Pushing Back On School Pushout
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✏Pushing Back on School Pushout Book Summary : In the United States, a staggering four thousand students drop out every school day. Moreover, in 2016, the graduation rate in Oregon was only 74.8%, one of the lowest in the nation. Research shows that a disproportionate number of youth leaving school are from historically marginalized communities. Many of these youth resiliently return to education at alternative schools. This research sought to explore the educational experiences of youth in alternative schools in their own voices and perspectives. From a theoretical framework based in sociocultural theory, cultural capital, and critical theory, this study underscored the importance of youth voice in changing the education system by incorporating qualitative methods and YPAR (Youth Participatory Action Research). Working alongside seven youth co-researchers who attended an alternative school in Oregon, we interviewed eight other students at the same school about their educational experiences and perceptions of the education system. The youth co-researchers and I co-constructed four themes collectively: "I felt invisible to the teachers"; "Teaching is a sacred act'; "Regular high school is like drowning, it's cruel"; and "Dropping out was [actually] a success." We also compiled counternarratives in the words of the eight student participants, which highlighted how the school system pushed them out despite their desire to learn. Finally, we spoke truth to power, in solidarity with the youth in this study, by presenting our recommendations for educational change to teachers, including how they can co-create spaces with students that foster care and empathy, value youth voice, and are culturally sustaining and identity affirming.
📒Urban Youth And School Pushout ✍ Eve Tuck
✏Urban Youth and School Pushout Book Summary : Winner of the 2013 American Educational Studies Association's Critics Choice Award! Recent efforts to reform urban high schools have been marked by the pursuit of ever-increasing accountability policies, most notably through the use of high-stakes standardized testing, mayoral control, and secondary school exit exams. Urban Youth and School Pushout excavates the unintended consequences of such policies on secondary school completion by focusing specifically on the use and over-use of the GED credential. Building on a tradition of critical theory and political economy of education, author Eve Tuck offers a provocative analysis of how accountability tacitly and explicitly pushes out under-performing students from the system. By drawing on participatory action research, as well as the work of indigenous scholars and theories, this theoretically and empirically rich book illustrates urban public schooling as a dialectic of humiliating ironies and dangerous dignities. Focusing on the experiences of youth who have been pushed out of their schools under the auspices of obtaining a GED, Tuck reveals new insights on how urban youth view accountability schooling, value the GED, and yearn for multiple, meaningful routes to graduation.
📒Pushing Back The Pushouts ✍ United States. Congress. House. Committee on Financial Services. Subcommittee on Capital Markets, Insurance, and Government Sponsored Enterprises
✏Author : United States. Congress. House. Committee on Financial Services. Subcommittee on Capital Markets, Insurance, and Government Sponsored Enterprises
✏Release Date : 2001-01-01
✏Pages : 327
✏ISBN : PSU:000048687157
✏Available Language : English, Spanish, And French
✏Pushing back the pushouts Book Summary :
📒The School To Prison Pipeline ✍ Catherine Y. Kim
✏The School to Prison Pipeline Book Summary : Examines the relationship between the law and the school-to-prison pipeline, argues that law can be an effective weapon in the struggle to reduce the number of children caught, and discusses the consequences on families and communities.
📒School Drop Out And Push Out Factors In Brazil ✍ Ana Rute Cardoso
✏School Drop out and Push out Factors in Brazil Book Summary : This paper aims to identify the major drop-out and push-out factors that lead to school abandonment in an urban surrounding-the shantytowns of Fortaleza, Northeast Brazil. The authors use an extensive survey addressing risk factors faced by the population in these neighborhoods, which cover both in-school and out-of-school youth of both genders. They focus on the role of early parenthood, child labor, and poverty in pushing teenagers out of school. The potential endogeneity of some of the determinants is dealt with in the empirical analysis. The authors take advantage of the rich set of variables available and apply an instrumental variables approach. Early parenthood is instrumented with the age declared by the youngsters as the ideal age to start having sexual relationships. Work is instrumented using the declared reservation wage (minimum salary acceptable to work). Results indicate that early parenthood has a strong impact of driving teenagers out of school. Extreme poverty is another factor lowering school attendance, as children who have suffered hunger at some point in their lives are less likely to attend school. In this particular urban context, working does not necessarily have a detrimental effect on school attendance, which could be linked to the fact that dropping out of school leads most often to inactivity and not to work.
📒Intermetallic Matrix Composites Ii ✍ D. B. Miracle
✏Intermetallic Matrix Composites II Book Summary : The MRS Symposium Proceeding series is an internationally recognised reference suitable for researchers and practitioners.
✏Annual Report of the Department of Public Service State Division Public Service Commission for Book Summary :
📒Annual Report Of The Public Service Commission ✍ New York (State). Public Service Commission
✏Annual Report of the Public Service Commission Book Summary : Some vols. include appendices and accompanying documents.
📒New York Legislative Documents ✍ New York (State). Legislature
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