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Dropping Out of Middle School: A Multilevel Analysis of Students and Schools


File number :
CS-DSC-19e

Bibliographic reference :
Rumberger, R.W. (1995). Dropping Out of Middle School: A Multilevel Analysis of Students and Schools. American Educational Research Journal, 32(3), 583-625.

Abstract :

Theoretical Context / Research Topics
The author of this American study identifies certain limits in research on school dropout. He first outlines flaws in the assessment of models involving several risk factors from various environments. In addition, most prior research projects chiefly focused on identifying risk factors than understanding the process leading to school dropout. Finally, little research has been done on early school dropout in middle school.

The author’s objective was to develop and test a comprehensive school dropout model based on two perspectives: the personal perspective involving demographic, family school, peer and community factors, and the school perspective involving structure, composition, organization and climate. For this purpose, three objectives were targeted: 1) identifying the personal factors that influence dropout in middle school, 2) identifying the differences amongst these factors based on ethnic groups and 3) identifying the factors linked to school that influence dropout in middle school.

Methodology
17,424 subjects included in this study came from 981 American schools participating in the National Education Longitudinal Survey of 1988 (NELS: 88). Data was collected in 1988 and 1990 through questionnaires distributed to students, parents, teachers and school administrators.

Results
The data collected during this study was analyzed from various viewpoints. At the personal level, the results corresponded to those from prior studies as far as demographic, family and school factors were concerned. As well, some differences in the dropout rate were observed amongst ethnic groups. However, these differences can be explained by controlling family context variables such as socioeconomic status.

At the institutional level, the author underlines that schools with a high percentage of students from minority groups showed an increase in dropout rate, whereas schools where rules were set clearly and fairly showed a low dropout rate. Then, the author stresses the different contributions of the variables, whether they are considered on their own or simultaneously. Finally, the author concludes by emphasizing the importance of taking into account the various factors of the environment of schools in order to implement effective intervention programs that meet the needs of the targeted clientele.



Key Words :
Developmental Perspective, Disengagement Process, Personal Characteristics, Family Characteristics, School Characteristics, Ethnicity, School Environment, Educational Inequalities, Longitudinal Study, National Education Longitudinal Survey of 1988, Quantitative Analysis, Secondary/High School

Monitored Countries :
United States