Abstract:This study investigated the relationships among several different indicators of high school performance: test scores, dropout rates, transfer rates, and attrition rates. Hierarchical linear models were used to analyze panel data from a sample of 14,199 students who took part in the National Education Longitudinal Survey of 1988. The results generally support the notion of an alternative as opposed to a common view of school effectiveness: Schools that are effective in promoting student learning (growth in achi… Show more
“…In the current study, we account for 18 individual-level characteristics that have been associated with educational outcomes (Battistich, Solomon, Kim, Watson, & Schaps, 1995;Crowder & South, 2003;Duncan & Raudenbush, 2001;Gottfredson, 2001;Leventhal & Brooks-Gunn, 2000;Rumberger & Palardy, 2005).…”
“…In the current study, we account for 18 individual-level characteristics that have been associated with educational outcomes (Battistich, Solomon, Kim, Watson, & Schaps, 1995;Crowder & South, 2003;Duncan & Raudenbush, 2001;Gottfredson, 2001;Leventhal & Brooks-Gunn, 2000;Rumberger & Palardy, 2005).…”
“…The closest literature to our analysis is on child education attainment (e.g., Gunn, Klebanov, and Duncan, 1996;Rumberger and Palardy, 2005). In these studies, the main demographic variables are those of the parents so any comparisons with our results would exceed the bounds of valid comparison.…”
The effectiveness of the Expanded Food and Nutrition Education Program in achieving its goals at the national, regional, and state level is unknown. Using US Department of Agriculture (USDA) data from all states and territories for the years 2000-2006, the impact of program and participant characteristics and returns to scale on the three outcome indicators used by the USDA are estimated. Program and participant characteristics do not seem to be as important as the amount of money spent on the program. Generally speaking, there are constant and increasing returns to scale for two of the three federal outcome indices for most states but not all.
“…Second, many researchers have focused on grade repetition and school dropout because these events directly affect noncompletion of primary school. Finally, although student mobility or transfer has increased at the secondary-school level in developed countries (Kerbow, 1996, Rumberger et al, 1999Rumberger & Palardy, 2005), researchers have not generally considered the phenomenon at the primary-school level.…”
This study identifies individual, family, and school factors associated with student mobility. Specifically, for Grade 5 students, parents alive and school location were associated with transfer. For students in Grade 7, gender differences, levels of achievement, feelings about school, number of household tasks, distance to school, and parental habits of paying school fees were related to student mobility. Also, school location and mean number of grade repetitions for the institution are correlated with Grade 7 student mobility. The findings contribute to ongoing discussions about educational policy regarding transfer.
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