A study of 249 pupils enrolled in a project for potential dropouts in selected elementary schools in the Houston (Texas) Independent School District, 1963-64

Date

1965

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Abstract

This study has been conducted and reported as a description of the recurring characteristics of behavior, achievement, and personal data of pupils enrolled in classes for potential dropouts in selected elementary schools in the Houston Independent School District during the academic school year, 1963-64, as revealed by recorded school data. Data were collected from the following school records: (1) Houston Public Schools Elementary Permanent Record Card--academic grades earned in each of the major subject areas for each semester from kindergarten through grade six, inclusive; sex; birth date; grade of initial entry; and promotion or retention of each pupil; (2) Test Record, Houston Independent School District--intelligence quotient scores from the Otis Quick-Scoring Mental Ability Test: New Edition, Alpha Form As, and grade equivalent scores secured on each of the tests (Paragraph Meaning, Word Meaning, Spelling, Language, Arithmetic Reasoning, and Arithmetic Computation) contained in the Stanford Achievement Test, Partial Battery, Primary and Intermediate Forms; (3) Enrollment Card--addresses and ages of siblings who were eighteen years of age or younger.

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Keywords

Dropouts--Prevention, Elementary school dropouts, Houston Independent School District (Tex.)

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