Dropout typologies: Relating profiles of risk and support to later educational re-engagement

McDermott, Elana R.; Anderson, Sara; Zaff, Jonathan F.

doi:10.1080/10888691.2016.1270764

Cited by 25 publications

(31 citation statements)

References 74 publications

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“…At the same time, it is important to acknowledge that dropouts are not a homogeneous group but as noted above can be classified into various types (Fortin et al, 2006; Janosz et al, 2000; Rumberger & Lim, 2008). A longitudinal study in the United States followed almost 2000 dropouts for several years into young adulthood, recording the proportion of each of various types that eventually completed their secondary education (McDermott et al, 2017). The profiles for three types of drops were labeled as Quiet Dropouts (high family support), Instability (low family support and geographic mobility), and High Adversity (crisis events in their lives).…”

Section: Discussionmentioning

confidence: 99%

What factors predict the engagement of dropouts in alternative secondary schools in Chile?

Espinoza

González²,

McGinn

et al. 2019

Improving Schools

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Improvement in education has been one of the strategies of the government of Chile to reduce economic inequality. To that end, it recently established a system of Second Opportunity Centers that enroll out-of-school youth who have not completed high school. The system is modeled on so-called alternative schools operating in Europe and the United States. This study reports results on the first survey of students. Questionnaires were completed by a representative sample of 1112 students, drawn from 18 of the Ministry of Education’s 134 Centers. Most of the respondents expressed satisfaction with their program, but there were significant differences between boys and girls, and across centers. Differences are explained by program activities in which students are engaged. Male students were more likely to have dropped out of regular high school because of academic difficulties; they are more likely to be engaged in the centers’ sports activities. Girls were more likely to have left their school because of a family situation. They are more engaged in the centers’ academic activities. The findings suggest how the centers’ program could be made more effective in retaining students to graduation.

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Section: Discussionmentioning

confidence: 99%

What factors predict the engagement of dropouts in alternative secondary schools in Chile?

Espinoza

González²,

McGinn

et al. 2019

Improving Schools

View full text Add to dashboard Cite

show abstract

“…Nonetheless, this subgroup probably reflects important nuances that might contribute to a better understanding of young people at risk and the design of more precise interventions. Fortin et al (2006) has called for more research into students with depressive symptoms because the link between depression and dropout risk has not been sufficiently explored, whereas researchers have begun to pay greater attention to the role played by stressful life events in enhanced dropout risk (Dupéré et al, 2015(Dupéré et al, , 2018McDermott et al, 2018).…”

Section: Dropout Typologiesmentioning

confidence: 99%

“…Young people without a high school diploma face long-term unemployment, are at risk of social exclusion and poverty, have poorer health outcomes, and more often depend on social welfare services. The effects are multigenerational: Children whose parents dropped out of high school are more likely to experience poorer educational, health, and economic outcomes than children of people who finished high school (McDermott et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Why Do We Drop Out? Typology of Dropping Out of High School

et al. 2020

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We assessed how high school dropouts in Croatia interpret their school experiences and life circumstances, using semi-structured interviews of 20 young people, M ( SD) = 18.4 (1.23) years, 63.6% male, based on questions following a chronological life course from elementary to high school. Using qualitative content analysis and cluster analysis, we yielded a typology of high school dropouts. Four high school dropout types were identified based on the factors leading to dropout: (a) the poor academic achievers, (b) the quiet dropouts, (c) the maladjusted dropouts, and (d) the stressed dropouts. Our findings confirm the previously reported role of poor academic achievement and externalizing problems in high school dropout and additionally highlight the importance of internalizing problems and highly stressful life events for dropout risk.

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“…Investigaciones recientes refuerzan la necesidad de analizar la heterogeneidad interna del perfil de estudiantes que abandonan sus estudios (Bowers y Sprott, 2012;McDermott et al, 2018). Según una encuesta a casi 2.000 jóvenes entre 18 y 25 años que dejaron sus estudios en los Estados Unidos, McDermott identifica tres perfiles diferenciados: los quiet dropout, los high adversity y los instability (McDermott et al, 2018). De especial interés es que los resultados muestran patrones diferenciales de reenganche educativo futuro según la tipología de experiencia escolar.…”

Section: La Experiencia Escolar Y El Abandono Educativounclassified

La heterogeneidad del abandono educativo en las transiciones posobligatorias. Itinerarios y subjetividad de la experiencia escolar

Gracia

Sánchez-Gelabert

2020

PapRevSoc

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The heterogeneity of early school leaving in post-compulsory transitions: Pathways and subjectivity of the school experience This article explores school dropout in post-compulsory education from a longitudinal perspective with the aim of identifying and measuring the heterogeneity of student profiles and educational pathways. In order to explore the heterogeneity of profiles of students who drop out, an analysis was carried out of the main components, which allowed constructing a typology of the subjectivity of school experience and a subsequent cluster analysis incorporating the variable school performance. The results demonstrate the importance of analyzing school dropout from a longitudinal perspective in order to identify critical moments of school interruption, which range from absenteeism to temporary or permanent dropout. These events lead to situations of vulnerability and the risk of permanent desertion, thus requiring individualized accompaniment as key areas of intervention. It is also important to emphasize the importance of school experience and low performance as predictors of school dropout, while the school's positive self-concept seems to be a clear protective factor against school dropout. This suggests an area of intervention for prevention related to pedagogical support and positive reinforcement that teachers can activate with the more socially and educationally vulnerable students.

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Dropout typologies: Relating profiles of risk and support to later educational re-engagement

Cited by 25 publications

References 74 publications

What factors predict the engagement of dropouts in alternative secondary schools in Chile?

What factors predict the engagement of dropouts in alternative secondary schools in Chile?

Why Do We Drop Out? Typology of Dropping Out of High School

La heterogeneidad del abandono educativo en las transiciones posobligatorias. Itinerarios y subjetividad de la experiencia escolar

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