography - RKT
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Interview Questions Based of Annotated Bibliography-RKT
Interview Questions
Interview Questions
Based on the information obtained from the articles used in the annotated bibliography, students will develop 10 interview questions on the topic selected for the paper. For each question, explain in one or two sentences how this will help translate the data from the research into the applicable interpersonal experience. In other words, what it the point of the question as relates to the research you have read?
10 Questions - RKT
Preface to Questions...
Interview Questions from Annotated Bibliography
Richard Kerry Thompson
Rochester College
Richard Thompson
W4-Adolescent Development- Interview Question- RKT - SP-19_PSY3213-WA01B
Preface: I will present two questions per peer review followed by rationale and points of how these questions relate to the research presented. I will be interviewing adolescents in the high school setting who have dropped out of high school and are now back in school in the GearUp2Lead Academy in inner city Flint, Michigan, where I serve as Dean of Students.
1- How does dropping out of high school relate to challenges in an adolescents life in regards to breaking the law and ultimately being part of the juvenile court system?
The following is a question pertaining to the annotated bibliography of the peer review article below...
Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide
positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology, 29(2), 111-124. doi:http://dx.doi.org/10.1037/spq0000039
https://drive.google.com/file/d/18s3BA6utJSs0rS3SM2CGRY4E9-GqknBO/view
Question 1
How does dropping out of high school relate to challenges in an adolescent’s life in regards to breaking the law and ultimately being part of the juvenile court system?
Rationale for question 1
In the article, the authors speak of how the dropout crisis is a direct link to the incarceration of adolescents. In asking this question specifically to a teenager in the court system, honest answers can be obtained because the person actually experienced this situation. The specificity I am looking for is a direct correlation to the student and their actions because of not being in school that brought them to the point of being involved in the court system.
2- When you were in high school were you part of a School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) program? If you were what specific activities did the school empower you with?
The following is a question pertaining to the annotated bibliography of the peer review article below...
Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide
positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology, 29(2), 111-124. doi:http://dx.doi.org/10.1037/spq0000039
https://drive.google.com/file/d/18s3BA6utJSs0rS3SM2CGRY4E9-GqknBO/view
Question 2
When you were in high school were you part of a School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) program? If you were what specific activities did the school empower you with?
Rationale for question 2
The rationale for asking this question about PBIS is to see if the data in the article has merit on the front line of the student. It will be interesting to know if the student even knows what PBIS means and if actual programs were implemented in the school. The fact that PBIS does indeed work in schools is true, but most of the time the student that is in the top pier of most at risk gets all the attention. (Another option for this question would be to ask the school staff, but that is another investigation indeed)
3- Do you think that dropping out of high school has impeded your chances of acquiring a good job?
The following is a question pertaining to the annotated bibliography of the peer review article below...
Zaff, J. F., Aasland, K., McDermott, E., Carvalho, A., Joseph, P., & Pufall Jones, E. (2016).
Exploring positive youth development among young people who leave school without graduating high school: A focus on social and emotional competencies. Qualitative Psychology, 3(1), 26-45. doi:http://dx.doi.org/10.1037/qup0000044
https://drive.google.com/file/d/1aNVMZFbalDmuIMSsYiNXe8nFzxmwB8uk/view
Question 3
Do you think that dropping out of high school has impeded your chances of acquiring a good job?
Rationale for question 3
In the article, the authors speak of the Positive Youth Development (PYD) approach to high school dropouts’ strengths in their academic, social, and emotional learning. It then goes into about the socio-economics of the high school dropout. By asking this pertinent question it will give insight to an actual high school dropout and get insight to the real challenges of an adolescent in the workforce.
4- How difficult was it to reenter the school setting, either in high school or adult education, after being a high school dropout?
Zaff, J. F., Aasland, K., McDermott, E., Carvalho, A., Joseph, P., & Pufall Jones, E. (2016).
Exploring positive youth development among young people who leave school without graduating high school: A focus on social and emotional competencies. Qualitative Psychology, 3(1), 26-45. doi:http://dx.doi.org/10.1037/qup0000044
https://drive.google.com/file/d/1aNVMZFbalDmuIMSsYiNXe8nFzxmwB8uk/view
Question 4
How difficult was it to reenter the school setting, either in high school or adult education, after being a high school dropout?
Rationale for question 4
The authors speak directly to the dropout crisis and the challenges of an adolescent reentering the educational system, particularly in the adult education system. This event is the turning point of most dropouts and the way the school system handles it predicts the success of the student. The correlation is that in the article they speak of the student in a school setting and how it takes time and these programs need to be more understanding of the adult learner if true success is reached. I am looking for answers to those this is a real experience for and see if the article has merit.
Supporting research below
5- When did you know, feel or became totally frustrated with school that you knew you may drop out of high school?
The following is a question pertaining to the annotated bibliography of the peer review article below...
Barry, M., & Reschly, A. L. (2012). Longitudinal predictors of high school completion. School
Psychology, 27(2), 74-84. doi:http://dx.doi.org/10.1037/a0029189
https://drive.google.com/file/d/1btxlrbt_qf5gZsMKKHYcTJHneQSCU9r-/view
Question 5
When did you know, feel or became totally frustrated with school that you knew you may drop out of high school?
Rationale for question 5
The rationale for this question correlates to the article in the fact that the authors Barry and Reshley present a longitude study of the predictors of the dropout crisis from data in the elementary schools. The variables such as behavior, attendance and achievement were all discussed in these articles. The answers from the adolescent that did drop out will give credence to the study and give facts of how young the student was when the thought of dropping out occurred.
6- When you look back on your elementary days and the struggles you had there were there any interventions the school empowered you with to help with the frustrations of your daily challenges in school?
The following is a question pertaining to the annotated bibliography of the peer review article below...
Barry, M., & Reschly, A. L. (2012). Longitudinal predictors of high school completion. School
Psychology, 27(2), 74-84. doi:http://dx.doi.org/10.1037/a0029189
https://drive.google.com/file/d/1btxlrbt_qf5gZsMKKHYcTJHneQSCU9r-/view
Question 6
When you look back on your elementary days and the struggles you had there were there any interventions the school empowered you with to help with the frustrations of your daily challenges in school?
Rationale for question 6
The authors speak about early warning signs of a dropout with studies and a three-step process. In asking the above question. In the conclusion of the article is the crux of the entire crises and that is to identify early warning signs and implement support to the at-risk student as soon as possible. I am looking for concrete examples of this statement and if the dropout was identified early in their schooling career.
7- Was bullying in a school a factor of why you dropped out of high school. If yes what was the essence of the bullying? If yes, was the bullying by a peer student, teacher or both?
The following is a question pertaining to the annotated bibliography of the peer review article below...
Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of teasing and
bullying predicts high school dropout rates. Journal of Educational Psychology,
105(1), 138-149. doi:http://dx.doi.org/10.1037/a0030416
https://drive.google.com/file/d/1cUQdAZ1AT5Bs5Y-LLWieC1p4JPL0jYEy/view
Question 7
Was bullying in a school a factor of why you dropped out of high school. If yes what was the essence of the bullying? If yes, was the bullying by a peer student, teacher or both?
Rationale for question 7
The article speaks about the percentages of students dropping out of high school connected to the Prevalence of Teasing and Bullying (PTB) in 9th grade students and teachers was a variable in the dropout crisis. The article then speaks about the facts of peer bullying and teachers. In asking the question above I will test the essence of the article and open the conversation about peer bullies and teacher bullies. Note: Much is spoken about the peer bullies not much is written about the teacher or even institutional bullying. This question will be interesting to ask and give insight to both.
8- If the Prevalence of Teasing and Bullying (PTB) was a reason for you dropping out of high school, did you go to the school authorities about the issue? And what did they do about your concern?
The following is a question pertaining to the annotated bibliography of the peer review article below...
Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of teasing and
bullying predicts high school dropout rates. Journal of Educational Psychology,
105(1), 138-149. doi:http://dx.doi.org/10.1037/a0030416
https://drive.google.com/file/d/1cUQdAZ1AT5Bs5Y-LLWieC1p4JPL0jYEy/view
Question 8
If the Prevalence of Teasing and Bullying (PTB) was a reason for you dropping out of high school, did you go to the school authorities about the issue? And what did they do about your concern?
Rationale for question 8
The flow of the article gives a logical progression of the topic and challenges of the institution to create policies, procedures, and protocols to create solutions. In asking this question above it will give the insight to see if the high school dropout interviewed went through the protocols of the school and if anything was done about their concern.
9- Do you think that your previous Grade Point Average (GPA) in middle school was a factor to why you dropped out of high school?
The following is a question pertaining to the annotated bibliography of the peer review article below...
Casillas, A., Robbins, S., Allen, J., Kuo, Y., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104(2), 407-420. doi:http://dx.doi.org/10.1037/a0027180
https://drive.google.com/file/d/1eNCitD-leddLPxDllPWpx8FbVTODzKeR/view
Question 9
Do you think that your previous Grade Point Average (GPA) in middle school was a factor to why you dropped out of high school?
Rationale for question 9
The article of which the question above correlates to comes from the factors presented in the study as early warning signs in the students at risk rate of dropping out of high school. The study was done with 4,660 middle school students from 24 schools and showed that prior success predicts future success. In asking a drop out to reflect upon their GPA in middle school will give evidence about the article and its validity.
10- Do you think if there was a specific modality of intervention in your middle school years when your GPA was low that it would have helped you develop better study skills and therefore prevented the failure in high school leading to you dropping out of high school?
The following is a question pertaining to the annotated bibliography of the peer review article below...
Casillas, A., Robbins, S., Allen, J., Kuo, Y., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104(2), 407-420. doi:http://dx.doi.org/10.1037/a0027180
https://drive.google.com/file/d/1eNCitD-leddLPxDllPWpx8FbVTODzKeR/view
Question 10
Do you think if there was a specific modality of intervention in your middle school years when your GPA was low that it would have helped you develop better study skills and
therefore prevented the failure in high school leading to you dropping out of high school?
Rationale for question 10
The compilation of the many variables of a student-at-risk is well laid out in the article of which I created the question above. The concluding remarks of a comprehensive assessment system based on the triangulated system of variables are strong and well versed, yet I am looking to see if any action was taken in the dropout’s middle school days by the institution they attended. In answering this question will lead back to the article and create an opportunity to see from the dropouts perspective what could be done for struggling students now.
Closing Statement by RKT
The above ten questions and rationale for each question connected to the 5 peer articles I have chosen is not just an assignment to me. I am going to now interview my students with these poignant questions to get REAL answers from those that this is truly a real-life experience from. This will give TRUTH to my paper and ultimately, I will take this to make changes in the school system at large, starting with my own. This exercise, I am thankful for and am going to create a junior high program of 7th and 8th graders where the beginnings of high school dropouts occur. I will create this program in the 6th highest murder capital of America, Flint Michigan. Flint is in Genesee County where the dropout rate is higher than most cities in the nation.
Richard Kerry Thompson
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Interview Summaries
Interview Summaries
Students will interview 2 adolescents and 1 adult who has experience with teens such as a parent, youth minister, teacher or guidance counselor, using the 10 interview questions previously submitted. The adult should be over the age of 25. After completing the interviews, the student will submit a brief summary of each interview. For each summary, please provide: First Name of interviewee, Date of Birth of interviewee, Profession or grade in school, Date of interview.
Summary
Summary - Richard Thompson -W5-AD-Interview Question- RKT - SP-19_PSY3213-WA01B
Preface: I will present the Peer-reviewed article, question, rationale followed by the answer from an inner-city high school adolescent that is at risk or has dropped out of school and came back to school. There are a total of 5 Peer-reviewed journal articles with 2 questions per review totaling 10 questions.
I have interviewed adolescents in the high school setting who have dropped out of high school and are now back in school in the GearUp2Lead Academy in inner city Flint, Michigan, where I serve as Dean of Students. I have interviewed 7 students male and female. I did not interview an adult as the information needed was specific to adolescents. All the answers are direct quotes from the students in reference to the question as a hand.
I imported the questions in a Google Sheet to keep the answers organized and efficient. I also will be interviewing more students after this exercise for this class, as I am creating a school in inner city Flint specifically 6-7-8 grade students. The fact of intervention in the adolescent specifically in the middle school years is indeed preventative and proactive as opposed to the common reactionary programs across the United States of America for high school students at risk. These programs are triage and most of the time a hospice for students before they drop out of high school and most of the time the workforce in their future because of the lack of education and formation.
Link to RKT Google Sheet with questions and answers from at-risk students below…
https://docs.google.com/spreadsheets/d/1QL3isTLA772nit8PSNpGZRQU4tRuUUUxvlEHfuL4j_Y/edit?usp=sharing
7 at-risk students were interviewed
#Name Age
1 Justin 16
2 Jordin17
3 Devin 17
4 Brendan 16
5 Dontavis 17
6 Alia 17
7 Antaje17
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Final Paper
Final Paper
Students will submit a paper integrating the information obtained from the textbook, the 5 journal articles, and the interviews. Students should evaluate the interviews question by question making application of research to each question. The final section of the paper should be an integrated evaluation summarizing what you learned from the research and the interviews. This section should be between 1 and 2 pages.
- Format: Your paper should conform to APA format, utilize Times New Roman, 12 pt. font and contain between 2500-3000 words (including title page and reference page).
- References: Students should use the textbook and the 5 journal articles from the Annotated Bibliography. You will also use the information obtained from your interviews but personal communication is not included on the reference page. In text reference citations and full reference information on the reference page must conform to APA format.
- Papers will be scored on the following: APA format & Referencing , 20%; Writing / Grammar, 20%; Content, 60%.