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This article uses data from the National Longitudinal Survey of Youth 1997 to investigate high school dropout and its association with the high school curriculum. In particular, it examines how combinations of career and technical education (CTE) and core academic courses influence the likelihood of leaving school. Hazards models indicate a significant curvilinear association between the CTE-to-academic course-taking ratio and the risk of dropping out for youths who were aged 14 and younger when they entered the ninth grade (not old for grade). This finding suggests that a middle-range mix of exposure to CTE and an academic curriculum can strengthen a student's attachment to or motivation while in school. The same association was not found between course taking and the likelihood of dropping out for youths who were aged 15 or older when they entered high school, thus prompting further consideration of the situation of being old for grade in school settings that remain highly age graded in their organization.

Recent scholarship concerning low rates of marriage among low-income mothers emphasizes generalized gender distrust as a major impediment in forming sustainable intimate unions. Guided by symbolic interaction theory and longitudinal ethnographic data on 256 low-income mothers from the Three-City Study, we argue that generalized gender distrust may not be as influential in shaping mothers’ unions as some researchers suggest. Grounded theory analysis revealed that 96% of the mothers voiced a general distrust of men, yet that distrust did not deter them from involvement in intimate unions. Rather, the pivotal ways mothers enacted trust in their partners were demonstrated by 4 emergent forms of interpersonal trust that we labeled as suspended, compartmentalized, misplaced, and integrated. Implications for future research are discussed.

Youth who switch schools are more likely to demonstrate a wide array of negative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools actually puts youth at risk for dropout is uncertain, since youth who switch schools are similar to dropouts in their levels of prior school achievement and engagement, which suggests that switching schools may be part of the same long-term developmental process of disengagement that leads to dropping out. Using data from the National Longitudinal Survey of Youth 1997, this study uses propensity score matching to pair youth who switched high schools with similar youth who stayed in the same school. We find that while over half the association between switching schools and dropout is explained by observed characteristics prior to 9th grade, switching schools is still associated with dropout. Moreover, the relationship between switching schools and dropout varies depending on a youth's propensity for switching schools.

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