ERIC Number: ED322252
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
From Dropout to High Achiever: An Understanding of Academic Excellence through an Analysis of Dropouts and Students-at-Risk.
Cuellar, Alfredo; Cuellar, Mariano-Florentino
This report attempts to demonstrate that dropouts follow a path inverse to the one that students follow to academic excellence by presenting a review of literature pertaining to dropouts and students at risk. It examines the process by which at-risk students are separated from academic excellence, and attempts to understand the factors behind academic excellence and student achievement within the context of findings relating to at-risk students and dropouts. The following subjects are addressed in the literature review: (1) the characteristics of at-risk students; (2) the causes of the dropout rate, both internal and external to school; (3) effective methods of dropout prevention and support programs for at-risk students; and (4) academic excellence based on findings about at-risk students. The results from each section of the review are discussed. The complete review indicates that programs designed to support at-risk students and programs that effectively encourage academic excellence are strikingly similar in most respects. In addition, the process through which at-risk students drop out corresponds to the process through which students move towards academic excellence. Further research, particularly with ethnographic methodology, on the parallels and differences between dropouts and high achievers is recommended. Six figures and a list of 70 references are included. (JS)
Descriptors: Academic Achievement, Disadvantaged Youth, Dropout Prevention, Dropouts, Educational Environment, Educational Experience, Excellence in Education, High Achievement, High Risk Students, High School Students, High Schools, Minority Group Children, Program Content, Student Characteristics, Student School Relationship
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Authoring Institution: San Diego State Univ., CA. Imperial Valley Campus. Inst. of Borders Studies.; S. H. Cowell Foundation, San Francisco, CA.