by Karl Alexander, Doris Entwisle & Nader Kabbani — 2001
From a life course perspective, high school dropout culminates a long-term process of disengagement from school. The present paper uses data from a representative panel of Baltimore school children to describe this unfolding process.
by Xin Ma — 1999
Drawing on the Longitudinal Study of American Youth, this study examines the effects of individual characteristics and different types of parental involvement on student participation in advanced mathematics.
by Thomas Hoffer — 1997
This study examines effects of legislation requiring high school students to complete at least three years of mathematics on three types of outcomes: the kinds of mathematics courses students complete during high school, high school dropout rates, and mathematics achievement test score gains during high school.
by Joseph Gerics & Miriam Westheimer — 1988
New York's Dropout Prevention Initiative (DPI) is examined from the perspective of Dewey's educational philosophy. DPI employs an approach which "blames the victim" in contrast to the Deweyan approach which considers the social organization of schools as critical. Three components of DPI are critiqued: attendance incentives, career education, and alternative education.
by Bruce Kimball — 1986
The author questions whether the tension between what is "liberal" and what is "useful" is one of the oldest problems in education.
by Dale Mann — 1986
The author presents an overview of the dropout problem, pointing out that what is really a diverse set of problems requires multiple approaches.
by Gary Wehlage & Robert Rutter — 1986
Using data from High School and Beyond, a national longitudinal study of American high school students, this investigation focused on the role played by school factors in decisions to drop out. Recommendations for reform are presented.
by Floyd Hammack — 1986
The author examined school district reports on the dropout problem from several large urban school systems, looking specifically at the definition of dropout, information collection procedures, and the method used to determine the dropout rate. The need for greater consistency in such reports is discussed.
by George Morrow — 1986
The author suggests procedures to standardize the process of calculating dropout rates and to improve the validity and reliability of data on dropouts.
by Gary Natriello, Aaron Pallas & Edward McDill — 1986
The authors outline an agenda for research on the dropout problem, arguing that a comprehensive program of research should include data on student characteristics, school processes, the act of dropping out, and the economic and cognitive consequences of the failure of large numbers of students to complete high school.
by Ruth Ekstrom, Margaret Goertz, Judith Pollack & Donald Rock — 1986
Using data from High School and Beyond, a national longitudinal study of American high school students, the authors investigated who drops out, why one student drops out but not another, what dropouts do while peers remain in school, and what impact dropping out has on gains in tested achievement.
by Michelle Fine — 1986
An analysis of the conditions connected to dropping out of a New York City high school.
