Perspectives of Overage Students: Issues that Affected their Schooling and Implications for Student Success

Format

Individual Presentation

First Presenter's Institution

University of North Florida

First Presenter’s Email Address

d.webber@unf.edu

First Presenter's Brief Biography

Dr. Dione Thomas Webber is a Jacksonville native and has 11 years of PK-12 experiences with 6 of those years being an educational leader in Duval County Public Schools. Primarily educating students from lower socio-economic status, her current research interests are trauma-informed education, and creating policy for novice teachers and leaders at Title I turnaround elementary schools. In her current role as Clinical Assistant Professor in Educational Leadership at UNF, she teaches Intro to Educational Leadership for Equity and Social Justice, Organizational Learning, and Curriculum and Assessment for leaders. She also co-facilitates the UNF AACTE Holmes Scholars program which supports high achieving doctoral students who self-identify as racially and ethnically diverse and are pursuing doctoral degrees in education at AACTE member institutions. She also facilitates the UNF Urban Scholar mentorship initiative which improves the pipeline for minority teachers entering the field of education. As a leader she seeks to empower individuals, schools, and communities by uniting strengths, inviting advocacy, equity, and inspiring innovation.

Second Presenter's Institution

Duval County Public Schools

Second Presenter’s Email Address

latoya.raines1@gmail.com

Second Presenter's Brief Biography

Dr. LaToya Council, a native of Macon, Georgia, is a social justice advocate and licensed master social worker who has dedicated her life to promoting educational equity. After becoming a first generation college graduate, Dr. Council decided to live out her life’s passion and join the esteemed Teach for America, AmeriCorps organization where she served as an English educator at a Title I, Turnaround high school. During that time, Dr. Council was acknowledged as a Florida Department of Education High Impact educator for yielding exponential student achievement growth. Dr. Council prides herself on being a life long learner. She obtained her bachelor’s degree from Georgia State University. Additionally, she earned a Master’s degree in social work from the University of South Carolina, a Master’s of Ed Leadership from Columbia University, and a Doctorate degree in Ed Leadership from the University of West Georgia. She is also the author of the culturally responsive children's books, “Brown Girl, You Were Born to Shine” and “The Bonus Mom!” Dr. Council currently serves as the proud principal of a Duval County Public School middle school where she finds joy in empowering her stakeholders.

Location

Session Seven

Strand #1

Health: Mental & Physical Health

Strand #2

Home: Family & Community Engagement

Relevance

  • This body of work focuses on the experiences of students that matriculated through the traditional K-12 school system as overage under-credited youth and reveals social-emotional, academic, and other issues that occurred as a result of being 2 to 3 years older than their peers. Based on the findings of the research, implications point to the need for resources and policies, SEL practices, mental health therapy, and better educating families on their roles in the life of an overage student. This presentation is relevant to the following strands; II. "Heart": Social & Emotional Skills Fostering social and emotional skills and the social climate for all children and youth; IV: "Health": Promoting the mental and physical health of all children and youth; V: "Home": Family & Community Engagement Developing and enhancing family and community support for all children and youth.

Brief Program Description

Overage Under-credited youth face unforeseen circumstances as they navigate the K-12 traditional school landscape. A study was conducted that focused on the perspectives of overage graduates and issues that affected their schooling. Findings of the research emphasized the importance of social emotional well-being, mental health, community, and how the impact of a double promotion program changed the trajectory of their lives. This proposal introduces the concept we are seeking to embed in the program which involves specialized professional development for teachers, implementing sustaining family resources, educating them on what grade retention means for their child, and their role as a parent or guardian. It is also to develop a system for wrap around feedback that can better support policy and school district initiatives.

Summary

This proposal is based on a qualitative study conducted in a 2020. Overage students that are two to three grade levels behind have a perceived negative impact on the environment of a primary comprehensive school and because of that, they lack the motivation to engage in that setting (Balfanz & Letgers, 2004; Hughes et.al., 2013; Algozzine et.al.,2012). When students struggle in elementary and middle grades, the likelihood that they will drop out in or before high school increases dramatically (Finnan & Kombe, 2011). The literature identifies the relationship between being overage and becoming a school dropout. It also identifies how grade retention results in a student being overage for grade, and social-emotional factors as consequences of grade retention (Alexander et al., 1994; Jimerson et al., 1997; Hughes et.al., 2013; Algozzine et.al.,2012; Freeman, J., & Simonsen, B., 2015).

Participants of the study were retained in grades as early as pre-K and revealed aspects of their experience that were not previously seen in the research on overage students. Factors such as students impulsive desire to fit in, having discipline issues, being bullied and verbally degraded, lack of parental involvement, and family hurt/condemnation. Based on the finding of damaging feelings and emotions, lack of parental involvement, and family hurt/condemnation, implications are to Inform and educate parent/guardian prior to retention decision on prevention and intervention strategies and resources for students.

The Bridge to Success Academy at West Jacksonville is a double promotion program that serves overage students in Jacksonville, Florida. The concept we are seeking to embed in the program involves specialized professional development for teachers, implementing sustaining family resources, educating them on what grade retention means for their child, and their role as a parent or guardian in the process and developing a system for wrap around feedback that can better support policy and school district initiatives. We will also equip session attendees with strategies to implement in their various schools and districts.

Evidence

Original research study can be found here:

Perspectives of Overage Graduates: Issues that Affected their Schooling (unf.edu)

References:

Allen, C. S., Chen, Q., Willson, V. L., & Hughes, J. N. (2009). Quality of research design moderates effects of grade retention on achievement: A meta-analytic, multi-level analysis. Educational Evaluation and Policy Analysis, 31(4), 480–499.

Balfanz, R., & Boccanfuso, C. (2007). Falling off the path to graduation: Middle-grade indicators in [an unidentified northeastern city]. Baltimore: Center for SocialOrganization of Schools.

Bonvin, P., Bless, G., & Schuepbach, M. (2008). Grade Retention: Decision-Making and Effects on Learning as Well as Social and Emotional Development. School Effectiveness and School Improvement, 19(1), 1–19.

Eide, E. R., & Goldhaber, D. D. (2005). Grade retention: What are the costs and benefits? Journal of Education Finance, 31(2), 195-214.

Finnan, C., & Kombe, D. (2011). Accelerating Struggling Students' Learning Through IdentityRedevelopment. Middle School Journal, 42(4), 4-12.

Freeman, J., & Simonsen, B. (2015). Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates: A Systematic Review of the Literature. Review of Educational Research, 85(2), 205–248.

Hughes, J. N., Kwok, O., & Im, M. H. (2013). Effect of retention in first grade on parents’ educational expectations and children’s academic outcomes. American Educational Research Journal, 50(6), 1336-1359.

Hughes, J. N., West, S. G., Kim, H., & Bauer, S. S. (2018). Effect of early grade retention on school completion: A prospective study. Journal of Educational Psychology, 110(7), 974-991.

Thomas Webber, Dione R., "Perspectives of Overage Graduates: Issues that Affected their Schooling" (2020). UNF Graduate Theses and Dissertations. 942.
https://digitalcommons.unf.edu/etd/942

Tingle, L. R., Schoeneberger, J., & Algozzine, B. (2012). Does grade retention make a difference? The Clearing House, 85(5), 179-185.

Learning Objective 1

Participants will be able to gain insight about what it means for a student to be multiple years overage for grade.

Learning Objective 2

Participants will be able to gain relevant practices for overage students social/emotional, mental health, and learn about strategies to better support overage students and their guardians.

Learning Objective 3

Participants will be able to learn strategies to advocate for the overage children and their guardians as well as acquire strategies to use in their schools/districts.

Keyword Descriptors

Dropout, Overage, Grade Retention, Social-emotional, Intervention, community resources.

Presentation Year

2024

Start Date

3-5-2024 2:15 PM

End Date

3-5-2024 2:45 PM

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Mar 5th, 2:15 PM Mar 5th, 2:45 PM

Perspectives of Overage Students: Issues that Affected their Schooling and Implications for Student Success

Session Seven

Overage Under-credited youth face unforeseen circumstances as they navigate the K-12 traditional school landscape. A study was conducted that focused on the perspectives of overage graduates and issues that affected their schooling. Findings of the research emphasized the importance of social emotional well-being, mental health, community, and how the impact of a double promotion program changed the trajectory of their lives. This proposal introduces the concept we are seeking to embed in the program which involves specialized professional development for teachers, implementing sustaining family resources, educating them on what grade retention means for their child, and their role as a parent or guardian. It is also to develop a system for wrap around feedback that can better support policy and school district initiatives.