Tiered Structured Intervention Program to Prevent Student Pushout in High School

Author

Toshawnka T. Mahone, Clemson UniversityFollow

Date of Award

8-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Systems Improvement Science

Committee Chair/Advisor

Brandi Hinnant-Crawford

Committee Member

Kristen E. Duncan

Committee Member

Edwin N. Bonney

Committee Member

April Mustian

Abstract

High school dropouts remain a challenge in the United States Educational System, particularly among students impacted by chronic attendance issues, academic struggles and persistent behavioral issues. This Dissertation in Practice (DIP) examines the implementation of ELEVATE3, an intervention program designed to prevent student pushout by addressing distinct at-risk factors: attendance, behavior and academic retention. Framed by pushout theory and grounded in goal-setting and self-efficacy literature, this study investigates how targeted structured supports influence students' motivation, academic achievement, and self-regulation. This mixed-methods research used student academic records and staff interviews to determine the impact on a rural Title 1 high school. This study also identifies the school systems or practices that lead to students’ disengagement or push out of their intended education. The study aims to find actionable strategies for school leaders to implement easily to re-engage the overage and/or under-credited students and reduce dropout rates.

Recommended Citation

Mahone, Toshawnka T., "Tiered Structured Intervention Program to Prevent Student Pushout in High School" (2025). All Dissertations. 4054.
https://open.clemson.edu/all_dissertations/4054