This study addresses the substantive gaps in research regarding high school noncompletion by examining the college and workforce outcomes of persisters—defined here as students who do not formally withdraw from high school, nor earn a regular diploma, four years after entering high school as a first-time ninth grader.
Engagement can prevent struggling students from dropping out, and re-engagement in learning can help struggling students who have dropped out return to school and graduate. This chapter presents a case study about a struggling student who dropped out and then came to Eagle Rock School and Professional Development Center, became engaged in her learning, and graduated. The authors provide policy and practice recommendations as well as a discussion of factors that affect engagement.
This chapter details an alternative high school’s implementation of choice theory and its influence on relational practices and student experience. Student narratives speak of how the school practices that are informed by choice theory promote engagement through a deliberate focus on developmental needs.
This study examines the effect of school absences on student achievement using a unique, comprehensive dataset of elementary school students in a large urban district. All findings indicate statistically significant, negative relationships between absences and achievement. Indeed, as the models become increasingly rigorous in an effort to derive causality, the negative effect of absences becomes more pronounced.
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.
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.
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.
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.
How should the curriculum be modified to decrease the likelihood of dropping out? What are the cautions and cues for curriculum workers?
This chapter addresses these problems.
The author questions whether the tension between what is "liberal" and what is "useful" is one of the oldest problems in education.
The author presents an overview of the dropout problem, pointing out that what is really a diverse set of problems requires multiple approaches.
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.
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.
The author suggests procedures to standardize the process of calculating dropout rates and to improve the validity and reliability of data on dropouts.
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.
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.
An analysis of the conditions connected to dropping out of a New York City high school.