ERIC Number: ED331913
Record Type: RIE
Publication Date: 1989-May
Reference Count: N/A
Student Retention and the Omaha Public Schools: Performance and Challenge.
This study examines patterns of student attrition and retention in the Omaha (Nebraska) Public Schools (OPS). The following dropout characteristics were studied: (1) low socioeconomic status (SES); (2) minority group membership; (3) low achievement test scores; (4) low academic grades; (5) enrollment in a nonacademic (vocational or general) high school program; and (6) problem behaviors, including delinquency and truancy. The following findings are presented: (1) minority group students comprise 32.8 percent of the student population; (2) minority group student attendance rates at traditional schools are markedly higher than at Individualized Study Centers (ISCs), which serve students with behavior problems; (2) parental influence, lack of interest, and poor attendance (in that order) were cited by dropouts as reasons for leaving school; (3) suspension rates for Black and Hispanic American OPS students were higher than national averages; and (4) minority group high school students, with the exception of Asian Americans, demonstrate significantly higher attrition rates than White students. Statistical data are presented in five tables. A list of eight references is appended. (FMW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Nebraska Univ., Omaha. Center for Applied Urban Research.
Authoring Institution: N/A
Identifiers: Omaha Public Schools NE
Note: Paper prepared for the Omaha Minority Conditions and Research Conference (Omaha, NE, May 19-20, 1989).