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Tytuł pozycji:

The Predictive Nature of Mentoring Student Academic Progress, Mentor Educational Background, and Mentor Tenure among High School Dropouts Who Graduated from an Educational Management Organization

Tytuł :
The Predictive Nature of Mentoring Student Academic Progress, Mentor Educational Background, and Mentor Tenure among High School Dropouts Who Graduated from an Educational Management Organization
Autorzy :
Hickman, Greg; Nwosu, Kingsley Chinaza; Camper, Bradley; Nelson, Jody
Źródło :
Journal of At-Risk Issues, v23 n1 p15-24 2020. 10 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1253865">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1253865
National Dropout Prevention Center. 3325 Hwy 81 N, Anderson, SC 29621. Tel: 864-642-6372; e-mail: ; Web site: http://dropoutprevention.org/
Recenzowane naukowo :
Y
ISSN :
1098-1608
Deskryptory :
Mentors, Educational Background, Tenure, Dropouts, High School Graduates, Credits, Educational Administration, Organizations (Groups), Graduation Rate, Progress Monitoring, Predictor Variables, At Risk Students
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
10
Education Level :
High Schools; Secondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
OCT2020
Data wpisu :
2020
Numer akcesji :
EJ1253865
Czasopismo naukowe
Using official school data from a sample of 3,461 students enrolled in Grad Solutions, an Educational Management Organization (EMO), from 2015 through 2018, we conducted a quantitative cross-sectional research design study to understand the predictive nature by which students who dropped out of high school and re-enrolled in Grad Solutions graduated high school. The authors used logistic regression to examine the extent to which students' credits upon enrollment, students' credits remaining after enrollment, mentors' educational background, percentage of mentors' monthly student progress toward graduation, and tenure as a mentor on whether a student graduates or drops out from Grad Solutions. All variables of study significantly predicted p < 0.001 and p < 0.01, an increase and decrease in the odds by which students graduated high school or dropped out of high school. Implications are drawn for designers of mentoring and intervention programs as well as EMOs.

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