School Dropout or College Bound: Study in Contrast

Yudin, Lee W.; Ring, Stephen I.; Nowakiwska, Myra; Heinemann, Shirley H.

doi:10.1080/00220671.1973.10884570

Cited by 8 publications

(2 citation statements)

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“…Students who attend classes less regularly earn lower grades (Kooker, 1976;Rozelle, 1968) and may show less-than-expected learning gains (Jenne, 1973). Skipping school (truancy) has been related to self-reported delinquency (Walberg, 1972); the absence rates of high school dropouts may be elevated for several years prior to their dropping out (Yudin, Ring, Nowakiwska, & Heinemann, 1973).…”

mentioning

confidence: 99%

Classroom social climate and student absences and grades.

Moos

Moos²

1978

Journal of Educational Psychology

117

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The social environments of 19 high school classes were related to student absenteeism rates and to the average final grades given by the teacher. Classes with high absenteeism rates were seen as high in competition and teacher control and low in teacher support. Classes in which teachers gave higher average grades were seen as high in involvement and low in teacher control. The results are discussed in light of their implications for understanding the differential effects of classes, as well as for identifying and changing high-risk classroom environments.

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mentioning

confidence: 99%

Classroom social climate and student absences and grades.

Moos

Moos²

1978

Journal of Educational Psychology

117

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“…Several researchers (e.g., Schriber, 1962;Yudin et al, 1973) have suggested that the socioeconomic climate of a school influences student achievement and, as a result, school retention. In these studies, however, it has been difficult to separate the effects that can be attributed to some aspect of the socioeconomic climate of the school from those attributable merely to the socioeconomic composition of the student body.…”

Section: School Characteristicsmentioning

confidence: 99%

Dropping Out Among Language Minority Youth

Steinberg

Blinde²,

Chan³

1984

Review of Educational Research

121

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Dropping out of high school among language minority youngsters, a group characterized by an extremely high dropout rate, has seldom been examined. In this review, direct and indirect evidence concerning school-leaving among language minority youth is discussed. Generally speaking, it appears that the combination of socioeconomic disadvantage and early academic failure-a combination known to be predictive of dropping out-contributes to the higher dropout rate of language minority youngsters. Interestingly, however, although the evidence is by no means unequivocal, studies conducted to date suggest that dropping out is more prevalent among language minority youngsters from Hispanic backgrounds than among other non-English-speaking youngsters. Four hypotheses concerning the higher dropout rate of language minority Hispanics are discussed: (a) It is a socioeconomic artifact; (b) there exist ethnic group differences in the pressure parents place on youngsters to learn and use English; (c) school personnel interact more negatively with Spanishspeaking youngsters than with other language minority youth; and (d) differences in dropout rates are attributable to differences in the circumstances surrounding youngsters' immigration to the United States.It is well documented that dropping out of high school is associated with an array of individual and social costs. For the individual, failure to complete high school is associated with limited occupational and economic prospects, disenfranchisement from society and its institutions, and substantial loss of personal income over his or her lifetime. For society, premature school-leaving is associated with increased expenditures for government assistance to individuals and families, higher rates of crime, and the maintenance of costly special programs for purposes such as employment and training (King, 1978;Levin, 1972).Youngsters for whom English is not their primary language-referred to as language minority youth-are far more likely than their peers to leave school before graduation. Unfortunately, despite the growth of the literature in recent years on This paper is based on a report prepared by the National Center for Bilingual Research as part of its effort to analyze and critically review research on language minority populations. The authors would like to acknowledge the contributions of Pamela Adelmann, Marguerite

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Attrition in the liberal arts college of a major metropolitan university

Stork

Berger

1978

Res High Educ

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School Dropout or College Bound: Study in Contrast

Cited by 8 publications

References 1 publication

Classroom social climate and student absences and grades.

Classroom social climate and student absences and grades.

Dropping Out Among Language Minority Youth

Attrition in the liberal arts college of a major metropolitan university

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