Motivation for Educational Attainment in Grade 9 Predicts High School Completion

TL;DR: In this article , a credit-only approach in early college programs is not making the expected impact on students' educational outcomes, and college counseling services should include more comprehensive support to incorporate college academic advising, has proven to be a successful strategy in increasing students' commitment to attain a college degree.

TL;DR: This study surveyed 162 autistic and nonautistic high school students, finding that autistic students rated internal and external factors lower in contributing to academic success, favoring approval and self-validation over future-oriented motivators.

Abstract: Extended periods of exclusion from education and the labour market can have a range of ‘scarring’ effects in later life. Consequently, there is international interest in early identification of young people most at risk of exclusion. Using a PRISMA format, this paper reviews an extensive literature on risk factors associated with three conceptualisations of exclusion: ‘not in education, employment or training’ (NEET); early school leaving (ESL) and high school dropout. It covers sources meeting three conditions: they present original findings on the factors associated with individual young persons becoming educationally excluded; provide evidence that the association is likely to be causal; and are based on data collected in English speaking countries or in European liberal democracies. The paper finds robust evidence for a range of risk factors at different levels. Micro (individual and family) and meso (school level) risk factors must be seen in the macroscopic context affecting young people, including economic circumstances, but also the nature of social institutions relating to the labour market, education and welfare. However, early-warning indicators based on selected risk factors must always be viewed with caution, since predictions of educational exclusion are probabilistic rather than categorical.

TL;DR: The National Center for Education Statistics (NCES) as discussed by the authors is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations, and it fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education, conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries.

TL;DR: These findings suggest that to improve disadvantaged youths' educational outcomes, investments in comprehensive mental health services are needed in schools struggling with high dropout rates, the very places where adolescents with unmet mental health needs tend to concentrate.

TL;DR: Theories of positive youth development suggest bidirectional associations between contexts of structured activities and features of PYD, including making contributions, engaging in purposeful action, and demonstrating characteristics such as competence, caring, and making connections.