Transferring High Schools: An Alternative to Dropping out?

Lee, Valerie E.; Burkam, David T.

doi:10.1086/444024

Cited by 42 publications

(38 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, substantial proportions of these principals also reported admitting students who had been forced out of public schools for either disciplinary or academic reasons. However, there is considerable transfer from Catholic to public schools in the last 2 years of high school (Lee & Burkam, 1992). 75 Additional supporting evidence on this account can be found in Driscoll (1989).…”

Section: Notesmentioning

confidence: 87%

“…Bryk and Thum (1989) provide some statistical evidence linking school organization characteristics to the social distribution of dropping out (in terms of the student's social class and at-risk behavior). Lee and Burkam (1992) suggest that some of the positive effects of Catholic schools on dropping out may be explainable by the higher transfer rates from these schools (suggesting a "dropping down" alternative). 136 Theoretical details for this argument are advanced in a number of places, including Parsons (1960), Barr and Dreeben (1983), and Gamoran (1986).…”

Section: Notesmentioning

confidence: 99%

See 1 more Smart Citation

Chapter 5: The Organization of Effective Secondary Schools

Lee

Bryk

Smith

1993

Review of Research in Education

Self Cite

View full text Add to dashboard Cite

From its inception in the 1960s, the major focus of large-scale quantitative investigations of school effects has been on the issue of equal opportunities in education for disadvantaged and minority students. For two decades, school effects research attempted to identify the best way to deploy new federal resources for advancing educational equity. Beginning with the publication of the Equality of Educational Opportunity Report by James Coleman and others in 1966, this type of research was based on two different (but not inconsistent) conceptual frameworks. One, with an economic orientation, focused on school effectiveness as a series of input-output analyses (i.e., production functions) that were meant to estimate the impact of such fiscal resources as average teachers' salaries, books in the library, and class size on the average achievement of students in particular schools. Another strand, involving mainly sociologists, pursued issues of social stratification. Work using this second framework examined the role of education in status attainment. With years of schooling as the key independent variable, the primary focus was on the consequences of schooling for occupational and social mobility. 1 Both strands of school effects research in its early manifestation were conceptualized with a functionalist orientation based on human capital theory. Although seeking answers to ostensibly different questions, these two streams of work shared a common viewpoint: They conceived the organizational structure of a school as a "black box." As such, the in-

show abstract

Section: Notesmentioning

confidence: 87%

Section: Notesmentioning

confidence: 99%

Chapter 5: The Organization of Effective Secondary Schools

Lee

Bryk

Smith

1993

Review of Research in Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…GAO, 1994). Additionally, low school performance (as measured by grade point average), behavior problems, high rates of absenteeism, and low education expectations all predict high rates of school mobility when family structure and family income level are controlled (Lee & Burkam, 1992;Rumberger & Larsen, 1998).…”

mentioning

confidence: 99%

School Mobility and Students with Emotional Disturbance

Malmgren

Gagnon

2005

J Child Fam Stud

View full text Add to dashboard Cite

We examined the school mobility of a cross-sectional sample of 70 secondary-age youth with emotional disturbance (ED). Data were collected through an archival review of school records. Students' school mobility histories were examined in terms of the overall number of schools attended in the elementary school years, as well as the timing of the moves that were made. Findings indicate that sample students experienced high rates of school mobility with 66% having changed schools at least once by the end of 2nd grade and 89% having changed schools at least once by the end of 5th grade. Strategies for minimizing school mobility and the impact of high rates of school mobility are reviewed.

show abstract

“…Successful identification of the dropout risk factors enables us to calculate the likelihood of school leaving among students affected by those factors. For example, there is more chance that a student with the history of absenteeism and grade repetition (Lee & Burkam, 1992;, an underachieving student (Bryk & Thum, 1989) or a student who has somehow alienated from school life (Finn, 1989;Hammond, Linton, Smink & Drew, 2007;Wilson, Tanner-Smith, Lipsey, Steinka-Fry & Morrison, 2011;Lee & Burkam, 2003) will leave school at a certain point. At the same time, many studies point out that students who enrol in poorer schools and are taught by less qualified teachers often face a decrease in academic achievements and have fewer chances for further education (Aikens & Barbarin, 2008;Hanushek, Kain & Rivkin, 2009;Hattie, 2009;Hidi & Harackiewicz, 2000;Ingersoll, 1999).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of individualised support measures in the dropout prevention model (DPM) in Serbian schools

Jovanovic¹,

Markovic-Cekic²,

Jokic³

et al. 2017

Psihol istra

View full text Add to dashboard Cite

The purpose of this paper was to evaluate the effectiveness of individualised support measures within the Dropout Prevention Model (DPM) after two years of implementation in 10 pilot schools in the seven most vulnerable municipalities in Serbia. The core activities within the DPM identification of students at risk of dropping out were the calculation of the Risk Index (RI) for each of them, and the development of the Individual Plans for Dropout Prevention (IPDPs) as a tool for sustainable planning and provision of support to at-risk students. The sample consisted of 450 students with IPDPs from the pool of 5,884 students with the calculated RI. The evaluation of individualised support measures was conducted through quasi-experimental design at different time points, a qualitative analysis of structural aspects of IPDPs and the examination of the relationship of categories of measures and risk factors, RI and key indicators. Results demonstrate desirable effects of the individualised measures on the prevention of dropout. The Instrument for identification of students at risk of dropout showed high sensitivity for students at very high dropout risk. Only 5% of the students at very high dropout risk for whom IPDPs were developed dropped out of school after two years of implementation of the DPM. Further analysis of the correspondence between the types of support in IPDPs showed a good adjustment to the types of 1 The DPM has been developed during the UNICEF/Centre for Education Policy project "Combating early school leaving in Serbia through effective dropout prevention and intervention measures at the school level".

show abstract

Transferring High Schools: An Alternative to Dropping out?

Cited by 42 publications

References 23 publications

Chapter 5: The Organization of Effective Secondary Schools

Chapter 5: The Organization of Effective Secondary Schools

School Mobility and Students with Emotional Disturbance

Effectiveness of individualised support measures in the dropout prevention model (DPM) in Serbian schools

Contact Info

Product

Resources

About