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Retention and School Dropout: Examining Connectivity Between Children and Schools |
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Abstract:
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Students who repeat a grade prior to high school have a markedly higher risk of dropping out of high school than those students who are continuously promoted through school. In this paper, we draw on transactional developmental theory and argue that the factors influencing both early and late dropout processes for retained and continuously promoted students differ. We argue that a lack of engagement with school contributes to the dropout probability of both retained and continuously promoted students, but that a lack of engagement particularly hurts retained students. Using data from the National Education Longitudinal Study, we find that the factors influencing dropout behavior do differ for early and late dropout and for retained and promoted students. We also find that academic engagement, but not social engagement, predicts dropout probability for both retained and promoted students. |
Most Common Document Word Stems:
student (193), school (184), retain (89), dropout (73), parent (72), engag (67), drop (65), promot (61), continu (50), variabl (46), educ (43), academ (40), earli (40), child (38), 1 (37), grade (35), high (33), retent (33), connect (32), differ (32), research (31), |
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Association:
Name: American Sociological Association
URL: http://www.asanet.org
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Citation:
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MLA Citation:
| Moller, Stephanie. and Stearns, Elizabeth. "Retention and School Dropout: Examining Connectivity Between Children and Schools" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA,, Aug 14, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p108764_index.html> |
APA Citation:
| Moller, S. and Stearns, E. , 2004-08-14 "Retention and School Dropout: Examining Connectivity Between Children and Schools" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p108764_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Students who repeat a grade prior to high school have a markedly higher risk of dropping out of high school than those students who are continuously promoted through school. In this paper, we draw on transactional developmental theory and argue that the factors influencing both early and late dropout processes for retained and continuously promoted students differ. We argue that a lack of engagement with school contributes to the dropout probability of both retained and continuously promoted students, but that a lack of engagement particularly hurts retained students. Using data from the National Education Longitudinal Study, we find that the factors influencing dropout behavior do differ for early and late dropout and for retained and promoted students. We also find that academic engagement, but not social engagement, predicts dropout probability for both retained and promoted students. |
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| Document Type: |
.PDF |
| Page count: |
31 |
| Word count: |
7290 |
| Text sample: |
| Retention and School Dropout: Examining Connectivity Between Children and Schools* by Elizabeth Stearns University of North Florida Stephanie Moller University of North Carolina at Charlotte Judith R. Blau University of North Carolina at Chapel Hill * Direct all comments and inquiries to the first author at the following address: University of North Florida Department of Sociology Anthropology and Criminal Justice 4567 St. John’s Bluff Road South Jacksonville FL 32224-2659. E-mail: mstearns@unf.edu. Phone: 904-620-1646. Retention and School Dropout: Examining Connectivity |
| 1993 Rodney et al. 1999). In this study however what matters is that the children are retained and thus their experience with school is altered. ii Although Tinto developed his theory in relation to college dropouts a similar rationale applies to dropping out of high school. iii We use mean replacement in creating these factors instead of dropping variables due to missing cases. Alternate testing conducted with the reduced sample size due to missing cases shows that the factors |
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