School Attendance and Attainment: Function and Dysfunction of School and Family Social Systems

Bertrand, Alvin L.

doi:10.2307/2573634

Cited by 8 publications

(6 citation statements)

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“…The U.S. Department of Health, Education, and Welfare, Office of Education (1962) reported that more than half of the children of migrant workers are retarded educationally from one to four years. Among rural dropouts in Louisiana, Bertrand (1962) found a significant difference in academic achievement between the dropouts and the youths in school, even though there was no significant difference in intelligence. He suggested that a number of factors contributed to the dropout problem of rural youth: traveling distances, reduced participation in school activities, lower school achievement, lower expectations from the teachers, and the low socioeconomic standing of parents.…”

Section: School Achievementmentioning

confidence: 80%

Chapter IV: Learning Disabilities and Remediation in Disadvantaged Children

Grotberg¹

1965

Review of Educational Research

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The present review is concerned primarily with research on factors associated with learning disabilities and remediation among disadvantaged children. These factors include intelligence; school achievement; reading retardation; linguistics and language patterns; perception, conception, cognition, and vocabulary; and cumulative effects of social and cultural background.On the basis of the foregoing, suggestions are made for the development of a theoretical system within which research on remediation is examined. Research on remediation includes programs, experiments, and some consideration of the role of the teacher. Finally, the review discusses limitations of present studies and suggests directions for future research. Learning Disabilities IntelligenceResearch consistently reveals that disadvantaged children generally have lower IQ scores as measured by standardized intelligence tests. Deutsch and Brown (1964) conducted an important study with 543 urban public school children stratified by race, grade level, and social class. The Level I Primary Battery of the Lorge-Thorndike Intelligence Test was used for the first grade classes, and Level III was used for the fifth-grade classes. Both forms are essentially nonverbal. The authors found no significant differences in IQ scores between first-grade and fifth-grade children. Highly significant differences were found, however, both between scores of Negro and white children and between class levels. Further, IQ differences continued between races in different class levels, with the differences increasing as the class level became higher.The racial aspect of intelligence continues to raise the nature-nurture controversy. Shuey (1958) referred to 72 studies in which a total of 36,000 Negro children were tested, and the average IQ was determined to be 85, strongly suggesting to her a genetic difference. Klineberg (1963), on the other hand, interpreted the studies to suggest environmental determinants of IQ variations. Anastasi (1958) pointed out that referring to mean differences between races is misleading. She indicated that if 30 413

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Section: School Achievementmentioning

confidence: 80%

Chapter IV: Learning Disabilities and Remediation in Disadvantaged Children

Grotberg¹

1965

Review of Educational Research

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“…Family practices or parental support are also indicated as a predictor of university dropout. Students of parents who have high educational aspirations of their children and who monitor their children’s university progress are more likely achieved their studies in universities (Bertrand, 1962; Cooper et al, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

An Analysis of Factors Affecting Student Dropout: The Case of Tunisian Universities

Srairi

2021

International Journal of Educational Reform

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The purpose of this paper is to analyze the determinants of university dropout in the first year of bachelor programs at Tunisian universities. We consider 160 higher education institutions with an average of 671 bachelor study programs per year from 2013 to 2018. Using several econometric models (pooled ordinary least square, fixed effect model, and random effect model), we regress student dropout rate on four categories of indicators: student characteristics, and institutional, contextual, and external factors. The estimation results suggest that the institutional characteristics have a significant impact on dropouts. The findings show that student–staff ratio has a positive influence on student dropout. We also find a negative association between staff quality and dropout rate. In addition, the analysis reveals the importance of contextual factors such as university accommodation in helping students to complete university education. Finally, regression also indicates a significant and positive interaction between unemployment rate and the dropout rate.

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“…Research studies in several countries have indicated that poor families which are also dysfunctional (with domestic violence, abuse, alcoholism) more often have children who drop out of school (Lamb et al, 2004). The low level of parents' education (at least one parent did not finish secondary school), negative attitude towards 35 SECONDARY EDUCATION IN THE REPUBLIC OF SERBIA education and placing low value on education significantly increase the risk of children attrition (Bertrand, 1962;Dunn et al, 2004;Lyche, 2010). Two studies show that each year of parents' education decreases children's dropout likelihood (Ingrum, 2006;Traag & van der Velden, 2008).…”

Section: Familial Factorsmentioning

confidence: 99%

Student dropout in primary and secondary education in the Republic of Serbia

Krstić¹,

Ilić²,

Videnović³

2017

Psihol istra

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Student dropout from school is a serious problem in educational systems all over the world. This paper will provide an overview of the various dropout definitions and their consequences for measuring and monitoring. Since a diversity of factors (individual, familial, school and systematic) is connected with student attrition in foreign research, the attempt has been made to systematise their results and provide data regarding similar Serbian studies. Considering the fact that there are no systematic analyses of students' dropout rate in Serbia, the existing data from primary and secondary schools from a variety of statistical sources will be presented. We conclude that one way to reduce dropout in Serbia is to further develop research interest in the topic, as well as the strategies for monitoring, prevention and intervention.

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School Attendance and Attainment: Function and Dysfunction of School and Family Social Systems

Cited by 8 publications

References 0 publications

Chapter IV: Learning Disabilities and Remediation in Disadvantaged Children

Chapter IV: Learning Disabilities and Remediation in Disadvantaged Children

An Analysis of Factors Affecting Student Dropout: The Case of Tunisian Universities

Student dropout in primary and secondary education in the Republic of Serbia

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