The International Observatory on Academic Achievement - Documentary search

File number :
CS-DSC-02e

Bibliographic reference :
Alexander, K.L., Entwisle, D.R., & Kabbani, N.S. (2001). The Dropout Process in Life Course Perspective: Early Risk Factors at Home and School. Teachers College Record, 103(5), 760-822.

Abstract :

Theoretical Context/Research Topic
While taking a developmental perspective, the authors of this American study tried to identify the predictive factors that lead to dropping out of school. They also tried to understand whether certain periods during the personal and educational development of children are more problematic. The authors proposed that, from grade one, poor academic performance, school repetition and stressful family changes do play a role in influencing children to drop out in high school. They took into account several aspects of the school experiences of children, their personal resources and the resources available within their families.

Methodology
Data used in this 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 1999. The dropout status could be determined for 92.3% of the original cohort (729 of 790 youngsters). For this longitudinal study, data was gathered during four main time periods: the first grade, grades 2 to 5, grades 6 to 8, and grade 9 with children, their parents and their teachers through interviews and questionnaires.

Results
Results show that 41.6% of youngsters in the original sample dropped out and that 35% of these dropouts left school prior to completing their 10th grade (early leavers). Through quantitative analyses, the authors observed that the main factors considered in this study, i.e. family characteristics, academic performances and experiences, parents’ attitudes and children’s attitudes and engagement behaviour, were significant predictors of school dropout. Certain predictors had some influence throughout the schooling path (engagement behaviour and academic performance) whereas others weighed more heavily during certain periods (grade repetition at early age and engagement attitudes in grade 9). Moreover, as the socio-economic status (SES) does play a significant role in dropout, the authors stated that youngsters who come from a privileged background (high SES) and who are disengaged are more likely to drop out than youngsters whose SES is low and who are engaged.

For more information, see file CS-DSC-01.

Links :
This journal is also available in electronic format.

Key Words :
Developmental perspective, Personal risk factors, Personal experiences, Student characteristics, Family factors, School factors, Academic experiences, Socio-demographic factors, Interactions of risk factors, School-family-community partnership, Longitudinal study, Quantitative analysis, Elementary School, Primary School, Secondary/High School

Monitored Countries :
United States