School dropouts: Characteristics and prevention

Oakland, Thomas

doi:10.1016/s0962-1849(05)80126-x

Cited by 20 publications

(27 citation statements)

References 8 publications

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“…In addition to freshman-year grades, we assessed absenteeism, which has been cited as the strongest behavioral antecedent to dropout (Bryk & Thum, 1989 (Kupersmidt & Coie, 1990) and attendance patterns even as early as the primary grades (Oakland, 1992) have been reported to predict high-school dropout. Although absenteeism may be attributable to a number of causes, high rates of nonattendance hinder or prohibit the process of education and are salient harbingers of poor academic outcomes (Weitzman & Siegel, 1992).…”

Section: School-based Adjustmentmentioning

confidence: 99%

Academic Risk Among Inner-City Adolescents

Ripple

Luthar

2000

Journal of School Psychology

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In this 3-year prospective study, we explored antecedents of school-based adjustment among 134 inner-city high-school students. We examined the role of freshman-year risk and protective factors in relation to dropout status and senior-year adjustment indices among those who remained in school, including academic performance, psychological symptoms, and drug use. Although each single attribute included in this study has been linked to poor academic performance in previous investigations, the primary goal in this study was to determine which attributes were strongly related to academic problems when considered together. In addition, we sought to establish whether risk factors associated with dropout were the same as those that predicted academic problems among students who remained in school. Findings indicated that freshman-year attendance and demographic indices were most strongly predictive of dropout. Among adolescents who remained in school, freshman academic success was robustly linked to senior-year competence. Implications for identifying inner-city high-school students at high risk for academic problems are discussed. KeywordsRisk; Adolescence; Dropout; Ethnicity; Low SES; Academic adjustment Current trends among economically disadvantaged high-school students reflect academic improvements in some areas. For example, the dropout rate among African Americans is declining to the levels of non-Hispanic whites (McMillen & Kaufman, 1997). However, there are also areas of growing concern, such as persistently high dropout rates among specific subgroups, poor academic achievement, and drug use in many inner-city schools.Strong links between low socioeconomic status (SES) and low academic performance and dropout (McLoyd, 1998) help to explain the clustering of negative academic outcomes among low-income inner-city adolescents. But beyond associations involving SES and ethnicity with variations in academic adjustment (McDermott, 1995) NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author Manuscript degree of variability in outcomes among groups of low-income minority students. What differentiates between low-SES students who succeed academically from those who do not?Whereas academic success is a complex and multidetermined construct (Walberg & Tsai, 1985), this article focuses on the role of personal attributes in predicting academic success among low-income teens. Individual characteristics have been established as strong predictors of dropout, more so than, for example, neighborhood variables (Ensminger, Lamkin, & Jacobson, 1996). Although we will concentrate on this one domain of risk-we will not include other salient influences such as school quality, peer and family relationships, and neighborhood/community effects-this investigation will add to the literature by exploring risk within a group of low-income inner-city high-school students. We followed these teens from their freshman to senior year, a time frame that we selected primarily because high-school administrators expressed concern a...

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Section: School-based Adjustmentmentioning

confidence: 99%

Academic Risk Among Inner-City Adolescents

Ripple

Luthar

2000

Journal of School Psychology

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“…De plus, la recherche indique que les élèves qui arrivent fréquemment en retard en classe et s'absentent souvent de leurs cours suivent une trajectoire de risque négativement associée à la persévérance scolaire (Archambault et al, 2009;De Witte et Csillag, 2012;Jimerson, Anderson et Whipple, 2002;Oakland, 1992;Rumberger et Larson, 1998) En somme, les décrocheurs présentent des vulnérabilités importantes, tant au niveau de leur adaptation scolaire, des relations qu'ils entretiennent avec leurs parents et leurs enseignants, au niveau de leur adaptation psychosociale ou de leur assiduité en classe et de leur rendement. Si ces difficultés apparaissent parfois tôt dans le cheminement scolaire des élèves (Garnier et al, 1997), elles ne sont heureusement pas immuables : certains programmes de prévention du décrochage scolaire ont démontré une relative efficacité pour prévenir ou atténuer les trajectoires scolaires défavorables suivies par ces jeunes.…”

Section: Trajectoires Précoces Et Facteurs De Risque Du Décrochageunclassified

Évaluation de l’efficacité du programme d’intervention Check and Connect1 à l’école primaire

Archambault

Janosz

Pascal

et al. 2017

psyedu

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La présente étude a pour but d’évaluer l’efficacité de l’adaptation québécoise du programme d’intervention Check and Connect tel qu’implanté sur une période de deux ans dans des conditions réelles auprès d’élèves ciblés du primaire (n = 216). À partir d’un devis expérimental randomisé, les élèves ciblés par le programme (n = 107) ont été comparés avant et après l’intervention aux élèves d’un groupe de contrôle (n = 109). Cet examen a permis d’évaluer les effets du programme chez les élèves y participant, sous l’angle 1) de leur adaptation scolaire, 2) des relations qu’ils entretiennent avec leurs parents et leurs enseignants, 3) de leur inadaptation psychosociale et 4) de leur assiduité et de leur réussite scolaire. Nos résultats indiquent que le programme Check and Connect a certains effets positifs sur l’adaptation scolaire et psychosociale des élèves à risque du primaire ainsi que sur le soutien et les relations que les élèves entretiennent avec leurs parents et leurs enseignants. Par contre, les effets du programme sont plus mitigés quant au retard en classe et au rendement dans les matières de base. Ces derniers résultats méritent cependant d’être mieux compris à la lumière des données d’implantation.

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“…Monitoring and mentoring. Frequent absenteeism may be the strongest behavioral antecedent to school dropout (Bryk & Thum, 1989), with attendance patterns in the primary grades predictive of high school dropout (Oakland, 1992). As such, monitoring students' progress and school participation is a viable component of intervention.…”

Section: Specific Strategiesmentioning

confidence: 99%

The School Counselor's Role in School Dropout Prevention

White

Kelly

2010

Jour of Counseling & Develop

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The role of the school counselor has undergone numerous revisions over the past few decades. The current emphasis on accountability and academic performance of students has forced counselors to scrutinize their role in promoting students' academic success and school completion. In this article, the authors review the problem of school dropout from the school counselor's perspective and offer guidelines for how school counselors can deliver empirically supported strategies to address this problem as part of their comprehensive guidance programs.

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School dropouts: Characteristics and prevention

Cited by 20 publications

References 8 publications

Academic Risk Among Inner-City Adolescents

Academic Risk Among Inner-City Adolescents

Évaluation de l’efficacité du programme d’intervention Check and Connect1 à l’école primaire

The School Counselor's Role in School Dropout Prevention

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