Grade Retention and School Dropout: Investigating the Association

Roderick, Melissa

doi:10.2307/1163393

Cited by 81 publications

(125 citation statements)

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“…If a student has poor performance (particularly in core subjects, such as mathematics and the native language), is often absent from school and is a year older than peers, there is a greater probabilityof them dropping out of school (Allensworth 2005;Neild & Balfanz, 2006). Particularly important indicators whose contribution to student dropout has proved to be paramount are low achievement in the transition years (final year in primary and the first year in secondary education) (Roderick, 1994), as well as repeating a year (Rumberger, 2004). Plank and associates (Plank, DeLuca & Estacion, 2005) explain this finding assuming that in an educational system organised by students' age, a student being older than everybody else in the class can be interpreted as a sign of a lack of intelligence, falling behind, failure, which is why the degree of acceptance of such a student in the class is low.…”

Section: Introductionmentioning

confidence: 99%

Familial and individual reasons for student dropout: Schools’ perception

Videnović¹,

Lazarević²

2017

Psihol istra

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The main objective of the research was to identify individual and familial factors students cite as the reasons for dropping out of school or being at the risk of doing so. We interviewed a total of twelve students who dropped out of school or are at the risk of dropping out of primary (six students) or secondary school (six students) and four parents. A semi-structured interview was used. We singled out four categories of students, determined by their perception of the reasons for dropping out of school. Those categories included: underage pregnancy, assuming a parental role, problematic behaviour (thefts, fights) and weak motivation for school and learning. It seems justified to look for a typology of dropout cases since each of the selected groups of students requires specific preventive measures in order to secure continuation of their education. Furthermore, research has shown that, when it comes to their children dropping out of school, parents tend to blame the child's character traits they deem unchangeable. The failure of school staff to help the child further encourages this belief in parents.

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Section: Introductionmentioning

confidence: 99%

Familial and individual reasons for student dropout: Schools’ perception

Videnović¹,

Lazarević²

2017

Psihol istra

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“…The impact of being over age for grade during adolescence may explain a large proportion of the higher dropout and school failure rates among retained youngsters (Roderick, 1994). Other results demonstrated that independent of socio-economic stratum, children older for grade have a significantly lower intellectual quotient and scholastic achievement (SA), decreased brain parameters, a deprived nutritional status and a higher course repetition rate (Ivanovic et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

Twelve-year follow-up study of the impact of nutritional status at the onset of elementary school on later educational situation of Chilean school-age children

et al. 2007

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Objective: To determine the impact of nutritional status in a multicausal approach of socio-economic, socio-cultural, family, intellectual, educational and demographic variables at the onset of elementary school in 1987 on the educational situation of these children in 1998, when they should have graduated from high school. Setting: Chile's Metropolitan Region. Design: Prospective, observational and 12-year follow-up study. Methods: A representative sample of 813 elementary first grade school-age children was randomly chosen in 1987. The sample was assessed in two cross-sectional studies. The first cross-sectional study was carried out in at the onset of elementary school in 1987 and the second was carried out in 1998, 12-years later, when they should be graduating from high school. In 1998, 632 adolescent students were located and their educational situation was registered (dropout, delayed, graduated and not located). At the onset of elementary school were determined the nutritional status, socio-economic status (SES), family characteristics, intellectual ability (IA), scholastic achievement (SA) and demographic variables. Statistical analysis included variance tests and Scheffe's test was used for comparison of means. Pearson correlation coefficients and logistic regression were used to establish the most important independent variables at the onset of elementary school in 1987 that affect the educational situation 1998. Data were analysed using the statistical analysis system (SAS). Results: Logistic regression revealed that SES, IA, SA and head circumference-for-age Z score at the onset of elementary school in 1987 were the independent variables with the greatest explanatory power in the educational situation of school-age children in 1998. Conclusions: These parameters at an early school age are good predictors of the educational situation later and these results can be useful for nutrition and educational planning in early childhood.

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“…Although the hazard approach is the most appropriate method in studying dropout and was implemented in some dropout-research (e.g. Bowers 2010;Gesthuizen et al 2005;Roderick 1994), past research which adopted this method ignored the hierarchical structure of educational data. When a multilevel approach was implemented, researchers did not correct for student mobility despite the strong association with student dropout.…”

Section: Discussionmentioning

confidence: 99%

“…In the first model, we ignored the fact that students were nested within schools and thereby (partially) replicated past research on dropout in secondary education (see e.g. Bowers 2010;Roderick 1994). From the second model on, we adjusted for the fact that every student is in a certain school for a certain time.…”

Section: Baseline Hazard Modelsmentioning

confidence: 99%

“…Over the past 25 years, numerous studies have focused on the dropout phenomenon in secondary and also in higher education (e.g. Finn 1989; Lee and Burkam 2003;Rumberger 2001;Roderick 1994). The focus on dropout in secondary education can be explained by the severe consequences of this dropout: in an age where diplomas continue to gain in importance, leaving school without a qualification implies a strong decrease in future employment opportunities (Solga 2002).…”

Section: Introductionmentioning

confidence: 99%

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Dropout in secondary education: an application of a multilevel discrete-time hazard model accounting for school changes

et al. 2012

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For several decades, researchers have focused on dropout in search for an explanation and prevention of this phenomenon. However, past research is characterized by methodological shortcomings. Most of this research was conducted without considering the hierarchical structure of educational data and ignored the longitudinal path towards dropout. Moreover, research that did take into account these shortcomings, did not correct for student mobility between schools, despite the strong correlation with dropout (South et al. 2007). In this study, we attempt to address these shortcoming by implementing a multilevel discrete-time hazard model and exploring the effect of different school classifications on the school effects. Partially analogous to Grady and Beretvas (2010) we compare models with estimated school effects based on the first and on the last school attended and compare these models with multiple membership models and cross-classified models. The results of this comparison indicate that ignoring student mobility can have strong implications on the predictors of dropout. Not only do models which take into account this mobility yield better model fits, models ignoring this mobility tend to miss the effect of school level variables. With respect to the conclusions on dropout research, our models provide evidence for the often cited student characteristics predicting dropout and indicate stronger school effects than generally assumed.

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Grade Retention and School Dropout: Investigating the Association

Cited by 81 publications

References 0 publications

Familial and individual reasons for student dropout: Schools’ perception

Familial and individual reasons for student dropout: Schools’ perception

Twelve-year follow-up study of the impact of nutritional status at the onset of elementary school on later educational situation of Chilean school-age children

Dropout in secondary education: an application of a multilevel discrete-time hazard model accounting for school changes

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