scholarly journals Meeting the Needs of Students with Limited or Interrupted Schooling

2009 ◽  
Author(s):  
Andrea DeCapua ◽  
William Smathers ◽  
Frank Tang
Keyword(s):  
Interrupted Schooling

Various reasons, various trajectories? Interrupted schooling among Polish upper secondary school students

2020 ◽  
pp. 1-23
Author(s):  
Aleksandra Jasińska-Maciążek ◽  
Anna Hawrot ◽  
Paulina Marchlik ◽  
Hanna Tomaszewska-Pękała ◽  
Tomasz Żółtak
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Interrupted Schooling

The Effects of Interrupted Schooling on Wages

1995 ◽  
Vol 30 (3) ◽  
pp. 472 ◽  
Author(s):  
Audrey Light
Keyword(s):  
Interrupted Schooling

Measuring the Rate of Return to Interrupted Schooling

1984 ◽  
Vol 9 (4) ◽  
pp. 295-310 ◽  
Author(s):  
Richard D. Marcus
Keyword(s):  
Labor Market ◽  
Work Experience ◽  
Regression Method ◽  
Rate Of Return ◽  
Rates Of Return ◽  
Return To Schooling ◽  
Vietnam Era ◽  
Wage Regression ◽  
Interrupted Schooling

The most widely followed technique to estimate the rate of return to a year of schooling was provided by Mincer (1974) . This paper extends Mincer's semilog wage regression method to include those who interrupted their schooling with years of work. Schooling and the duration of the interruption interact to create nonlinearities in the rate of return to schooling. The proposed method is then applied to both Vietnam era G.I. students and civilian interrupters. It is found that interrupters earn substantially the same rate of return as the rate of return to uninterrupted schooling at the same level of schooling. G.I. students earned slightly higher rates of return to their interrupted schooling, but their accumulated work experience was not valued highly in the labor market.

Generation Interrupted: Rethinking “Students with Interrupted Formal Education” (SIFE) in the Wake of a Pandemic

2021 ◽  
Vol 50 (3) ◽  
pp. 187-196
Author(s):  
Chris K. Chang-Bacon
Keyword(s):  
Formal Education ◽  
Future Generations ◽  
Interrupted Formal Education ◽  
Interrupted Schooling

The COVID-19 pandemic disrupted schooling worldwide, compelling educators, researchers, and policymakers to grapple with the implications of these interruptions. However, while the scale of these disruptions may be unprecedented, for many students, interrupted schooling is not a new phenomenon. In this article, I draw insights from the field of Students with Interrupted Formal Education (SIFE) for supporting students who experience schooling interruption. In addition, I argue that the extensive accommodations offered to students in the midst of the pandemic must be preserved for future generations of SIFE students—a population for whom similar accommodations have been historically denied. Through this analysis, I demonstrate the need to interrogate traditional notions of interrupted schooling and the students who experience it. This article offers implications for rethinking interrupted schooling, as well as formal education writ large, toward more equitable and socially just ends.

The Academic Adaptation of Immigrant Students with Interrupted Schooling

2018 ◽  
Vol 55 (4) ◽  
pp. 859-892 ◽  
Author(s):  
Stephanie Potochnick
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Academic Performance ◽  
Longitudinal Study ◽  
Immigrant Students ◽  
National Level ◽  
School Characteristics ◽  
Foreign Born ◽  
Academic Adaptation ◽  
Interrupted Schooling

This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.

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