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.

Comments

This article was originally published in The National Journal of Urban Education & Practice, volume 7, issue 3, in 2013.

Peer Reviewed

1

Copyright

Texas Southern University/Texas A&M University

 
 

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