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From First Grade Forward: Early Foundations of High School Dropout


File number :
CS-DSC-01e

Bibliographic reference :
Alexander, K.L., Entwisle, D.R., & Horsey, C.S. (1997). From First Grade Forward: Early Foundations of High School Dropout. Sociology of Education, 70(2), 87-107.

Abstract :

Theoretical Context/Research Topic
Concerned with the high rate of school dropouts and the significant individual and social consequences related to this issue, the authors of this American study examined how children’s personal resources (attitudes and behaviour), family context (stressful family changes, parental attitudes and values, and parental socialization practices) and early school experiences (marks, academic performance and track placement as early as first grade) influence dropout prior to obtaining a diploma. They tried to determine which factors lead certain youngsters to be more at risk of dropping out than others. These authors took a developmental perspective on dropout, viewing it as the culmination of a long-term process of academic disengagement.

Methodology
The data used in this longitudinal study was taken from the Beginning School Study, a project that followed the personal development and academic progress of children living in the urban area of Baltimore (Maryland, USA) from 1982 (first grade) up to the spring of 1996. On a total of 790 youngsters in 1982, 85.9% were reached in 1996. According to the authors, this sample is representative of the population in that region. School dropout was determined by self-reporting (i.e. the youngsters that were called personally provided information on their school status) from project year 9 to 14 (1991 to 1996). Other data was obtained through official school records, interviews with children in the first and second grades and questionnaires sent to parents and first grade teachers.

Results
Quantitative analyses were performed, which allowed the authors to affirm that the first grade is a crucial period for the personal and academic development of students. Irrespective of socio-economic factors, the study variables (personal resources, family context and school experiences) show a significant influence on school dropout. However, it is hard to generalize the results of this study as all individuals came from the same urban region.

For more information, see file CS-DSC-02.



Links :
This journal is also available in electronic format.

Key Words :
Predictive factors/Predictors, Children’s personal resources, At-risk students, Dropout characteristics, Family context, School experiences, Family/school relationships, Developmental perspective, School-family-community partnership, Longitudinal study, Quantitative analysis, Primary, Elementary, Secondary/High school

Monitored Countries :
United States