Freshman Year Dropouts: Interactions Between Student and School Characteristics and Student Dropout Status

Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts

“…For student dropout overall, the results of the survival analysis indicate that the most hazardous grade levels are grades 8 and 11. This replicates past research that has shown that the transition from middle school to high school is an especially hazardous time (Catterall, 1998;Eckstein & Wolpin, 1999;Roderick, 1993;Roderick & Camburn, 1999;Rumberger, 1995;Zvoch, 2006). It also shows that for the state in which these districts reside, student risk of school dropout increases in grade 11 after they have reached the age to legally dropout of school for the state, age 16.…”

School re-entry in Quebec: the discourse of young adults in Adult Education Centers

“…En dépit de ce besoin de connaissance, on note qu'une très grande majorité de recherches en Éducation, au Québec et ailleurs, se consacre au décrochage et aux facteurs qui y contribuent directement ou indirectement (e.g., Fortin, Marcotte, Potvin, Royer, & Joly, 2006 ;Janosz, Le Blanc, Boulerice, & Tremblay, 2000 ;Shaienks & Gluszynski, 2007 ;Zvoch, 2006), alors que le phénomène de raccrochage ou de persévérance au sein des écoles de « seconde chance » est peu documenté (Marcotte et al, 2011).…”

Impact of Schools' Social Bonding on Chronic Truancy Perceptions of Middle School Participants

“…Teachers have a positive self-concept, demonstrate warmth, are optimistic, enthusiastic, flexible, and spontaneous, accept students, and listen; teachers demonstrate adequate knowledge of subject matter, structure their instruction, monitor students' learning, include success building into their teaching behavior, and diagnose individual learning needs and prescribe individual instruction (Thompson, 2004). In effective schools students believe they can do well and are more apt to remain in school with such intrinsic support (Vallerand, et al, 1997;Zvoch, 2006). These characteristics manifest themselves in a school curriculum that abandons disjointed subject teaching and embraces an integrated school curriculum centered on significant issues in the child's current society organized by thematic units (Beane, 1992).…”