Predicting dropout using student- and school-level factors: An ecological perspective.

Abstract

High school dropout has been associated with negative outcomes, including increased rates of unemployment, incarceration, and mortality. Dropout rates vary significantly depending on individual and environmental factors. The purpose of our study was to use an ecological perspective to concurrently explore student- and school-level predictors associated with dropout for the purpose of better understanding how to prevent it. We used the Education Longitudinal Study of 2002 dataset. Participants included 14,106 sophomores across 684 public and private schools. We identified variables of interest based on previous research on dropout and implemented hierarchical generalized linear modeling. In the final model, significant student-level predictors included academic achievement, retention, sex, family socioeconomic status (SES), and extracurricular involvement. Significant school-level predictors included school SES and school size. Race/ethnicity, special education status, born in the United States, English as first language, school urbanicity, and school region did not significantly predict dropout after controlling for the aforementioned predictors. Implications for prevention and intervention efforts within a multitiered intervention model are discussed. (PsycINFO Database Record

Playing the Second Fiddle - The Experiences, Challenges and Coping Strategies of Concerned Significant Others of Partners With a Substance Use Disorder: Informing Social Work Interventions

“…To many CSOs, living with a partner with an SUD proved to be an extremely stressful experience (Gupta et al, 2014;Hudson et al, 2014;McCann et al, 2017;Rodriguez, Neighbors & Knee, 2014;Wilson et al, 2017;Wood et al, 2017). Nagesh (2015) encapsulates this phenomenon as follows: "emotional stress is one of the greatest effects of alcoholism and drug use on family life."…”

Extracurricular activity profiles and wellbeing in middle childhood: A population-level study

“…Our research builds on previous studies that have identified links between participation in ECAs and a range of positive developmental outcomes. For example, in research with children and adolescents in the United States, extracurricular engagement was positively related to academic performance [7], motivation [8,9], social skills [10], and educational resilience [11], and negatively related to behavioral problems [12], and school dropout [13,14].…”

Les déterminants du décrochage dans l’enseignement secondaire : une revue de littérature

“…Son importance est avérée lorsque les résultats scolaires sont analysés seuls, ou en association avec d'autres facteurs, notamment le manque d'engagement, de motivation, ou de satisfaction scolaire (Bowers & Sprott, 2012a;Casillas et al, 2012;Fortin, Marcotte, Diallo, Potvin, & Royer, 2013;Hodis, Meyer, McClure, Weir, & Walkey, 2011;Lessard, Poirier, & Fortin, 2010). La valeur prédictive des faibles performances scolaires reste importante selon différentes modalités d'évaluation : résultats globaux (niveaux de Grade Point Average -GPA américain) ou moyenne générale (Bardou, Oubrayrie-Roussel, & Lescarret, 2012;Casillas et al, 2012;Gagnon et al, 2015;Hawkins, Jaccard, & Needle, 2013;Jung, Krahé, & Busching, 2017;Markussen, Frøseth, & Sandberg, 2011;Wood, Kiperman, Esch, Leroux, & Truscott, 2017), résultats présents et antérieurs (Casillas et al, 2012), résultats dans des matières principales comme les mathématiques et la langue écrite maternelle (Abar, Abar, Lippold, Powers, & Manning, 2012;Bowers & Sprott, 2012b;Cornell, Gregory, Huang, & Fan, 2013;Fan & Wolters, 2014;Gagné, Marcotte, & Fortin, 2011;Quiroga, Janosz, Bisset, & Morin, 2013). Les seuls résultats en mathématiques peuvent enfin apparaitre comme principal prédicteur de décrochage (Bowers, Sprott, & Taff, 2013;Hakkarainen, Holopainen, & Savolainen, 2015).…”