Abstract

This study critically examined the impact of student engagement on high school graduation rates amidst the educational disruptions ushered in by the COVID-19 pandemic, with a concentrated focus on the United States. It evaluated the essential engagement factors--rigorous instruction, collaborative teaching, supportive environments, and trust--and their role in addressing disparities in graduation outcomes (New York City Panorama, 2022; Wang & Degol, 2014). Anchored in the theoretical frameworks of Bronfenbrenner’s ecological systems theory (Bronfenbrenner, 1979), social-emotional learning theory (Durlak et al., 2011; Williamson et al., 2015), and Vygotsky’s sociocultural theory (Vygotsky, 1987), this research utilized a comprehensive quantitative analysis of data from the New York City Department of Education to explore these engagement factors' effects across diverse demographic segments, including race, disability status, socioeconomic status, and English language proficiency. The study is poised to offer actionable insights for educational policymakers and practitioners, aiming at the advancement of strategies that ensure equity, foster profound engagement, and equip educational systems to effectively navigate future crises. Highlighting the paramount role of student engagement in the context of high school graduation, this study underscored the critical need for developing educational environments that are not only resilient in the face of global challenges but also deeply inclusive, ensuring the success and retention of students in a post-pandemic era. Through its quantitative analysis, the research brought to light the indispensable necessity for inclusive educational practices that bolster student retention and success amidst the evolving educational landscape post pandemic.

Library of Congress Subject Headings

High school graduates—Statistics—Public schools—New York; Ecological Systems Theory

Date of Award

2024

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

June Schmieder-Ramirez

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