Date of Award
1-24-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Bronwyn MacFarlane
Committee Members
Jodi Elder; Lonnie Williams
Call Number
LD 251 .A566d 2023 D39
Abstract
The purpose of this paper was to investigate the interventions and strategies used with students considered at-risk of dropping out of high school in Missouri public high schools. Self-determination theory was used to explain how students became motivated to stay in school when their need for competence, connection, and autonomy are fulfilled. Based on a case study design, this study collected qualitative data by interviewing high school administrators, high school counselors, and high school teachers. One theme from the data showed that the more connected a student was to school, the higher chance that student had of graduating. Another theme was that the more success a student had in school, the higher chance that student had of graduating. The third theme was that the more control students had in their own learning, the higher chances they had of graduating high school. The findings indicated that increasing student competence, connection, and autonomy were the keys to engaging students and to diminishing the three indicators of at-risk students: (a) low grades, (b) poor attendance, and (c) high behavioral referrals. This study provided evidence and implications from educators that increasing students’ success in school, increasing a student’s positive relationships, and increasing the amount of control in their own learning will improve graduation rates in all public high schools.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Dawson, David, "Interventions For At-Risk Students and Their Impacts on Autonomy, Connectedness, And Competence in Missouri Public High Schools" (2024). Student Theses and Dissertations. 126.
https://arch.astate.edu/all-etd/126
