Document Type
Article
Publication Date
2013
Abstract
In California, where this study takes place, it is estimated that 85,000 students drop out of high school annually. Consequences are often linked to economic and social issues including long term economic costs to the state and the likelihood of lesser participation in voting and civic engagement (Rumberger, 2012). This account documents one high school’s alternative intervention program that includes online academic credit recovery and socio-emotional guidance leading to graduation for Latino students who are at risk of dropping out. Findings highlight the program’s support for these students in gaining confidence in self, envisioning themselves in the community and, for some, finding validation of their role in society through a neighborhood civic engagement project.
Recommended Citation
Curwen, M. S., Howard, K. E. (2013). Cultivating Democracy at one high school intervention program for Latinos at risk of dropping out. The National Journal of Urban Education & Practice, 7(3), 1-15.
Peer Reviewed
1
Copyright
Texas Southern University/Texas A&M University
Included in
Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Education Economics Commons, Other Education Commons, Place and Environment Commons, Race and Ethnicity Commons, Social and Philosophical Foundations of Education Commons
Comments
This article was originally published in The National Journal of Urban Education & Practice, volume 7, issue 3, in 2013.