Publication Type: Conference Paper/Unpublished Manuscript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.

Publication Type: Poster
Abstract: This study depended on the conceptual framework of several sociological theories. The purpose of this study was to construct a more complete model, including different levels of individual, family, and school, which explains students’ dropout. The sample in the study contained students from the general junior school of Tainan city. In addition, the sample also included once dropping out of school. The nested logistic regression was used to analyze the selected data. The findings of the study indicated that single-parent family, lower learning motivation, and lower stress from academic credits influenced the occurrence of dropout behavior. Importantly, the results also showed that there were effects of family factor on the relationship between association with deviant peer and dropout. Finally, some suggestions for further studies were made according to the findings.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: We use data from the National Educational Longitudinal Survey (NELS:88-2000) to explore whether dropouts benefit from returning to obtain their high school credential. We define dropouts as those who (1) reported ever dropping out in the 1994 (third follow up) wave of the NELS survey and (2) had not obtained a degree by the end of 1992. About 48% of these "1992 status dropouts" went back to earn a GED or a diploma sometime between 1993 and the fourth follow up NELS wave in 2000. We explored differences in postsecondary educational attendance and credential attainment, as well as differences in 1999 Income (using Tobit analysis), comparing the benefits of the GED versus the diploma versus remaining status dropouts by 2000. We also compare results across school location, gender, race, and class. Results show broad benefits in 1999 incomes and postsecondary access to earning a high school credential, but significant differences across regional contexts and status groups.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper addresses some of the problems with the limited amount of research that exists regarding the relationship between community college enrollment and educational attainment. Special attention is given to the inherent bias toward traditional, four-year college student models. Using NCES's BPS longitudinal data,logistic regression analyses test existing theories on two separate subsamples: four-year college students and community college students. This analyses demonstrate the extent to which existing theories of college departure, or “drop-out,” might apply differently to community college student populations when compared to four-year college students.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper examines the efforts of an alternative, Christian high school to re-engage dropouts by building caring, solidary relationships between teachers and students. Ethnographic data and in-depth interviews are employed to elucidate how these personalistic attachments influenced students' academic performance, attitudes toward school, and motivation to continue their education. The tensions engendered by the school's personalistic orientation are also discussed, and particular attention is given to the disparate meanings teachers and students attach to their affectively-charged relationships, the inherent conflict between teachers' authority and friendship roles, and the recurring problem of efficacy.