Factors that Promote High School Graduation: a Review of the Literature

Zaff, Jonathan F.; Donlan, Alice E.; Gunning, Aaron; Anderson, Sara; McDermott, Elana R.; Sedaca, Michelle

doi:10.1007/s10648-016-9363-5

Cited by 66 publications

(57 citation statements)

References 85 publications

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“…It signifies satisfactorily completing requirements that lead to awarding a particular degree, diploma, or certificate. According to Zaff, et al (2017), high school education is the youth's preparation to economic and civic affairs involvement. Official graduation ceremonies are A planned in such a way that these reflect the fruits of labour in forms of studying, taking examinations, submitting class requirements, and writing researches.…”

Section: A Introductionmentioning

confidence: 99%

What’s in a Message? Analysis of Annual Graduation Messages in the Philippines

Basilio¹,

Ancho

Arrieta³

2020

ETERNAL

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What do annual graduation messages convey? What is the gist of the message? What common themes may be derived from these messages? These inquiries inform this study as annual graduation messages issued by the Department of Education (DepEd) Secretary are analysed. This paper recognizes the impact of each graduation message as it serves as a venue in capturing what DepEd attempts to relay to its stakeholders, particularly student graduates in the context of this paper. This study employs qualitative method using data available online. Graduation messages annually issued by DepEd are posted and accessible through online resources. Graduation messages issued from 2010-2019 are utilized in this study. Careful analysis of data reveals the following clustered themes: quality education as the key to transformation, education at the core of life’s challenges, Filipino learners transforming the future, stakeholders and learners towards a better education, and K-12 curriculum as the vehicle for success. Recognition has been given to stakeholders who play crucial roles in the education system and advocate its success. Also, social, cultural, and curricular aspects have also shaped how each graduation message is crafted and relayed to stakeholders.

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Section: A Introductionmentioning

confidence: 99%

What’s in a Message? Analysis of Annual Graduation Messages in the Philippines

Basilio¹,

Ancho

Arrieta³

2020

ETERNAL

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“…Zaff et al. (2017) reviewed 41 longitudinal studies between 1993 and 2014 that applied a positive youth development framework and identified developmental assets in individual, peer, and school contexts. For example, one of the school‐level developmental assets, positive relationships with teachers (e.g., Croninger & Lee, 2001), contributed to increased levels of school engagement over time (e.g., Wang & Fredricks, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Findings from a mixed‐method national study conducted by the Center for Promise (2015) suggest that expanding the network of supports available to youth in schools and communities, including teachers, health care professionals, and peers, may be the most powerful approach for reducing school dropout. There is also evidence that the impact of focusing on these developmental assets is stronger for students who are at higher risk of dropout (Zaff et al., 2017). Such findings are consistent with models of resilience that emphasize strengthening promotive factors as primary means of helping youth overcome significant adversity in their lives (Zimmerman et al., 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Researchers and practitioners are calling for prevention programs, such as mentoring, that seek to improve high school graduation by directing attention away from risks and deficits toward strengths and resources of children and adolescents. Zaff et al (2017) reviewed 41 longitudinal studies between 1993 and 2014 that applied a positive ✉ Gabriel P. Kuperminc gkuperminc@gsu.edu O R I G I N A L A R T I C L E youth development framework and identified developmental assets in individual, peer, and school contexts. For example, one of the school-level developmental assets, positive relationships with teachers (e.g., Croninger & Lee, 2001), contributed to increased levels of school engagement over time (e.g., Wang & Fredricks, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The Role of School‐based Group Mentoring in Promoting Resilience among Vulnerable High School Students

Kuperminc

Chan

Hale

et al. 2019

American J of Comm Psychol

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This study examined the role of participation in a year‐long school‐based group mentoring program, Project Arrive (PA), on increasing resilience during the first year of high school among students identified as being at high risk for school dropout. Participants were 114, ninth grade students taking part in one of 32 PA mentoring groups, and 71 statistically matched comparison students (53% male, 75% eligible for free/reduced‐price lunch, 62% Latinx). Using a propensity score with inverse probability of treatment weighting (IPTW) to reduce selection bias, and a multi‐level model to account for non‐independence of data within mentoring groups, we examined changes from pre‐test to program exit on seven external resilience resources (developmental supports and opportunities) and four internal resilience assets (personal strengths). At program exit, PA participants had higher adjusted means than comparisons on six external resources, including school support, school belonging, school meaningful participation, peer caring relationships, prosocial peers, and home meaningful participation. PA participants also had higher adjusted means on one internal asset, problem solving. Results point to the promise of group mentoring as an approach for increasing resilience among academically vulnerable adolescents.

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“…School environments can positively influence youths' social development and their mental and physical health [1]. School prepares youth for successful transition to adulthood [2], including economic and social participation in the community [3]. When youth are at school, they have access to academic, practical, and social-emotional learning opportunities.…”

Section: Introductionmentioning

confidence: 99%