Introduction
Education is at the center of progress, providing individuals with the tools they need to build fulfilling lives and make valuable contributions to society. When graduation rates decline dramatically, their promise fades, and it impacts all communities involved. Greenville High School in Alabama faces an immediate obstacle which is an alarmingly low graduation rate of 75%, according to the Alabama State Department Report Card for 2022. At risk is one-quarter of students whose future success at high school could depend on it. As part of its strategy to tackle this critical problem and ensure a brighter tomorrow, this narrative review delves deep into scholarly literature to identify effective strategies and recommendations to increase graduation rates at Greenville High School. By reviewing a range of factors influencing graduation rates and successful interventions from different educational settings, this review intends to offer educators, policymakers, and stakeholders valuable insight to formulate evidence-based approaches that increase graduation rates at Greenville High School while guaranteeing its students an optimistic future.
Factors Affecting Graduation Rates
Socioeconomic Influences on Graduation Rates
Numerous studies have examined the impact of socioeconomic factors on graduation rates. Williams (2023) explored school funding inequality’s effect on African American high school dropout rates, emphasizing its necessity. Hyde (2020) explored correlations between advanced placement/dual enrollment courses for economically disadvantaged students and two-year completion rates at Tennessee public higher education institutions – such as Tennessee public higher education. Both these research papers demonstrate how important addressing disparities can be when improving graduation rates.
School-Based Support Programs
School-based support programs have proven essential in raising graduation rates. Lewis et al. (2022), among others, studied initiatives like the Free Universal Breakfast Program. These studies discovered positive associations between its provision and an increase in graduation rates. Archer et al. 2022 proposed targeting social support as a method to further boost graduation rates at Cleveland County High Schools. This result underlines the significance of comprehensive support systems within schools in meeting students’ needs and encouraging academic success.
Academic Interventions and Dropout Prevention
Leveraging Technology for Learning Outcomes
Technology offers immense potential to both improve learning outcomes and decrease dropout rates, especially among non-reading cultures. Naluwooza et al. (2023) examined how information technology and pupil engagement play an essential part in improving educational outcomes and supporting effective pupil-centric practices. Integrating technological interventions into their educational processes enables schools to meet diverse learning preferences while creating interactive educational experiences for their pupils. Online resources and digital assessments enable customized education with continuous progress tracking for each student. Adopting technological solutions in schools can increase engagement and motivation among their pupils while decreasing disengagement from studies which in turn leads to increased graduation rates.
Student Disparities in Dual Enrollment Programs
Dual enrollment programs have become an increasingly popular means for high school students to earn college credit; however, inequities exist among participating students that must be addressed to prevent dropout. Brown (2023) examined school counselor perspectives regarding disparities within dual enrollment programs, emphasizing how providing equitable access and support will ensure success for every enrolled student. Schools must work to remove obstacles presented by underrepresented populations who wish to enroll, creating an enabling environment to assist these efforts while increasing engagement rates among their student body and ultimately increasing the chances of graduation among these underrepresented populations.
Attrition and Dropout in Interventions
studies by Meyerowitz-Katz et al. (2020) and Torous et al. (2017) indicate that attrition and dropout from interventions pose major impediments to increasing graduation rates. (2020) provide valuable insights by investigating attrition rates among app-based interventions designed to treat chronic disease or depressive symptoms. This research sheds significant insight into student disengagement issues more generally. Understanding why students leave intervention programs early is vital in designing effective solutions for at-risk students. Motivation issues, academic difficulties, or inadequate support systems could all play a part in early exit from intervention programs. Educators and policymakers must recognize these challenges and tailor interventions specifically designed to address students’ unique needs and obstacles at Greenville High School. By creating an environment filled with personalized assistance for every student who attends, schools can increase retention in intervention programs while ultimately increasing graduation rates.
Conclusion
In summary, this narrative review explored various factors impacting graduation rates as well as strategies that might address Greenville High School’s low graduation rate problem. Socioeconomic influences, school-based support programs, academic interventions, technology integration, and equitable access to resources and opportunities were identified as major themes. Based on this review, it is evident that adopting an integrated approach comprising academic and nonacademic interventions to increase graduation rates at Greenville High School requires multifaceted strategies addressing both academic and nonacademic interventions. Through targeted strategies designed specifically to meet Greenville High School student challenges, educators and policymakers can work in cooperation towards raising graduation rates while guaranteeing brighter futures for all their pupils.
References
Addis, S., & McNulty, R. (2021). The pandemics’ impact on at-risk students, schools, and graduation rates. Anderson, SC: National Dropout Prevention Center.
Akinpelu, K. L. (2022). A Quantitative Correlational Study of Per Pupil School Spending and Graduation Rates in Public High Schools (Doctoral dissertation, Trident University International).
Archer, H., Carstens, G., Hicks, H., Kelley, A., & McCormick, E. (2022). Gaining Grads: Targeting School-Based Social Supports & Adaptations To The School Breakfast Program To Increase High School Graduation Rates In Cleveland County High Schools.
Brown, S. N. (2023). School Counselors’ Perspectives on Student Disparities in Dual Enrollment Programs (Doctoral dissertation, Charleston Southern University).
Hyde, M. K. (2020). Advanced placement and dual enrollment courses for economically disadvantaged students and 2-Year completion rates at Tennessee public higher education institutions (Doctoral dissertation, East Tennessee State University).
Lewis, A., Philbrook, T., Perez Alvarado, D., & Boachie, K. (2022). IMPROVING GRADUATION RATES IN CLEVELAND COUNTY THROUGH A FREE UNIVERSAL BREAKFAST PROGRAM.
Meyerowitz-Katz, G., Ravi, S., Arnolda, L., Feng, X., Maberly, G., & Astell-Burt, T. (2020). Rates of attrition and dropout in app-based interventions for chronic disease: systematic review and meta-analysis. Journal of Medical Internet Research, 22(9), e20283.
Naluwooza, R., Ayeni, F., Langmia, K., & Mbarika, V. (2023). Fostering learning outcomes in a non-reading culture at the foundational level of education: the role of information technology and pupil engagement. International Journal of Educational Management, 37(3), 558-574.
Perez Alvarado, D., Boachie, K., Lewis, A., & Philbrook, T. (2022). IMPROVING GRADUATION RATES IN CLEVELAND COUNTY THROUGH A FREE UNIVERSAL BREAKFAST PROGRAM.
Philbrook, T., Boachie, K., Lewis, A., & Perez Alvarado, D. (2022). IMPROVING GRADUATION RATES IN CLEVELAND COUNTY THROUGH A FREE UNIVERSAL BREAKFAST PROGRAM.
Torous, J., Lipschitz, J., Ng, M., & Firth, J. (2020). Dropout rates in clinical trials of smartphone apps for depressive symptoms: a systematic review and meta-analysis. Journal of affective disorders, 263, 413-419.
Williams, M. J. (2023). Examining School Funding Inequity and Impact on African American High School Dropouts (Doctoral dissertation, Walden University).
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