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Predictors of Early High School Dropout: A Test of Five Theories


File number :
CS-DSC-05e

Bibliographic reference :
Battin-Pearson, S., Newcomb, M.D., Abbott, R.D., Hill, K.G., Catalano, R.F., & Hawkins, J.D. (2000). Predictors of Early High School Dropout: A Test of Five Theories. Journal of Educational Psychology, 92(3), 568-582.

Abstract :

Theoretical Context/Research Topic
The authors of this American study mentioned the importance of adequately identifying the risk factors, causes and processes leading to school dropout in order to develop effective prevention programs to tackle this problem. The main goal of this study was to compare and contrast the adequacy of five theories explaining early school dropout. It should be noted that by “early dropout”, the authors meant “dropping out of high school before the tenth grade”.

These various theories each put emphasis on different risk factors: 1) the mediating role of academic achievement (its relative importance in the presence of other risk factors), 2) the general deviance syndrome (delinquent attitudes, delinquent behaviour, drug use, early pregnancy, early sexual activity), 3) affiliation with deviant peers and/or dropouts, 4) family characteristics (influences, family structure, stress experienced at home, parental behavioural control and acceptance, parental education, parental aspirations), and 5) sociodemographic structural characteristics or strains (gender, ethnicity, socioeconomic status).

Methodology
These theories were tested on a sample comprised of 770 youngsters who took part in the Seattle Social Development Project. The data used in this study was collected on several occasions, first in 1985, when the average age of the subjects was ten (during the fifth grade), and each following spring until 1993. The information was gathered from official school transcripts, interviews and questionnaires intended for the young participants, along with questionnaires intended for teachers and parents.

Results
Based on quantitative analyses, the results of this study did not demonstrate the predominance of a particular theory; however, significant partial support was obtained for each theory, especially when academic achievement was included as a mediating variable. With reference to other studies, the authors stated that poor academic achievement is the strongest predictor of early school dropout. They concluded by specifying that prevention and intervention programs should include a component promoting academic success for youngsters at risk as of the first years of schooling.

For more information, see file CS-DSC-17.



Links :
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Key Words :
Predictive theories, General deviance, Affiliation with deviant peers, Family socialization, Sociodemographic characteristics, Risk factors, Preventive approach, Class dynamics, Longitudinal study, Quantitative analysis, Elementary School, Primary School, Secondary/High School

Monitored Countries :
United States