Reintegrating students with emotional and behavioral disorders from alternative school settings to the mainstream school environment presents significant challenges. Students are frequently unsuccessful when they return to home districts. Most researchers address the problem in a variable-centric manner, and explore specific student, teacher,…

The purpose of this study was to explore the engagement levels among entering and returning Hispanic community college students. This study provides needed data focused specifically on Hispanic student engagement. Limited data exist on the persistence of community college students in general, and Hispanic students in particular. The data were…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing and summarizing the data for Indicator 2--Dropout--from the FFY 2008 Annual Performance Reports (APRs) and the revised State Performance Plans (SPPs), which were submitted to the Office of Special Education Programs (OSEP)…

Several years ago, leaders at Vanguard-Sentinel Career Centers, located in northwestern Ohio, began looking at the issue of student motivation. They were concerned that some students, even in their career-based programs, were falling through the cracks. For a variety of reasons, these students were not successful in the traditional high school…

Advice on succeeding in college is offered for the nontraditional student: the student who returns to college at a later age. Assets that the nontraditional, returning students have include strong motivation and valuable life experiences, the ability to interact, and the ability to handle a variety of responsibilities at once. Suggestions are…

This study evaluated the leisure attitudes and recreation participation patterns of a sample of returning female college students. Interviews were conducted with 36 full-time women students who had returned to graduate school after a five-year lapse in their formal training. The women placed a high value on the cognitive and affective aspects of…

Short, intensive technical writing classes have been found to have a very positive effect on adult personality, especially in the area of self-esteem. Over the course of several years, groups of high school-educated adult learners who entered college after being out of school for years were found to have their anxieties about reentering school…

This handbook, designed to help women considering returning to school, explores the educational opportunities available locally and evaluates which programs suit their needs. Part 1 considers concerns in assessing the feasibility of part- or full-time study, including tuition and financial aid, child care, transportation, and preparation to return…

The characteristics and concerns of reentry women provide a backdrop for the effective practices and appropriate strategies that institutions, agencies, and businesses can implement to facilitate women's successful transition into an educational setting. (JOW)

Describes the structure and content of the Co-Op Re-entry Program which provides counseling experiences for adult students. The structure's highlights are student-paced learning packages with a progression of activities from supervised in-school studies to independent learning during the work placement period. The content provides carefully…

The author compares new estimates of college dropout rates with earlier studies, examines trends in enrollment rates and degree awards, and presents estimates of enrollment inflows and outflows. (SK)

Analysis of data on adults who left school before age 17 and later enrolled in university (New Zealand, n=953; England, n=762) identified factors that influenced reentry. A typology emerged: (1) academically able with financial or other constraints; (2) those uncertain about academic abilities or usefulness of schooling; and (3) alienated,…

Interviews with 28 New Zealand adults aged 42-82 who had left school with less than 4 years of secondary education identified contextual (social and familial) factors that did not encourage further education. Return to education was influenced by changed work and family contexts. Gender-based expectations hindered women's choices. Educational…

For most reentry women students, development entails a shift from identifying themselves in terms of their psychological surroundings to authoring and authorizing their own identity. Reentry women need both self-direction and supports that promote development. (SK)

Research in Canada and New Zealand examined the experience of adults returning to secondary education. The study uncovered a dynamic process in which the adult is both integrated into school culture and differentiated as part of adult student subculture. (SK)