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High School Dropouts: A Closer Examination of School Effects


File number :
CS-DSC-16e

Bibliographic reference :
McNeal, R.B. Jr. (1997). High School Dropouts: A Closer Examination of School Effects. Social Science Quarterly, 78(1), 209-222.

Abstract :

Theoretical Context / Study Purpose
The author of this American study first shows the main individual and family risk factors tied to school dropout. He notes that there is a lack of knowledge regarding the context in which dropping out of school takes place. According to the author, a better knowledge and understanding of school characteristics would enable more effective interventions among individuals at risk of dropping out.

The purpose of the study was to identify and understand the role of schools as social entities in relation to the dropout issue. More specifically, the author wanted to find out how school structure (size, student/teacher ratio, staff specialization, emphasis on teaching) and context (school climate, emphasis on academic achievement, social background) are affected.

Methodology
Information used in this study came from the High School and Beyond database. The author selected 5,772 students from 281 different public secondary schools. Data was obtained using various tools, including self-reporting questionnaires and official school transcripts.

Results
Based on quantitative analyses, the author first differentiates the effects of school structure from those tied to school context. In terms of structure, he states that size and emphasis on teaching were the most significant variables predicting school dropout. These results are explained by the fact that the larger the size of schools, the less there is opportunity for students to have personal contacts with staff and the more students are isolated and disengaged from the school environment. The author also shows that students have a better chance of getting involved in school life when there is more emphasis on teaching than on school administration.

As far as contextual effects are concerned, only the percentage of minority students within a school turned out to be a predictor of dropout. Contrary to what was expected, school climate as well as emphasis on academic achievement did not significantly affect school dropout. However, when all these effects were considered simultaneously, emphasis on teaching lost all significance. Thus, only school size and the percentage of students from minority groups remained predictors of dropout. The author also shows that ethnic composition was constant across schools. He concludes by stating the importance of having a good understanding of the role played by schools in the etiology of school dropout in order to better target prevention efforts.



Key Words :
Student Characteristics, Socioeconomic Status, Ethnicity, Gender, School Factors, School Structure, School Context, School Environment, Educational Inequalities, At-risk Students, High School and Beyond, Quantitative Analysis, Secondary/High School

Monitored Countries :
United States