The International Observatory on Academic Achievement - Documentary search

File number :
CS-DSC-14e

Bibliographic reference :
Lee, V.E., & Burkam, D.T. (2003). Dropping Out of High School: The Role of School Organization and Structure. American Educational Research Journal, 40(2), 353-393.

Abstract :

Theoretical Context / Purpose and Research Topics
By basing their research on the concerns and consequences related to school dropout, the authors of this American study exhibited high interest in seeking to understand this phenomenon, explaining the roles played by students and schools faced with the prevalence of this problem and developing policies fostering graduation. They first identify the main individual risk factors linked to school dropout. Then, they explore school factors further and focus on three factors: structure (size and sector), educational organization (curriculum and academic content) and social organization (relationships between students and teachers).

The purpose was to explore the link between school structure and educational and social organizations on the one hand, and the decision of students to drop out of school prior to obtaining their diploma on the other hand. More specifically, three research topics were raised: 1) Taking into account the schools attended by students, what individual factors are associated with school dropout? 2) What characteristics of school structure, and school social and educational organizations are associated with school dropout? 3) Is the influence of school social organization on the decision to drop out dependent on school structure? And if so, what is the nature of this dependence?

Methodology
Based on the National Educational Longitudinal Study (NELS:88), the 3,840 subjects included in this study attended 190 different high schools. The tools used were questionnaires, tests and school transcripts. Data was collected at the end of the 10th and 12th grade of high school. This data pertained mainly to individual demographic and school characteristics, along with demographic composition, structure, and educational and social organizations of schools.

Results
The authors maintain that individual factors do not entirely explain dropout. Furthermore, school factors that cannot be changed (demographic composition and geographical location) do not seem to influence dropout when individual factors such as living environment and behaviour are controlled. Results have shown that the smallest schools are the best, that the lack of focus on mathematics in early high school is predictive of dropout and that positive relationships between students and teachers reduce the risk of students dropping out. This factor appears to be influenced in part by the school structure.

Links :
This journal is also available in electronic format.

Key Words :
Developmental Perspective, Risk Factors, Demographic Factors, School Structure, Educational Organization, Social Organization, School Environment, National Educational Longitudinal Study, Longitudinal Study, Descriptive Analysis, Quantitative Analysis, Secondary/High School

Monitored Countries :
United States