The International Observatory on Academic Achievement - Documentary search

File number :
CS-DSC-25e

Bibliographic reference :
Zvoch, K. (2006). Freshman Year Dropouts: Interactions Between Student and School Characteristics and Student Dropout Status, Journal of Education for Students Placed At-Risk, 11(1), 97-117.

Abstract :

Research Overview
The author of this American study looked into the correlation between student and school characteristics likely to contribute to, or reduce, risks of dropping out among youth. Two research objectives were pursued: 1) to observe the variation in dropout rates and the variation in the correlation between student characteristics and student dropout status across the schools studied; 2) to determine certain school setting characteristics associated with the differences observed across schools with regard to dropout rates and the interaction between student characteristics and dropout patterns.

Methodology
The sample was made up of more than 6000 students from eleven schools in a southwestern United States area enrolled in 9th grade at the start of the 2001-2002 school year. Criteria were established to identify dropout students.

Demographic variables (gender, ethnicity, socio-economic level and special education) and academic achievement indicators (grade retention, prior academic results and test scores on the TerraNova/CTBS5 Survey Plus (reading, language and mathematics) were among individual characteristics considered.

Three aspects of school characteristics were taken into account. The context was defined with the school clientele’s socio-economic level. Organization was defined with the presence, or absence, of a learning community offering additional support to students (learning-community-style freshman academy). Data on school climate were collected through a questionnaire administered to teachers (e.g. administrative leadership, student behaviour, teacher cooperation, etc.).

Main Results
With regard to individual variables, socio-economic level and academic background revealed to have significant weight. A low socio-economic level and being older than one’s peers (grade retention) increased risks of dropping out. Conversely, better performance on the test reduced these risks. Results also showed an equivalent dropout rate based on gender.

School-to-school comparison of dropout rates revealed that individual risk factors were likely to explain 84% of the variance. In spite of this high rate, other factors seemed to have a significant effect. Indeed, the correlation between individual risk factors and student dropout status varied from one school to another.

Latin American students, underprivileged students and special education students were more at risk of dropping out in certain schools in comparison to their peers, while in other schools, the fact of belonging to these groups did not increase risks of dropping out.

School organization and context proved significantly influential on dropping out. Indeed, in schools that established a learning community, Latin American students were less likely to drop out. With regard to context, the higher the level of school economic disadvantage, the more underprivileged and special education students were at risk of dropping out. However, collected data on school climate (teachers’ perceptions) revealed no significant links with dropout rates.

The author concluded by emphasizing the importance of considering the interaction between individual and school characteristics when implementing dropout prevention strategies (targeting at-risk students in at-risk school settings).

Links :
This journal is also available in electronic format.

Key Words :
School Characteristics, Individual Characteristics, Age, Gender, Ethnicity, School Organization, School Context, School Climate, Socio-economic Level, Learning Community, School Setting, Secondary/High School, Newsletter3

Monitored Countries :
United States