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Temporary As Compared to Permanent High School Dropout


File number :
CS-DSC-08e

Bibliographic reference :
Entwisle, D.R., Alexander, K.L., & Olson, L.S. (2004). Temporary As Compared to Permanent High School Dropout. Social Forces, 82(3), 1181-1205.

Abstract :

Theoretical Context/Study Objectives
The authors of this American study adopted a developmental perspective in comparing two groups of school dropouts (permanent and temporary dropouts). The term temporary dropouts refers to those people who will later obtain a diploma or certificate. Past studies showed that temporary dropouts complete more years of high school, have higher aspirations as concerns obtaining a diploma, have higher cognitive results and come from environments with a high socio-economic status, as compared to permanent dropouts. The authors of this study sought to compare permanent and temporary dropouts with respect to work and motivation before dropping out of school.

Methodology
The data used in this study came from a longitudinal project following youngsters in the Baltimore (Maryland, United States) region entitled Beginning School Study (BBS). The data was gathered during the academic year when the 293 dropouts in the initial sample were 13, 14, 15, 16, 17 and 18 years old, using official school transcripts, interviews and questionnaires. Surveys were sent to the youngsters who had dropped out when 18 and 19 years old, and when 22 and 23 years old. This procedure was used to obtain information concerning their subsequent academic status, their socio-economic status, their academic performance, their aspirations as concerns education, whether or not they had a child or children, their temperament and the job they were holding or not before leaving school. Two groups of dropouts were compared as regards these various elements.

Results
The results of this study are consistent with past studies which demonstrated that there is a difference between permanent and temporary dropouts as concerns demographic (SES), personal (having a child), family (mother’s low educational level) and academic-performance characteristics. Furthermore, temporary dropouts are less likely to repeat a grade in school, are more motivated and generally work more during their studies than permanent dropouts. The authors concluded this article by proposing various lines of thought in an attempt to promote academic achievement among youngsters as related to the findings. However, generalizing from the results of this study is clearly limited given that the study subjects all came from the same urban region.



Links :
This journal is also available in electronic format.

Key Words :
Developmental perspective, Personal factors, Family factors, Academic factors, Work, Motivation, Permanent dropouts, Temporary dropouts, Socio-economic status, Longitudinal study, Quantitative analysis, Secondary/High school

Monitored Countries :
United States