Discussions with women who were returning to education revealed their apprehensions and biases. The technique is used to build relationships with teachers and peers, plan personal goals, and encourage reflection. (JOW)

A significant proportion of the US young people are currently involved in the juvenile justice system. Of all youth in the United States, approximately 21% suffer from a diagnosable mental or substance use disorder that causes at least minimal impairment. This estimate is likely 2-3 times higher for youth who enter the juvenile justice system. A…

This study follows a cohort of first-time ninth graders over five years in San Bernardino City Unified School District (SBCUSD) to describe the magnitude of its dropout problem and the numbers, characteristics, and graduation outcomes of the dropouts who subsequently reenrolled in the district. Additionally, it documents reenrollment issues…

This article examines the following three themes present in the educational narratives of a group of Black reentry (returning to college) mothers: (a) reentry as a response to a critical moment, (b) reentry as a strategy for coping with challenges, and (c) reentry as a practical step toward getting their daughters into college. Cursory reviews of…

Describes Programming Educational Experiences for Returning Students (PEERS), a model that presents a workable alternative to traditional programs designed for returning students. (JOW)

The authors discuss special barriers that women must overcome when continuing their education after having children. Internal and external barriers are identified, as well as characteristics within the population. The authors discuss how faculty and school administrators can assist reentry women with some of their needs. (CH)

Examined barriers to learning in adult students (N=111) using the Adult Student Survey. Results indicated that in many cases students were able to predict barriers before enrolling. Lack of time was the most difficult barrier to anticipate correctly. (JAC)

Research conducted in France, Germany, Ireland, Spain, and the United Kingdom identified innovative practices in providing guidance and counseling for women returning to study. Characteristics of good practice and limitations to providing good programs were also determined. (SK)

Reviews literature on reentry women returning to college campuses and the inherent barriers to their pursuit of higher education. Reviews factors that determine their success, as well as implications and recommendations for institutions that may enhance their educational programs. Barriers considered include financial; administrative; recruiting,…

Registered Nurses (RNs), when educated in an Associate Degree (AD) program, learn in a face-to-face environment. Today's preferred standard of education for RNs is to achieve a minimum of a Bachelor's degree. For convenience while they continue working, numerous AD-prepared nurses seek online education to complete their Bachelor of Science in…

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" looks at students who returned to their original Achieving the Dream institution after completing credentials or transferring to another institution. Forty-two percent of students who either received a degree or certificate or transferred from an Achieving…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 1--Graduation--from the FFY 2009 Annual Performance Reports (APRs) and amended State Performance Plans (SPPs), which were submitted by states to the Office of Special Education…

High school students with disabilities who drop out are costly to society. Compared to those who graduate, they are more likely to be unemployed, dependent on public services, and involved in the criminal justice system. Consequently, helping students with disabilities graduate has become a prominent national concern. Students with disabilities…

Discusses results of a study that examined how Black females in selected graduate school perceive the process of reentry into higher education. It also describes some of the needs and concerns they express and offers some implications for program administrators. (Author)

Describes a program implemented in East Greenbush, New York which permits adults to study in regular high school daytime classes and provides anecdotal accounts from individuals who have returned to school under the program. Also lists a number of other school districts that have made similar provisions for adult students. (GC)