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Adolescent pregnancy stands as a societal challenge, compelling young individuals to prematurely discontinue their education. Conversely, an expansion of high school education can potentially diminish rates of adolescent pregnancy, given that educational attainment stands as the foremost risk factor influencing sexual initiation, the use of contraceptive methods during initial sexual encounters and fertility. The aim of this paper is to analyze the impact of the implementation of the public educational policy introducing full-time schools (FTS) for high schools in the state of Ceará, Brazil, on early pregnancy rates.

Using the difference-in-differences method with multiple time periods, we measured the average effect of this staggered treatment on the treated municipalities.

The main result indicates a reduction of 0.849 percentage points in the teenage pregnancy rate. Concerning dynamic effects, the establishment of FTS in treated municipalities results in a 1.183–1.953 percentage point decrease in teenage pregnancy rates, depending on the timing of exposure. We explored heterogeneous effects within socioeconomically vulnerable municipalities, yet discerned no impact on this group. Rigorous tests confirm the robustness of the results.

This paper aims to contribute to: (1) the consolidation of research on the subject, given the absence of such research in Brazil to the best of our knowledge; (2) the advancement and analysis of evidence-based public policy and (3) the utilization of novel longitudinal data and methodology to evaluate adolescent pregnancy rates.

The expansion of alternative education, globally, has coincided with a shift towards greater accountability for ensuring educational access and opportunity, high academic standards and increased graduation rates. While studies suggest the pervasive influence of accountability may be redefining how school leaders provide meaningful learning experiences and facilitating high achievement, little is known about school leaders of alternative schools administering accountability polices. If there are inconsistencies between meaningful learning experiences for at‐risk students and performance‐based standards outcomes, this may suggest issues around equity and alternative schools that should be evaluated. Using a theoretical frame of policy implementation, specifically the authoritative design of policy and social constructs of compliance, this study aims to examine how alternative school leaders implement accountability policies.

This cross‐case study employs a qualitative thematic strategy of data analysis in conjunction with Fairclough's three‐dimensional framework of discourse analysis to examine how seven school leaders at five alternative schools in California and Texas interpret and administer accountability policy.

The theme of reconciliation: tension between compliance and innovation was revealed from the data. The discourses surrounding the nature of students at risk and policy compliance converged, creating a notion that alternative school leaders were losing their autonomy as knowing what is best for their students amidst increasing accountability standards.

While many of the administrators are positioned by their districts to act as an at‐risk student expert when designing or sustaining academic and social programs at their respective alternative schools, they are in the process of losing some of their autonomy because of the pressures derived from accountability standards. However, school leaders continue to take responsive and reflexive actions to create distance between their settings and accountability policy in order to protect their students and schools from external pressures.

The study presents original findings in the area of accountability policy implementation in alternative school settings. This work suggests that the social constructs of compliance and student risk factors converge with the authoritative nature of accountability policy. In turn, tension was created for alternative school leaders as they consider what is best for at‐risk students.

This chapter delves into the education of Kosovo's Roma community, shining a light on the obstacles they encounter and the initiatives taken by the government to enhance their educational prospects. The Roma community represents just 0.5% of Kosovo's entire population and faces significant challenges with low literacy rates and high dropout rates, particularly at lower levels of education. Since Kosovo's independence proclamation in 2008, there have been institutional advancements and partnerships with local, central, and worldwide organisations to improve the education system for the Roma community.

This study aims to provide an in-depth understanding of the educational situation of the Roma community in Kosovo. It recognises their challenges and proposes practical solutions to accelerate their integration and improve their social, educational, and cultural welfare. Various analytical methods, including descriptive statistics and historical analysis, are utilised to conduct comparative and quantitative assessments.

The Roma community in Kosovo continues to encounter numerous challenges, such as economic hardships, lack of education opportunities, and early marriages that often result in school dropouts. However, research highlights the government's dedication to enhancing education conditions and enabling better access to the labour market for the Roma community through proper education and qualifications. Additionally, Kosovo's constitutional and legal framework safeguards the rights of all communities, including the Roma community, regarding education and employment with high standards.

Postsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in college (FTIC) and transfer students. Transfer student success rates are significantly low, with most transfer students nationwide failing to complete their degrees in four-year institutions. The purpose of this study is to better understand the degree progression patterns of both student types in two undergraduate science, technology, engineering and mathematics (STEM) programs: computer science (CS) and information technology (IT). Recommendations concerning academic advising are discussed to improve transfer student success.

This study describes how transfer student success can be improved by thoroughly analyzing their degree progression patterns. This study uses institutional data from a public university in the United States. Specifically, this study utilizes the data of FTIC and transfer students enrolled in CS and IT programs at the targeted university to understand their degree progression patterns and analyzes the program curricula using network science curricular analytics method to determine what courses in the curriculum require more assistance to retain students.

The major findings of this study are: (1) students’ degree mobility patterns within an institution differ significantly between transfer and FTIC students; (2) some similarities exist between the CS and IT programs in terms of transfer students' degree mobility patterns; (3) transfer students' performance in basic and intermediate level core courses contribute to differences in transfer students' mobility patterns.

This study introduces the concept of “mobility patterns” and examines student degree mobility patterns of both FTIC and transfer students in a large public university to improve the advising process for transfer students regarding courses and identifying secondary majors.

This paper is one of seven in this volume, each elaborating different approaches to quality improvement in education. The purpose of this paper is to delineate a methodology called positive deviance.

The paper presents the origins, theoretical foundations, core principles and a case study demonstrating an application of positive deviance in US education, specifically dealing with the problem of high school dropout prevention in a California school district.

The six phases of this “asset-based” improvement approach are: define the organizational or community problem and desired outcomes; determine common practices relevant to the problem; discover uncommon but successful behaviors and strategies that solve the problem (the positive deviants), through inquiry and observation; design an action learning initiative based on findings; discern (monitor) progress of the initiative by documenting and evaluating regularly; and disseminate results through sharing, honoring and amplifying success stories.

Few theoretical treatments and demonstration cases are currently available on commonly used models of quality improvement from business, manufacturing and other fields that have potential value in improving education systems internationally. This paper fills this gap by elucidating one promising approach. By facilitating a comparison of the positive deviance approach to other quality improvement approaches treated in this volume, the paper provides added value.

The school-to-prison pipeline is a term used to describe the pathway traveled by students from public schools to incarceration in secure juvenile detention and correctional programs. It begins with students who are marginalized by the education system because of their academic and behavioral issues. The pipeline leads from school failure and disciplinary exclusion to involvement with the juvenile justice system. Youth who are ethnic minorities (especially those who are African-American or Hispanic) as well as those with educational disabilities (especially those with learning and behavioral disorders) are significantly overrepresented in data sets representing key points along the pipeline (e.g., students with poor academic achievement, high rates of suspension, expulsion, and dropout) as well as their high rates of incarceration. From his personal perspective and experience with the juvenile justice system, the author attempts to explicate the pipeline, and to describe efforts to impact it positively.

The chapter looks at policies regarding access to higher education (HE) for the Palestinian Arab minority in Israel (PAMI). Recently, HE among PAMI has expanded compared to previous years, but the proportion of PAMI students in Israeli institutions of HE (14%) is still not equal to the percentage of PAMI (20%). The Council for Higher Education (CHE) in Israel has been trying to increase the accessibility of PAMI students in institutions of HE through the implementation of several projects and academic programs and the expectation of reaching 17% in 2021. The chapter has three main aims: (1) to describe the decisions and recommendations of CHE for increasing the rate of peripheral students in HE, (2) to trace their implementation in HE institutions, and (3) to investigate the influences of these policies in schools through interviews with secondary school principals and secondary students in PAMI schools to understand how they act to improve students’ awareness of these initiatives and to improve access to HE for their graduates. A qualitative-phenomenological study analyzes policy guidelines regarding HE for PAMI as set out by the two main committees established by the Israeli CHE. The findings may have international significance since similar difficulties are encountered in access to HE among underprivileged or peripheral populations in other world states.

The purpose of this chapter is to examine the use of Information and Communication Technology (ICT) and mixed technology as ontology for self and distance learning in the state of Meghalaya in North East India. The points of reference are the population of the state, the men/women ratio, gender ratio of learners, the tele-density of the state, the number of colleges and the rural urban divide. Data and statistics are taken from secondary sources. The chapter highlights the specific use of mixed technologies to address the new breed of learners today; a hybrid of text and hypertext; the digital learner, with his or her penchant for technology; and the mobile phone. Distance education is now gradually merging with online ontology of teaching/learning. The chapter has come up with suggestions for improving delivery of educational services in the state of Meghalaya in North East India. The originality/value of this chapter lies in the cross currents of using technology for learning in the mid of the rural urban divide, strongly advocating the course of digital learners in a state of India besotted with poor road connectivity and envisaging mixed technologies: the computer, radio and the mobile phone as integrated methods of learning.

This study aims to investigate the relationship between the spread of extremist thoughts and the weak economic and social factors surrounding it. There are higher chances of better understanding of this relationship on Egypt’s borders more than its center. Achieving development and stability leads to creating a preventive environment to extremist thoughts existence and spread, in addition to preventing its transformation into terrorism.

The study depends on an analytical methodology to examine the validity of the research hypothesis through two basic steps. The first step depends on describing the geographical, demographical, economic, social, political and security aspects of North Sinai. The second step is a prospective approach to build a strategy that helps in achieving development and accordingly a comprehensive confront for the opportunities of extremist thought spreading in North Sinai.

The study concludes that Egypt is well aware of the dimensions of encountering extremist thoughts and has adopted a comprehensive approach in achieving this. It has already started the paces of this confrontation in general, with some specificity in North Sinai Governorate that observed lately increased activities by extremists and terrorist groups. The proposed strategy is a set of policies that can help the country achieve its goals against extremism and terrorism.

The study covers a time frame that starts from 2014, which is considered the beginning of a new phase for the Egyptian state. The study relies on the field of strategic studies and it focuses on North Sinai Governorate.

The study has a scientific importance because it presents a proposal for a comprehensive strategy to encounter extremist thoughts, which adds value to the literature of the study of extremism. The current study makes its contributions in some directions, such as reviewing the contents of this extremist thought or the juristic comment on it, the impacts of the spread of extremist thoughts, the role of the official media in disseminating extremist thoughts or standing up to it. In terms of application, the study presents a proposal with many policies in various fields to counter extremist ideology. These proposals are implementable in North Sinai Governorate as well as other frontier governorates.

The COVID-19 pandemic is having an unprecedented impact on schools and schoolchildren across the globe. There is still a dearth of studies that investigate this recent phenomenon in a developing country context, and this is true of Pakistan. Much of the population in Pakistan resides in rural settings and a lack of technology and of online provision of teaching for more than one year must have had huge negative impacts on students’ learning. The school dropout rate was already high in rural settings (Geven & Hasan, 2020) and, with school closures, this will likely have increased further, and cause some schoolchildren to lose interest in going back to school. However, no current data appear to exist to corroborate this. Due to the lack of available current quantitative and qualitative data, this study seeks to explore the impact of COVID-19 on schoolchildren’s education in Pakistan by examining recently published related studies. This study employs a literature review technique that gathers data to ascertain the potential overall impact on schoolchildren during the pandemic. The findings reveal that there remains a lack of detailed studies on this important topic and that urgent attention is needed from researchers to assess the scale of the impact. In addition, the review found that many children from rural communities had little to no school engagement due to technology poverty and their families being unable to support home-schooling, either due to family and/or work constraints or a lack of prior education and/or skills. Themes that emerged were that families, especially mothers, struggled to balance both caring and home-schooling duties, pupils from private schools had a better experience than those from public school backgrounds, and many of these reported that online provisions helped students develop new skills. This study may help to improve the understanding of the impact on the lost learning of schoolchildren during the pandemic by guiding practitioners as well as policymakers.