Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Summer 7-28-2026

Abstract

This qualitative study aimed to illuminate the ways in which fifth and sixth-year high school students engaged emotionally, socially, and cognitively as they persisted in their education at a large, comprehensive high school. High school in the United States is traditionally a four-year educational experience. For some students, however, high school extends into a fifth and sixth year. These students have been referred to as super seniors, over-age students, and persisters. Although much research has been done regarding students who drop out of high school, including students who eventually earn an alternative credential, very little research has included those who remain in high school beyond the traditional four years and persist through high school graduation.

Keywords

grade retention, high school credit-recovery, high school persisters, late high school graduation, student engagement

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Trenia Walker

Second Committee Member

Allison Borden

Third Committee Member

Russ Romans

Fourth Committee Member

Pamela Gray

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